This thesis explores the ways in which education and training programs can contribute to the achievement of equitable, self-reliant, and sustainable community development. A case study was conducted on an indigenous affiliate of the Agency for Cooperation in Research and Development (ACORD) in Nebbi district, Uganda. ACORD is a broad-based international consortium o f European and Canadian non-governmental organizations. ACORD's main focus in sub-Saharan Africa is to help establish or strengthen local, non-governmental structures with a view to promoting equitable, self-reliant, sustainable development. The ACORD-NEBBI community development programme was chosen for the study for four reasons: First, it appeared to be consistent with the community development principles advanced in the literature. Second, it emphasizes long-term localization of the programme through a significant skills training and education component. Third, the ACORD-NEBBI programme is a mature (i.e. over 15 years old) community development effort with a variety o f programs under one umbrella. And fourth, the programme was accessible geographically and culturally to the researcher. The research methods included observation, document analysis, and forty-six semi-structured interviews. The interviewees represented community development workers, former participants of ACORD-NEBBI training programs, primary beneficiaries of ACORD-NEBBI development programme, and the programme personnel. Six factors were found to support the ability of ACORD-NEBBI education and training programs to contribute to the achievement of equitable, self-reliant, and sustainable development initiatives: first, application of a phased approach to change and localization; second, tailored training activities at the request and pace of the beneficiaries; third, support to and promotion of self-selecting group formation based on common interests that, in turn, allowed the functioning of groups with less social friction; fourth, the application of a development approach compatible with the socio-cultural traditions; fifth, the development of a multi-faceted programme that penetrated all vulnerable segments o f the society; and sixth, the application o f change agents who supported emerging community groups. Two factors were identified as hindering the ability of ACORD-NEBBI education and training programs to contribute to the achievement of equitable, self-reliant, and sustainable development initiatives: a) the poor state o f development instruments (i.e. accessible roads, clean water, and well equipped medical centres), and b) missed target groups ~ the poorest of the poor — who could not form groups through which training is delivered. The latter factor exists because the programme focuses on groups, and hence individuals who could not form or j o in the selfselecting groups were left out of the development process. Thus, the lower middle class strata o f the village communities have benefited the most because they already had the basic resources — work capacity, knowledge, capital — with which to gain access, influence and the much needed savings mobilization prior to group formation. The majority o f the rural poor do not possess these important resources.

This thesis explores the ways in which education and training programs can contribute to the achievement of equitable, self-reliant, and sustainable community development. A case study was conducted on an indigenous affiliate of the Agency for Cooperation in Research and Development (ACORD) in Nebbi district, Uganda. ACORD is a broad-based international consortium o f European and Canadian non-governmental organizations. ACORD's main focus in sub-Saharan Africa is to help establish or strengthen local, non-governmental structures with a view to promoting equitable, self-reliant, sustainable development. The ACORD-NEBBI community development programme was chosen for the study for four reasons: First, it appeared to be consistent with the community development principles advanced in the literature. Second, it emphasizes long-term localization of the programme through a significant skills training and education component. Third, the ACORD-NEBBI programme is a mature (i.e. over 15 years old) community development effort with a variety o f programs under one umbrella. And fourth, the programme was accessible geographically and culturally to the researcher. The research methods included observation, document analysis, and forty-six semi-structured interviews. The interviewees represented community development workers, former participants of ACORD-NEBBI training programs, primary beneficiaries of ACORD-NEBBI development programme, and the programme personnel. Six factors were found to support the ability of ACORD-NEBBI education and training programs to contribute to the achievement of equitable, self-reliant, and sustainable development initiatives: first, application of a phased approach to change and localization; second, tailored training activities at the request and pace of the beneficiaries; third, support to and promotion of self-selecting group formation based on common interests that, in turn, allowed the functioning of groups with less social friction; fourth, the application of a development approach compatible with the socio-cultural traditions; fifth, the development of a multi-faceted programme that penetrated all vulnerable segments o f the society; and sixth, the application o f change agents who supported emerging community groups. Two factors were identified as hindering the ability of ACORD-NEBBI education and training programs to contribute to the achievement of equitable, self-reliant, and sustainable development initiatives: a) the poor state o f development instruments (i.e. accessible roads, clean water, and well equipped medical centres), and b) missed target groups ~ the poorest of the poor — who could not form groups through which training is delivered. The latter factor exists because the programme focuses on groups, and hence individuals who could not form or j o in the selfselecting groups were left out of the development process. Thus, the lower middle class strata o f the village communities have benefited the most because they already had the basic resources — work capacity, knowledge, capital — with which to gain access, influence and the much needed savings mobilization prior to group formation. The majority o f the rural poor do not possess these important resources. