A presente Tese tem por objetivo contribuir, à luz dos princípios e postulados da gestão social, para a compreensão do processo de construção de saberes no campo da cooperação internacional para o desenvolvimento Sul-Sul. Para tanto, a construção teórica que a embasa compreende: (i) a cooperação internacional para o desenvolvimento como um campo de poder, na qual se praticam duas modalidades de cooperação: a Norte-Sul e a Sul-Sul; (ii) que as disputas nesse campo são alimentadas por um sistema-mundo, no qual os países centrais exercem seu poder de modo hegemônico replicando, por meio da modalidade de cooperação Norte-Sul, a lógica neoliberal para os países semiperiféricos e periféricos, bem como impondo uma dominação intelectual, a partir de uma visão eurocêntrica, num contexto de colonialidade de saberes; (iii) que numa tentativa de tensionar o campo da cooperação internacional para o desenvolvimento, os países semiperiféricos e periféricos se uniram para construir o conceito político Sul-Sul, o qual embasa a modalidade de cooperação Sul-Sul que, teoricamente, prevê o respeito às singularidades históricas, sociais e culturais de cada país; (iv) que dentre as intervenções internacionais para a promoção do “desenvolvimento”, a cooperação internacional Norte-Sul, transfere o conhecimento científico para os países periféricos, em nome de um progresso científico e do “desenvolvimento”; (v) que inexiste um modelo universal para a promoção do desenvolvimento, o qual requer respeito às particularidades de cada sociedade; (vi) que a superação das condições de adversidade que caracterizam a realidade dos países periféricos requer a consideração e o respeito aos saberes locais, num processo de construção conjunta de saberes; (vii) que o processo de construção de saberes preconiza o respeito a diversidade epistemológica do mundo, propondo a ecologia dos saberes nos termos de Santos (2008), para a qual existe o trabalho de tradução, em que as experiências e saberes da sociedade unem-se aos conhecimentos científicos para gerar novos saberes adequados à realidade social de cada sociedade; (viii) que as relações estabelecidas no campo da cooperação internacional para o desenvolvimento são relações de poder, e portanto, precisam ser geridas; (ix) que a adoção do conceito de gestão social é pertinente para discutir as relações no campo da cooperação internacional para o desenvolvimento, uma vez que abrange a dimensão social e política das relações, além da dimensão técnica. Com base nesses postulados teóricos, esta Tese investigou e analisou o acordo de cooperação entre Brasil e Cabo Verde, na área de educação, para a implementação do Curso de Mestrado em Administração Pública em Cabo Verde. Os resultados evidenciaram que, para construir saberes no campo da cooperação internacional para o desenvolvimento, é preciso respeitar o desafio do tempo e o desafio inerente ao processo de aprendizagem, o que implica reconhecer o tempo do outro, que não necessariamente é o tempo linear preconizado pelo moderno sistema-mundo, bem como realizar o trabalho de tradução, por meio do qual as experiências e saberes das sociedades unem-se aos conhecimentos científicos gerados na universidade, construindo novos saberes, adequados à realidade social de cada comunidade. Todavia, isto implica tratar cada projeto de cooperação internacional como único, pois aproxima agentes constituídos tanto por diferentes visões de mundo como por diferentes contextos históricos, sociais, econômicos e políticos. / This thesis aims to contribute, in the light of the principles and postulates of social management, to the comprehension of the process of construction of knowledge in the field of international cooperation to South-South development. Therefore, the theoretical construction that supports our study covers: (i) the international cooperation for development as a field of power, in which we can practice two ways of cooperation: North-South and South-South; (ii) some disputes in this field are powered by a world-system, in which central countries exert their power of hegemonic mode by replicating, through North-South cooperation, the neoliberal logic for the semi-peripheral and peripheral countries, as well as enforcing an intellectual domination, from an Eurocentric vision, in a context of coloniality of knowledge; (iii) also that in an attempt to intend to the field of international development cooperation, the semi-peripheral and peripheral countries have teamed up to build South-South political concept, which bases the modality of South-South cooperation that, theoretically, provides respect for historical, social and cultural singularities of each country; (iv) among international interventions for the promotion of "development", North-South international cooperation transfers scientific knowledge to peripheral countries, in the name of scientific progress and "development"; (v) that there is no universal model to promote development, which requires respect for particularities of each society; (vi) that overcoming adversities that characterize the situation of peripheral countries requires consideration and respect for local knowledge, in a process of collective construction of knowledge; (vii) that the process of construction of knowledge establishes the respect