Understanding the concept of food sovereignty using the Ghana School Feeding Programme (GSFP)

This article deepens the understanding of the emerging food sovereignty concept using a case study of a home-grown school feeding programme that promotes local food demand – supply linkages. A school feeding programme in four selected districts in Ghana is analysed with respect to community involvement in programme implementation and management as well as its socio-economic impacts. A combination of quantitative and qualitative methodological approaches was used in data collection and analysis. Results showed a significant improvement in household food access and months of adequate household food provisioning, which were used as measurement proxies for food sovereignty, as a result of access to local market created by the Ghana School Feeding Programme. However, the study recommends more empirical evidence from research to support the claim that using locally produced food for school feeding actually reduces poverty and malnutrition in rural farming communities.     

An impact evaluation of student teacher training in HIV/AIDS education in Zimbabwe

Zimbabwe introduced a nation-wide program to teach AIDS education in 1994. This paper evaluates changes in student teachers' level of knowledge about transmission, symptoms and prevention of STDs and HIV/AIDS; their attitude towards persons living with AIDS; and their sensitivity to the impact of the epidemic and to discussing and teaching about these issues. There was an increase in knowledge of HIV prevention and in teachers' ability to discuss reproductive health and sexual issues. However, as students were exposed to other HIV material outside the programme, not all of this change is due to the programme. Course attendance needed to be enforced and the curriculum needed to be updated with student participation. Peer educators and participatory techniques are needed to get students to internalise positive attitudes and behaviour. The education materials need to address the lack of female empowerment in making decisions and negotiating for safer sex.     

Exploring new ways of inservice teacher education: an action research project

The starting point of the paper is that there is a need to develop new ways of in service teacher education and to examine the nature of the university ‐ school partnerships in school development. In service teacher education needs to be participatory, based on a long‐term commitment to work together, moving from traditional teacher isolation towards a new, collaborative school culture. An essential idea in school development is that teachers take charge of curriculum development through an action research orientation. The process can be facilitated by university researchers in a relationship that is based on an equal status of the participants and mutual trust. These possibilities are explored in the OK school development project (1994‐98), conducted in collaboration with the University of Tampere and six schools in the Tampere region. The paper discusses the design of the project with reference to supporting the teacher's professional development towards interactive professionalism.     

Stakeholders’ partnership approach to infrastructure provision and management in developing world cities: lessons from the Sustainable Ibadan project

In recent decades unprecedented urbanization has constituted a huge challenge to urban infrastructure development and management in most developing countries. Meanwhile, the appropriateness of conventional urban planning approaches to the improvement of urban environmental conditions in the face of deteriorating urban environment have often been questioned. It became inevitable to search for new approaches particularly in the context of low-income urban communities. International organizations such as the United Nations Development Programme (UNDP) and the United Nations Centre for Human Settlements (UNCHS) have subsequently initiated strategies to evolve a participatory approach to the development and management of the urban environment. One of such strategies is the Sustainable City Programme (SCP) which aims to provide municipal authorities and city stakeholders in the public, private and community sectors with an enhanced capacity for environmental planning and management. The programme is being implemented in several cities in parts of the developing world, including Ibadan – the Sustainable Ibadan Project (SIP) – in Nigeria. This paper examines the partnership approach to urban environmental infrastructure improvement, development and management as represented by the SIP. The relevance of the participatory partnership approach of the SIP for cities in parts of developing regions is examined. The paper implicitly stresses that bottom-up participatory stakeholder partnership is a strategy capable of enlisting the financial, material resources and expertise of various sectors of the urban community towards the improvement of urban environmental infrastructure. The paper presents preliminary findings of a study. Although traditional appraisal techniques were not employed, nonetheless, the paper presents a discussion of the processes and dynamics of the SIP on the basis of which some useful lessons may be drawn.     

