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No / Participatory techniques have established themselves in both project implementation in developing countries and community interventions in industrial countries. Recently, participation has been fashionably dismissed as more rhetoric than substance, and subject to manipulation by agents pursuing their own agendas under cover of community consent. In this important new volume, development and other social policy scholars and practitioners seek to rebut this simplistic conclusion. They show how participation can help produce genuine transformation for marginalized communities. This volume is the first comprehensive attempt to evaluate the state of participatory approaches in the aftermath of the "Tyranny" critique. It captures the recent convergence between participatory development and participatory governance. It revisits the question of popular agency, as well as spanning the range of institutional actors involved--the state, civil society and donor agencies. The volume embeds participation within contemporary advances in development theory.

Call number: LD2668 .T4 1935 T45

Les grandes centrales syndicales au Québec se préoccupent de plus en plus de la représentativité des membres des communautés ethnoculturelles au sein de leur syndicats locaux et de leurs diverses instances, qu’il s’agisse de personnes nouvellement arrivées ou établies ici depuis plusieurs années, voire plusieurs générations. La participation syndicale, que l’on peut définir comme étant une manifestation comportementale mesurable d’un engagement psychologique à l’égard du syndicat, trouve sa source dans différentes motivations. Ainsi, plusieurs facteurs pouvant expliquer le niveau de participation syndicale ont été identifiés au fil de multiples recherches, et ce, depuis les années 1950. Avec l’apport de deux fédérations de la Confédération des syndicats nationaux, le présent projet a pour objectifs de vérifier s’il existe une disparité entre les niveaux de participation syndicale des Québécois d’origine et celle des membres des communautés culturelles, puis d'identifier l’influence de certains facteurs sur la participation syndicale de travailleurs et travailleuses, principalement pour les personnes issues des communautés culturelles. Pour ce faire, une enquête par questionnaire a été réalisée afin de vérifier, à l’aide de Tests t, les niveaux respectifs de participation chez des membres des communautés culturelles (n = 39) et chez des personnes québécoises d’origine (n = 78). Aucune différence significative n’a été trouvée entre les groupes en ce qui concerne le niveau de participation syndicale. Ensuite, des analyses de régression multiple ont permis de vérifier si l’influence de certaines variables sur la participation syndicale était similaire pour les deux groupes. Les facteurs pour lesquels une influence a été démontrée sont l’Instrumentalité, la Socialisation et la Responsabilité. Ceux-ci exercent donc une influence sur la participation syndicale à la fois chez les Québécois d’origine et chez les membres des communautés culturelles.

published_or_final_version / Politics and Public Administration / Master / Master of Public Administration

published_or_final_version / Education / Master / Master of Education

The new democratic government of Malawi introduced free primary education (FPE) in the 1994/95 academic year. This major policy intervention included the removal of tuition and other school fees, and children were no longer required to wear a uniform to attend school. The main objectives ofFPE were to increase access to primary education and to eliminate inequalities in participation through reducing the direct costs, and to improve retention rates and thus reduce illiteracy. FPE is the most significant educational policy ever introduced in Malawi. Its development invited a detailed study of how participation has changed, what mechanisms were employed to improve retention and promotion, and what strategies were used to meet the need for additional human and physical resources. There are four main concerns which shaped this study: 1) The genesis of the policy- how was the policy initiated and for what reasons? 2) The policy itself- i.e. what did the policy consist of and what did the ministry of education do? 3) What happened after the introduction of FPE and how did enrolment, access and retention change over time? 4) Why did things happen the way they did and what are the reasons which help explain the effect of implementing FPE? Data were collected through grounded case studies of ten schools undertaken in different parts of Malawi. The literature indicates that judgements on the effectiveness of policy implementation require insights that can only be obtained from case study work at the local level. Those involved in the development of policy were interviewed and national level data were also analysed. Systems theory was used to examine the relationships between system components, between the system and its environment and between one system and another, and the major concepts of this theory of interdependence, integration and cohesion were used to analyse and interpret the findings of this thesis. At the macro level, the study also drew on functionalist theory. In order to examine how educational institutions perceive, manipulate and act within the structural constraints within which they find themselves, the socio-politico-cultural frameworks within which, and through which these institutions have shaped schooling under FPE were elaborated. The analysis has shown that the immediate goal of ensuring universal access to primary education has been largely achieved. Most children in Malawi have set foot inside a school of some kind. But when the implementation of FPE policy was examined within the Jomtien aspirations which included improving educational quality, ensuring greater equity in the distribution of educational resources, and improving retention and attendance, the thesis concludes that Malawi lacks the administrative and fiscal capacity to deliver primary education of minimum quality to all. This deficiency leads to system fragmentation and low cohesion in the implementation process which partly explains the limitations of FPE policy identified. The study established that schooling problems might have worsened since the introduction of FPE and that despite increased efforts towards girls education, gender disparities still remain one of the main problems. Further, the rhetorical association of schooling with economic opportunity is questionable, at least for those where the demand for schooling is weak and the benefits not apparent. A simulation modelling costs also indicates that achieving EFA is financially unsustainable in the short and medium term. The findings provide pointers about what needs to be done or strengthened in order to ensure a more effective implementation of an ambitious and worthwhile educational policy reform in Malawi, as well as the lessons that can be learned for the implementation of similar reforms.

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