for the diversity of an epistemological world, proposing the ecology of knowledge in terms of Santos (2008), where there is the work of translation, in which the experiences and knowledge of society are connected to scientific knowledge to provide new and suitable knowledge according to the social reality of each society; (viii) that the relations established in the field of international development cooperation are power relations, and therefore, need to be managed; (ix) that the adoption of the concept of social management is pertinent to discuss relations in the field of international development cooperation, since it has covered the social and political dimension of relations, in addition to the technical dimension. Based on these theoretical postulates, this thesis investigated and reviewed the cooperation agreement between Brazil and Cape Verde, in the area of education, for the implementation of the Master's degree in Public Administration in Cape Verde. The results showed that, to build knowledge in the field of international development cooperation, it is necessary to respect the challenge of time and the inherent challenge in the learning process. Which implies in recognizing the time of others, which is not the linear time advocated by modern world-system, necessarily, as well as to carry out the translation, through which the experiences and knowledge of societies link scientific knowledge generated at the University, building new and adequate knowledge tailored to the social reality of each community. However, it implies treating each project as the only international cooperation since it brings agents constituted both by different worldviews as different historical, social, economic and political contexts.

Social and economic challenges in one part of the world influence budgets, security, health, and well being of populations globally as was the case with the 2014 Ebola outbreak. Deficits in healthcare, education, governance, and the economy in African nations result in financial and social contributions from the diaspora residing in the United States. Many African-born immigrants to Florida came with useful knowledge and experience from their home nations that could be a valuable resource in carrying out effective development initiatives. However, accessing that knowledge is challenging. The purpose of this research was to explore the inclusion of members of the African diaspora community in Florida nonprofit development initiatives. The transnational theory of migration underpinned the following research question: What are barriers to, and opportunities for, including members of the African diaspora in Florida-based NPOs that carry out development programs in Africa? Semistructured interviews were conducted with Florida nonprofit leaders (N= 21) who have development projects in Africa. Manual and computer assisted methods using NVivo 11 were used to develop codes and themes for data analysis. Identified barriers to including African diaspora in NPOs included lack of established networks and organizational awareness as well as limited service areas, service locations, funding, and leadership roles. All respondents expressed interest in engaging with diaspora members and other nonprofit leaders via expat networks. Successful engagement with the African diaspora community could promote positive social change by improving program delivery, communication, and programmatic outcomes for a mutual impact in both African and Florida-based communities.

Despite Russia's foreign agent law and a plethora of literature on the deterioration of Russia's civil society, there is a scarcity of research about the breakthroughs and transformation of Russian-and-American (RA) nongovernmental organization (NGO) partnerships. Accordingly, the research goal of this qualitative case study was to explore the tenets of servant leadership theory exhibited by foreign aid organizations for the restoration of RA NGO partnerships. The research questions addressed the influence and dominance of servant leadership tenets within United States Agency for International Development (USAID) and its collaborating agencies. A content analysis was conducted using online publicly available data such as annual reports from foreign aid organizations, newspaper articles, fact sheets, recorded interviews, and blogs. Data were deductively coded around the servant leadership attributes: (a) listening, (b) healing, (c) awareness, (d) empathy, (e) foresight, (f) conceptualization, (g) stewardship, (h) persuasion, (i) commitment to the growth of people, and (j) building community. Content analysis findings revealed that some servant leadership tenets (e.g., building community, commitment to the growth of people) were more dominant than others among USAID and its collaborating agencies; however, there was insufficient evidence to conclude that servant leadership had a dominant effect on the restoration of RA NGO partnerships. The implications for positive social change include recommendations involving governmental agencies, NGOs, and nonpartisan groups with understanding and adopting the principles of servant leadership for the restoration of RA NGO partnerships to assist Russian civil society with embedding principles of democratic governance.