The promotion of participatory methods for group events in Zambia: a process evaluation report for unicef 1994–1997

Beginning in early 1994, UNICEF Zambia made a commitment to emphasize the use of participatory methods in conducting its business. Specifically, this has meant adopting and experimenting with a participatory methodology named VIPP (Visualization in Participatory Programmes) which had been used in a wide variety of group events, ranging from planning and review meetings to training and team building. Three years later, a process evaluation was commissioned to examine the question: How has this initiative been accepted and what effect is it having on UNICEF-supported programmes in Zambia?Employing a widely-utilized framework for evaluating training effectiveness, the evaluation team traced the history of VIPP implementation in Zambia through document reviews and interviews. In addition, the evaluators collected data from three different programme sites in Zambia where VIPP had been used. Several participatory evaluation techniques were used to conduct this evaluation, the first exercise of its kind for assessing VIPP application in Africa.Through this evaluation exercise, the evaluation team has gained knowledge about the strategic benefits and application of VIPP that will help with future planning for VIPP in Zambia and that will also inform other UNICEF offices and organizations about the experience of implementing a participatory methodology for programme and organisational purposes. © 1998 Elsevier Science Ltd. All rights reserved.     

Participatory analytic hierarchy process for resource allocation in agricultural development projects

In the framework of 2030 Agenda sustainable agriculture plays a central role. In the field of international aid the participatory approaches to assessment, research, management and budgeting have been widely studied and applied in the last decades, mostly because international aid initiatives, in all their relevant phases from planning through implementation, monitoring and evaluation, are faced with the problem of identifying initiatives that could be successfully and sustainably implemented. The present paper investigates the use of a modified form of analytic hierarchy process, namely the participatory analytic hierarchy process, as a tool for choice criteria elicitation and resource allocation in the framework of an operational planning for agricultural development projects in the Dioceses of Goma, Nord Kivu, Democratic Republic of Congo. During our research, we were able to make use of most frequent inconsistencies in pairwise comparison matrixes in order to stimulate the debate, to adjust local preferences and to build consensus across the group. From an operational point of view, the PAHP methodology was also suited for training the project team and for identifying a shared resource allocation pattern, which matches the existing international guidelines for agricultural development in the region.     

Identity transformation of Chinese secondary school teachers during educational reform

Secondary school teachers’ professional identities have often been overlooked despite that they have experienced ongoing and dramatic identity negotiations, conflicts, and even crisis in new Gaokao (university entrance examination). Starting off from this notable research gap, the present study employed a qualitative approach to examine the changes in teacher professional identity cognitively, socially, and emotionally after they had gone through the reform over a period of 3 years since 2014. Nine participants’ interview data and reflective journals were collected and analyzed. The findings demonstrated that there was a sharp transformation of teachers’ cognitive engagement, social interactions, and emotional experiences in terms of school management, teaching beliefs and practices, teacher professionalism and teacher training programmes, revealing the complexities of identity development through which teachers had to adjust themselves to meet the new demands of the reform. The implications for secondary school teachers were also offered.     

Power and perceptions in participatory monitoring and evaluation

This paper examines the assumptions that commonly underpin the design of participatory monitoring and evaluation (PM&E) within development programmes through the examination of a case study of a large rural development programme in Uganda. This case study reveals a mismatch between programme assumptions and participant perceptions, which stymied the implementation of PM&E. In this case, PM&E was based on the assumptions that programme and participant goals were compatible, participants were willing to volunteer and engage themselves for the greater good of their communities, and information sharing and communication was fairly free and open. However, farmers within the programme felt that the bureaucratic and accountability requirements of the programme were not their concern, and were acutely aware of power differences between farmers and programme officials, and between farmers of varying status. The key lesson to be drawn from this case is the need for a heightened awareness of power dynamics and political factors in the design of PM&E.     

Exploring the value of involving experts-by-experience in social work research: experiences from Slovenia and the UK

The evidence base for the methodological validity of conducting participatory research is becoming established. This article reviews the experiences of two researchers undertaking Ph.D. studies in Slovenia and UK, respectively, and considers the value of involving service users and carers in social work research. The Slovenian research involved user-researchers who developed research tools and undertook qualitative research. The first author explores the co-researchers’ impact on the research process and its outcomes, identifying both individual and collective empowerment of the co-researchers. The English study involved people from diverse backgrounds, who developed a recovery training programme for carers of people with schizophrenia. The second author describes how the steering group, and the carers who participated in the programme were impacted by the research process and experienced a sense of empowerment and how they influenced the development of new knowledge through the reflexive cycle. The authors draw out the commonalities and differences in our research that add to the existing evidence base supporting the development of participatory inquiry. We conclude by affirming the value of user participation in research in leading to the empowerment of users, the development of new research perspectives, and in contributing to theory in social work research and practice.     

