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01 AFR - The African continent (425p)
02 BIG - Big Issues of our Time (325p)
03 HIS - History of the World (225p)
04 CEU Contemporary Europe (325p)
05 FEU The Future of Europe (325p)
06 FWP - Fighting with the Poor (400p)
07 BIP Bringing It to the Public (350p)
08 LAN Mastering Languages - English (375p)
09 MW Mastering the Material World (300p)
10 T21 The Teacher and the School of the 21st Century (125p)
11 EPI Epistemology (125p)
12 PED The Pedagogy of OWU and DNS (250p)
13 DMM The Science of the Doctrine of the Modern Method (100p)
14 HOR Horticulture. Good cooking (175p)
15 LSS Lifestyle Sustainability (125p)
16 WP The World of Politics (150p)
17 WA The World of Arts (100p)
18 OF Open Future (100p)
19 TP Teaching Practice (350)
20 SSO Specialisation Social Science (225)
21 SHS Specialization History (225)
22 MON Monograph (300)
24 SNT Specialization Natural Science (225)
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Humana People to People
Conditions of the Poor
Causes of Poverty
Future of the Poor
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The task is to study different articles about why people's active participation is a precondition for any development.
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hours
Introduction:
The issue of <strong>DEVELOPMENT </strong>and what it takes to create sustainable development is<br /> on the agenda throughout your program and you have been occupied with this in<br /> many different ways both at the school and at the projects of <em>Humana People to<br /> People.</em><br /> <br /> In this task we wish to underline that people’s participation is a precondition to any<br /> development. You will probably say “of course”. But it has not necessarily been like<br /> that.<br /> <br /> For decades– after the second world war – development theories were focused on the<br /> assumption that if you gave to the “haves” the surplus would trickle down and benefit<br /> the “have-nots”. It was also given on the assumption that all countries had to go<br /> through the same successive phases to develop. This fitted well with World Bank and<br /> IMF practices of giving out huge loans to infrastructure projects that allegedly should<br /> ''create preconditions for take-off''.<br /> <br /> When the take-off did not arrive (except for special cases such as South Korea), the<br /> nations were left with huge unpayable debts of which most third world countries are<br /> trapped into today.<br /> <br /> Example after example of how this top-down approach failed have become<br /> increasingly clear and forced donors to change strategies to a more bottom-up<br /> strategy, where donations go directly to organizations and people working at grass<br /> root level with the local people to create development.<br /> <br /> This did NOT mean that the powers that be wants people to be in charge. The<br /> neoliberal point of view is that poverty is an individual problem, caused by the lack of<br /> intelligence and motivation of The Poor or maybe the bad morals of their parents.<br /> They want NGOs to get The Poor to rise ''individually'' not as a collective.<br /> <br /> Different departments of United Nations have been in the forefront of speaking up for<br /> people’s participation as a precondition for development – people oriented<br /> development.<br /> <br /> For us to apply participatory action research in our development efforts is natural and<br /> the more we learn to use this research method, the more results we will see.<br /> <br /> In this task we merely wish to underline this necessity.
Directive:
1. Read the two files: “Participatory Evaluation” and “Key aspects for sustainable<br /> development”, from two different UN departments – UNDP and FAO.<br /> <br /> 2. Read the files: “PAR – Involving all the players in evaluation and change” and<br /> “People’s participation in Development Projects” page 1-13.<br /> <br /> 3. Discuss in your trio why people’s participation is a precondition for<br /> development and make a list of 10 good reasons.<br /> <br /> 4. Post the list in the common room at the school and send it to your teacher.
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