Use of tubular anaerobic digesters to treat livestock waste in developing countries has energy, agricultural, health, social and environmental benefits. However, careful use of digester effluent as a soil amendment is required due to the potential presence of protozoan parasites Cryptosporidium parvum and Giardia lamblia. This research investigated the performance of four tubular digesters in the Monteverde region of Costa Rica. High (>75%) volatile solids and BOD5 removal efficiencies were observed, which was attributed to the formation of a biologically active floccular sludge layer. Computational fluid dynamics (CFD) and bioprocess models were developed to evaluate the transport and transformation mechanisms in the digesters. The CFD model estimated a mean liquid hydraulic residence time (HRT) of 23 days and the bioprocess model estimated an average mean cell residence time (MCRT) of 115 days. Cryptosporidium parvum and Giardia lamblia inactivation studies were performed in the laboratory under conditions similar to the environmental conditions observed in the field tubular digesters. The environmental conditions included: ambient temperatures (21-24°C), neutral pH and total ammonia nitrogen (TAN) concentrations below 250 mg NH4+-N/L. Inactivation rate constants for Cryptosporidium parvum and Giardia lamblia were 0.056 and 0.726 day-1, respectively. An (oo)cysts solid-liquid phase distribution study indicated that 70% of both (oo)cysts adhered to biosolids. A tubular digester model was used to estimate the concentration of viable (oo)cysts in the digester effluents. (Oo)cysts adhesion to solids, total solids concentration in the digester and HRT were the main factors contributing to the modeled effluent concentration of viable (oo)cysts. Since the model predicted presence of viable (oo)cysts in the tubular digester effluent, a quantitative microbial risk assessment (QMRA) model was developed to estimate the risk of infection from exposure to raw livestock waste and tubular digester effluents in two rural communities in Costa Rica. The risk of infection from Cryptosporidium parvum and Giardia lamblia was assessed for occupational and public exposure pathways; fomite and soil contamination and crop contamination from runoff. Results from the QMRA indicated that the concentration of (oo)cysts in the raw livestock waste, inactivation rates at the various exposure pathways and the treatment of livestock waste were the main contributing factors to the risk of infection. This research indicated that treatment of livestock waste in tubular digesters significantly decreased the risk of infection to below WHO’s acceptable individual annual risk of infection (10-4). This is the first study to combine mathematical modeling with field studies to determine the physical and biological processes in tubular digesters. This is also the first study to combine mathematical models with field and laboratory studies to determine the concentration of (oo)cysts in tubular digester effluents and to predict the risk of infection from Cryptosporidium parvum and Giardia lamblia if tubular digester effluent is used as a soil amendment.

I läroplanen för förskolan (Lpfö98) beskrivs förskolan som en social och kulturell mötesplats som skall stärka och förbereda barnen för ett liv i ett allt mer internationaliserat samhälle (Lpfö98). Syftet med denna studie är att jag med detta som utgångspunkt har tittat närmre på förskolelärares egna tankar och funderingar kring detta, hur förskolelärare känner inför de mångkulturella direktiven som läroplanen anger och hur de tycker att man rent praktiskt skall uppfylla dessa mål. Studien tar även upp hur förskolelärarna upplever sina egna kunskaper för att bidra till att barnen utvecklar sin förmåga att förstå och leva sig in i andras kulturer och värderingar. Det är en kvalitativ studie där fyra intervjuer har gjorts med slumpvalda förskolelärare från en förutbestämd stadsdel. I studien framkom att samtliga förskolelärare ser att förskolan besitter en mångfald som de ser positivt på. Denna mångfald ställer krav på en interkulturell pedagogik hos förskolelärarna, för att man på ett mer effektivt och medvetet sätt skall kunna arbeta för de mångkulturella direktiven som anges i Lpfö98. Slutsatserna av studien är att förskolelärarna upplever ett behov av fortbildningar i strävan mot ett mer interkulturellt förhållningssätt. Vad gäller att förskolan skall förbereda barnen för ett mer internationaliserat samhälle, som Lpfö98 omtalar, anser informanterna att det viktigaste är att hela tiden lyfta olikheter och dess positiva innebörd. En annan viktig sak är att acceptera och visa respekt för varandras olikheter. För att kunna arbeta för detta ansåg de sig behöva mer tid och mindre barngrupper, för att ha möjlighet till att snappa upp barnens egna tankar och funderingar och ha tid till diskussion kring detta. Inte förrän då kan det interkulturella arbetet genomsyra det fortlöpande verksamheten. Det gäller att hitta ett arbetssätt som