Community Study for Social Studies Teachers

The absence of social studies curriculum is a problem because it undermines the essential purposes of schooling: to prepare participatory, contributing members of a democratic society. In this article, we argue that integrating the literacy and social studies curricula is one meaningful way to support such civic-minded social studies instruction in elementary classrooms. As 2 teacher educators working with teacher candidates placed in their final clinical before student teaching, we saw the potential to model meaningful integration in literacy and social studies. In this 2-year qualitative study, we highlight how 14 teacher candidates engaged in the integration of literacy and social studies during their yearlong placement in a professional development school program and what factors influence their implementation of integration. Findings from this study revealed that effective integration required a strong vision of the complexities of integration and the importance of intentional planning. To get past the constraints of traditional compartmentalized scheduling, teacher candidates needed high-quality modeling of integration within their clinical placement. We offer implications for teacher educators and school/university partnerships.     

Developing the social work researcher through a practitioner research training programme

As part of its core programme, the Centre for Child Care Research at Queen's University, Belfast, Department of Social Work is developing a Practitioner Research Training Programme for social workers interested in undertaking applied research. A survey was undertaken to assess the research literacy and competency of the social work profession as well as interest and desire to learn by undertaking research training. The findings produced useful insights into the value of such a programme and offered a contribution to the more global debate on the development of practitioner-researcher partnerships for creating a research base within the profession.     

Establishing and Evaluating an Industrial Social Work Programme:

The process of establishing and evaluating an industrial social work programme in a small distillery using a third party university model is described. The programme is based on a participatory philosophy and the importance of joint management and union "ownership" of the programme is emphasized. The evaluation examined health and attitudes of employees, absenteeism and productivity, cost effectiveness and reduction in grievances. The overall finding was that both the employees and the corporation benefitted substantially from the project.     

Making Connections: Community Organizing,Empowerment Planning,and Participatory Research in Participatory Evaluation

This article shows the intersections of participatory research, popular education, empowerment planning, and community organizing with participatory evaluation. It argues that a truly successful participatory evaluation involves participants in guiding and even conducting the research, doing a process of self- and program study, creating plans for change, and organizing themselves for implementing these plans. Next, the chapter shows how these elements played out in a participatory evaluation of a community organizing training and technical assistance project in Toledo, Ohio. The first year of the project was facilitated by participatory evaluation that helped identify early successes and problems so participants could make programmatic changes early in the process. The telling of the story also develops practices of participatory evaluation, including planning the evaluation, doing the research and adapting it to changing conditions, uncovering creative tensions, participatory validity checking, and linking the process to planning and action. The chapter concludes with some lessons for participatory evaluation practice.     

Bridging the qualitative–quantitative divide: Experiences from conducting a mixed methods evaluation in the RUCAS programme

Quantitative and qualitative approaches to planning and evaluation in education for sustainable development have often been treated by practitioners from a single research paradigm. This paper discusses the utility of mixed method evaluation designs which integrate qualitative and quantitative data through a sequential transformative process. Sequential mixed method data collection strategies involve collecting data in an iterative process whereby data collected in one phase contribute to data collected in the next. This is done through examples from a programme addressing the ‘Reorientation of University Curricula to Address Sustainability (RUCAS): A European Commission Tempus-funded Programme’. It is argued that the two approaches are complementary and that there are significant gains from combining both. Using methods from both research paradigms does not, however, mean that the inherent differences among epistemologies and methodologies should be neglected. Based on this experience, it is recommended that using a sequential transformative mixed method evaluation can produce more robust results than could be accomplished using a single approach in programme planning and evaluation focussed on education for sustainable development.     

Sexual abuse prevention programme fidelity: video analysis of interactions

This paper identifies key themes from research into programme fidelity of sexual abuse prevention programmes. It presents a detailed analysis of programme fidelity within a study of the Tweenees school‐based abuse prevention programme (Barron and Topping, 2010 ). The paper reports how programme fidelity was addressed in a programme delivered to survivors of child sexual abuse by experienced survivor organisation workers. There was also study of programme fidelity in the delivery of the programme to grade‐seven pupils through co‐working between survivor organisation workers and teachers. Video was taken of all four sessions delivered to the survivors' group. To begin to explore programme fidelity when lessons were co‐delivered by survivor organisation workers and a teacher, the first session of a grade‐seven class was videoed. Survivor organisation workers achieved high levels of programme fidelity characterised by facilitative communicative behaviours (e.g. affirming responses, seeking clarification, checking understanding and summarising). The grade‐seven teacher's communication was characterised by a behaviour management focus. Video analysis of interactions was a useful measure for programme fidelity and analysing appropriate communication underpinning delivery of the programme. Recommendations for future programme fidelity measures are provided for researchers and practitioners in the field. Copyright © 2010 John Wiley & Sons, Ltd.     