fungerar i arbetslaget och för den specifika barngruppen. Man måste arbeta mer medvetet med läroplanen och dess mångkulturella direktiv samt diskutera läroplanen mer aktivt i arbetsgruppen för att kunna bryta ner den till en mer praktiskt nivå. På det sättet blir det möjligt att lyfta läroplanen till ett mer medvetet plan. / In the teachers´ plan for preschool (Lpfö98) the preschool is described as a social and cultural meeting point that shall prepare the children for an international society. The aim of this study is to use this as a starting point for a closer investigation of the preschool teachers’ own thoughts about this. Furthermore, studies have been made on how the preschool teachers feel about these multicultural directives, and how they think they can practically fulfill their goals. The study also covers the preschool teachers´ experience and their own knowledge when it comes to work for a cultural understanding among the children, in order for them to develop their own ability to understand and have empathy for other cultures and valuations. It is a qualitative study where four interviews have been made with random preschool teachers from a predetermined section of a city. It emerged in the study that all the preschool teachers perceive that the preschool possesses a multitude of people, which they consider very positive. This multitude of people demands an intercultural pedagogy among the preschool teachers, so that they can work in a more effective and deliberate way with the multicultural directives of lpfö98. The conclusions of this study are that the preschool teachers experienced a need of further education in ambition to strive for a more intercultural way of teaching. When it comes to the preschool preparing the children for a more international community, according to lpfö98, the informants consider lifting differences and it´s positive meaning the most important issue. Another important thing is to accept and show respect for each other’s differences. To be able to do this they would need more time and smaller groups of children. This in order to have a possibility to reach the children’s own thoughts and ideas and also get time to have a discussion around it. Then the intercultural work could be a part of the daily work. It´s all about finding a way of work that is suitable for the staff and the specific group of children. One have to work more deliberately with the teachers´ plan and it´s multicultural directive and discuss the plan more actively among colleges to break it into a more practical meaning. That way it will be possible to lift it to a more conscious level.

Since Tajikistan’s independence in 1991 the number of rural girls leaving school after grade 9 has been increasing at an alarming rate. In order to improve rural girls’ secondary school attendance and retention, in 2006 Save the Children, local non-governmental organization (NGO) partners, and the Ministry of Education implemented a two-year UNICEF-funded Girls’ Education Project (GEP). This mixed-method study compares rural girls’ secondary school experiences and opportunities at six schools (three GEP schools and three non-GEP schools) in two districts located in regions with the lowest levels of female secondary school participation nationwide. Two research questions guided this study: 1) What factors serve as obstacles or enablers to girls’ secondary school experiences and opportunities in rural Tajikistan? and 2) How did the GEP attempt to overcome factors limiting rural girls’ secondary school experiences and opportunities and which aspects of the project were perceived to be most effective? The study’s theoretical framework contains concepts from two sets of theories: 1) social reproduction (schooling as a means of maintaining and reproducing the status quo) and 2) empowerment (schooling as a means of changing the status quo). Data collected reveals two groups’ perspectives: 1) adult participants (Ministry of Education officials, NGO staff, school administrators and teachers) and 2) rural female upper secondary school students. A multi-level data analysis process was used to compare findings within and across districts. Factors that serve as either an obstacle or an enabler of girls’ educational experiences and opportunities include those relating to the community/society, family, school, and self. Factors related to community/society include the dominant belief that a girl is “grown-up” by 15 and should no longer go to school which intersects with family poverty to create a major barrier to girls’ non-compulsory secondary schooling. Factors affecting girls’ schooling related to the family were the most significant determinant of a girl’s schooling. Of all the GEP activities, participants consistently considered the girls’ overnight camp to be the “best” activity. Findings show how enabling just a few girls to return to school significantly increases the likelihood of other girls being allowed to attend school in these rural communities.

Several authors have challenged Integrated Water Resource Management (IWRM) as inoperable and technocratic for the issues surrounding water resources known as contemporary water resource politics. As a result, new methods and analytical frameworks have been suggested for IWRM that have been qualified as interdisciplinary water research. Interdisciplinary water research is proposed to be context-based and focused on politics and management. Thus, principles underlying IWRM, such as public participation are gaining more attention because those principles enable sustainable water resource decisions to achieve socio-economic and ecological equity. This exploratory case study examines public participation in IWRM by looking at two villages in Lao Peoples Democratic Republic (Lao PDR). Participatory activities used to incorporate villages into water resource decisions are evaluated at different levels of government up to an international river basin organization known as the Mekong River Commission (MRC). The study uses a critical Third World political ecology perspective to elucidate water resource politics surrounding low levels of participation found among IWRM institutions in Lao PDR. Findings also reveal public participation in water resource decisions is politically complex. The participation of villages in water resource development decisions was related to issues surrounding national policies such as poverty alleviation, land allocations, resettlement, and swidden agriculture. Meanwhile, other types of participation were found in which villages could maintain control over their water interests. The study concludes more research is required surrounding water resource politics to better identify more effective and genuine participation of people whose livelihoods are dependent on water resources.

Several authors have challenged Integrated Water Resource Management (IWRM) as inoperable and technocratic for the issues surrounding water resources known as contemporary water resource politics. As a result, new methods and analytical frameworks have been suggested for IWRM that have been qualified as interdisciplinary water research. Interdisciplinary water research is proposed to be context-based and focused on politics and management. Thus, principles underlying IWRM, such as public participation are gaining more attention because those principles enable sustainable water resource decisions to achieve socio-economic and ecological equity. This exploratory case study examines public participation in IWRM by looking at two villages in Lao Peoples Democratic Republic (Lao PDR). Participatory activities used to incorporate villages into water resource decisions are evaluated at different levels of government up to an international river basin organization known as the Mekong River Commission (MRC). The study uses a critical Third World political ecology perspective to elucidate water resource politics surrounding low levels of participation found among IWRM institutions in Lao PDR. Findings also reveal public participation in water resource decisions is politically complex. The participation of villages in water resource development decisions was related to issues surrounding national policies such as poverty alleviation, land allocations, resettlement, and swidden agriculture. Meanwhile, other types of participation were found in which villages could maintain control over their water interests. The study concludes more research is required surrounding water resource politics to better identify more effective and genuine participation of people whose livelihoods are dependent on water resources.

<p>I läroplanen för förskolan (Lpfö98) beskrivs förskolan som en social och kulturell mötesplats som skall stärka och förbereda barnen för ett liv i ett allt mer internationaliserat samhälle (Lpfö98). Syftet med denna studie är att jag med detta som utgångspunkt har tittat närmre på förskolelärares egna tankar och funderingar kring detta, hur förskolelärare känner inför de mångkulturella direktiven som läroplanen anger och hur de tycker att man rent praktiskt skall uppfylla dessa mål. Studien tar även upp hur förskolelärarna upplever sina egna kunskaper för att bidra till att barnen utvecklar sin förmåga att förstå och leva sig in i andras kulturer och värderingar.</p><p>Det är en kvalitativ studie där fyra intervjuer har gjorts med slumpvalda förskolelärare från en förutbestämd stadsdel. I studien framkom att samtliga förskolelärare ser att förskolan besitter en mångfald som de ser positivt på. Denna mångfald ställer krav på en interkulturell pedagogik hos förskolelärarna, för att man på ett mer effektivt och medvetet sätt skall kunna arbeta för de mångkulturella direktiven som anges i Lpfö98.</p><p>Slutsatserna av studien är att förskolelärarna upplever ett behov av fortbildningar i strävan mot ett mer interkulturellt förhållningssätt. Vad gäller att förskolan skall förbereda barnen för ett mer internationaliserat samhälle, som Lpfö98 omtalar, anser informanterna att det viktigaste är att hela tiden lyfta olikheter och dess positiva innebörd. En annan viktig sak är att acceptera och visa respekt för varandras olikheter. För att kunna arbeta för detta ansåg de sig behöva mer tid och mindre barngrupper, för att ha möjlighet till att snappa upp barnens egna tankar och funderingar och ha tid till diskussion kring detta. Inte förrän då kan det interkulturella arbetet genomsyra det fortlöpande verksamheten.