How performance management regulations shape evaluation practice in South African municipalities

South African municipalities are taking hesitant steps towards institutionalising evaluation practice. This paper explores how evaluation is being institutionalised at a municipal level, looking at both the legislative and regulatory requirements in terms of planning, budgeting, and reporting, as well as opportunities for evaluative practice. A well-established performance management system, coupled with certain constraints to innovation and building an evaluative culture are contributing to the creation of an evaluation function that serves a monitoring purpose. A combination of desktop research and participatory action research was used to understand the municipal practice of evaluation. The results have implications for how decentralised public sector evaluation systems are understood.     

Learning for the Twenty-First Century: Maximising Learning Transfer from Learning and Development Activity

This article builds on the learning gathered from the evaluation of a Scotland-wide child protection training programme. Based on Kirkpatrick's four-level framework, the study aimed to evaluate the impact of the learning programme on the practice of participants in the workplace. The study prompted the authors to examine the literature on maximising learning transfer across a range of occupations. This literature is discussed in the light of the findings from the evaluation and the experience of the authors in designing and implementing continuous professional development programmes in social services.

The practice of inspection, monitoring and audit seems to have impacted negatively on staff's willingness to participate in data collection, and coupled with what appeared to be confusion about data protection legislation, the perceived burden of audit and inspection has significant implications for research and evaluation activity.

Suggestions are made for the future design, delivery and evaluation of learning and development activity, and the role of managers is explored in relation to their responsibility for preparation, support and follow-up of workplace learning.     

Key considerations for logic model development in research partnerships: a Canadian case study

Community-academic partnership research is a fairly new genre of community-based participatory research. It has arisen in part, from recognition of the potential role of alliances in the development and translation of applied knowledge and the elimination of health disparities. This paper reports on the learning process of academic and community members who worked together in developing a logic model for a research program focusing on partnerships with vulnerable populations. The Partners in Community Health Research is a 6-year training program that seeks to combine research, training, and practice through the work of its "learning clusters". As these types of partnerships proliferate, the articulation and exploration of clear models will assist in their implementation. The authors, coming from both academia and community agencies, present a logic model meant to facilitate program management. Key considerations in the model's development are discussed in the context of an ongoing research partnership; namely, the complexity of the research partnership, power and accountability, alignment with health promotion policy, and the iterative nature of program design. Recommendations challenge academics, policy-makers, service providers, and community members to reflect on the elements needed to support and manage research partnerships and the tools necessary to ensure continued collaboration.     

A Collaborative Approach to Service,Learning, and Scholarship

ABSTRACT

This article describes a research course that was a collaborative endeavor between a school of social work and a community organization. This project was guided by learning, service and scholarship goals. Specifically, the participants in this course provided a pro-bono evaluation for a community benefits district. The benefits district solicited assistance from the authors, with the caveat that district members not be involved in the data collection and analysis. The authors situate this project on a continuum of traditional versus participatory research, and propose a “mixed” model for collaborative university-community efforts. The authors suggest ways of engaging students in “real world” research that benefits the community and facilitates their own training as macro social work practitioners. Factors that facilitate and hinder such a project are also discussed.     

Active participation in preventionist professional practices: a specific ergonomics training course

Currently, the different forms of corporate management methods (quality circles, lean manufacturing, etc.) are usually based on employee mobilisation. Very often, the goal of this type of approach is at best, to ensure that employees embrace corporate projects, or otherwise to impose changes on them without taking into account the real work and difficulties that they face daily. However, do these employee solicitation methods converge with participatory approaches as envisaged by ergonomists and more generally, preventionists? Based on the observation that the activity of institutional preventionists evolves with regulatory constraints and work related to the monitoring of indicators, the implementation and steering of the participatory approach within companies may be a major lever for prevention. After describing the foundations of a participatory approach, this paper will present a training experiment aimed at implementing and promoting employee participation in prevention efforts. The content of this training is then analysed with regard to the balance between methodology and the use of trainees' narratives. The results of the training session are presented from the point of view of the development prospects for pedagogical tools and the organisation of the training.