</p><p>Det gäller att hitta ett arbetssätt som fungerar i arbetslaget och för den specifika barngruppen. Man måste arbeta mer medvetet med läroplanen och dess mångkulturella direktiv samt diskutera läroplanen mer aktivt i arbetsgruppen för att kunna bryta ner den till en mer praktiskt nivå. På det sättet blir det möjligt att lyfta läroplanen till ett mer medvetet plan.</p> / <p>In the teachers´ plan for preschool (Lpfö98) the preschool is described as a social and cultural meeting point that shall prepare the children for an international society. The aim of this study is to use this as a starting point for a closer investigation of the preschool teachers’ own thoughts about this. Furthermore, studies have been made on how the preschool teachers feel about these multicultural directives, and how they think they can practically fulfill their goals. The study also covers the preschool teachers´ experience and their own knowledge when it comes to work for a cultural understanding among the children, in order for them to develop their own ability to understand and have empathy for other cultures and valuations.</p><p>It is a qualitative study where four interviews have been made with random preschool teachers from a predetermined section of a city. It emerged in the study that all the preschool teachers perceive that the preschool possesses a multitude of people, which they consider very positive. This multitude of people demands an intercultural pedagogy among the preschool teachers, so that they can work in a more effective and deliberate way with the multicultural directives of lpfö98.</p><p>The conclusions of this study are that the preschool teachers experienced a need of further education in ambition to strive for a more intercultural way of teaching. When it comes to the preschool preparing the children for a more international community, according to lpfö98, the informants consider lifting differences and it´s positive meaning the most important issue. Another important thing is to accept and show respect for each other’s differences. To be able to do this they would need more time and smaller groups of children. This in order to have a possibility to reach the children’s own thoughts and ideas and also get time to have a discussion around it. Then the intercultural work could be a part of the daily work.</p><p>It´s all about finding a way of work that is suitable for the staff and the specific group of children. One have to work more deliberately with the teachers´ plan and it´s multicultural directive and discuss the plan more actively among colleges to break it into a more practical meaning. That way it will be possible to lift it to a more conscious level.</p>

In the 1960s, Irene Spry served as the Federated Women's Institutes of Canada (FWIC) representative to the Associated Country Women of the World (ACWW). In 1967 she accepted an offer to be the ACWW deputy president, a post that she held until the mid-1970s. During this time, the ACWW and its member societies engaged in international development efforts around the world. This was a critical moment in the history of international development. The Canadian movement for development was propelled by domestic and global politics, as well as a changing society that embraced a sense of global citizenship. Arising out of this context and armoured with her own socialist politics, Spry carefully navigated the development efforts of the ACWW. These efforts straddled grassroots ideals and mainstream pressures from the United Nations (UN). As a women's Non-Governmental Organization (NGO), the ACWW was part of the initial force behind the global shift in the approach to development referred to as Women in Development (WID). Contemporary research, however, suggests that WID has not succeeded in addressing the concerns of women in "developing" countries. As a case study, this paper examines some of the historical roots of WID and identifies the historical continuities that persist in today's development discourse. Analyzing Spry's documents from the Library and Archives Canada through the lens of feminist postcolonial theory reveals the dominance of Eurocentric ideologies within the development practices of the ACWW. The impetus to reach out to help people in developing countries became socially and politically part of the Canadian identity and, as Spry's navigation through the discourses of the international agencies and ACWW members reveal, such sentiments of international benevolence were inherently neo-colonial. In much the same way that Himani Bannerji suggests that subjects are "invented," women involved in this movement intersected discourses of modernity and "race" with essentializing notions of gender, which contributed to a standardized practice of development. This case study ultimately demonstrates that good intentions were not enough to decolonize western women's efforts to "develop" parts of Africa in the late 1960s and early 1970s.