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Thesis (MPhil)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: The central focus of this thesis is Youth Leadership Development programs in Africa. These programs are viewed within the context of the circumstances the youth currently face in their lives, and also the important role the youth in Africa have to play in the future of the continent. It is argued that leadership development holds the key to addressing the social, economic and political challenges Africa currently experiences. The Youth capacity building program in Uganda and the Joint Enrichment Project in South Africa were chosen as two case studies of Youth Leadership Development programs in Africa. The two case studies were benchmarked against the assessment tool that the International Youth Foundation (IYF) has created for making youth programs work. The above two programs differ greatly in their cultural, economic, social and political contexts. The aim of this study is to determine whether a single set of criteria for Youth Leadership Development programs in the African context is possible, despite the aforementioned differences inherent in the programs. To this end separate qualitative comparisons have been conducted on both the case studies. Shortcomings with regard to the assessment tool as well as the chosen youth programs were also identified. This study highlights that community development includes youth development, and therefore also the training of future leaders. Africa cannot rely on previous models of leadership development for today's youth. Further research in this field is needed, but this study confirms that Youth Leadership Development is vital in Africa. / AFRIKAANSE OPSOMMING: Die sentrale fokus van die tesis is jeug leierskapsontwikkelingsprogramme in Afrika. Hierdie programme word benader binne die konteks van die omstandighede wat die jeug se lewens beinvloed, asook diebelangrike rol wat die jeug in Afrika speel in die toekoms van die kontinent. Die uitgangspunt is dat leierskapsontwikkeling die sleutel is tot die verbetering van sosiale, ekonomiese en politieke uitdagings in Afrika. Die "Youth capacity building" program van Uganda, en die "Joint Enrichment Project" van Suid-Afrika is twee gevallestudies wat gekies is as voorbeelde van jeug leierskapsontwikkelingsprogramme in Afrika. Hierdie twee gevallestudies is gemeet aan die "International Youth Foundation" (IYF) se riglyne vir die bepaling van suksesvolle jeugprogramme. Die twee gekose programme verskil grootliks ten opsigte van die kulturele, ekonomiese, sosiale en politieke konteks waarbinne hulle plaasvind. Die doel van hierdie studie is om die moontlikheid te bepaal van 'n enkele stel kriteria vir jeug leierskapsontwikkelingsprogramme binne die Afrika konteks. Vir hierdie doel is afsonderlike kwalitatiewe vergelykings getref tussen die gevallestudies en die bepaalde riglyne van die IYF. Verder is tekortkominge van beide die riglyne asook die jeugprogramme bepaal. Volgens hierdie studie vonn jeugontwikkeling 'n integrale deel van gemeenskapsontwikkeling, en daarom behels gemeenskapsontwikkeling ook die opleiding van toekomstige leiers. Daar kan nie op vorige modelle van leierskapsontwikkeling gesteun word vir die huidige jeug in Afrika nie. Daar is verdere navorsing in hierdie rigting nodig, maar hierdie studie bevestig dat jeugleierskapsontwikkeling in Afrika van kardinale belang is.

This research was conducted in Luwero, a rural district in central Uganda, over a period of three years, half of which entailed fulltime engagement in a participatory action research process with VEDCO, an indigenous NGO. The study focuses on the educational processes involved in the translation of Uganda's environmental policy into action at community level. It looks at community-based education and development activities run by VEDCO among smallholder farmers. The study addressed four objectives. For the first objective I developed a conceptual framework through a review of theories informing education in general and environmental education, adult education, community education, and community development in particular. The second objective was to conduct a situational analysis to identify contextual issues related to policy implementation at community level. The third objective was to engage in a participatory action research process with the NGO in the farming community in response to the identified contextual issues, and the fourth was to explore and comment on environmental education methods used within a community context. PRA techniques, interviews, and other participatory data collection methods were used to generate the data. The study reveals contradictions that limit NGO capacity to make appropriate use of participatory education processes in implementing policy-related training at community level. Elements in the National Plan for the Modernisation of Agriculture, for example, conflicted with the principle of sustainable development underlying the policy. VEDCO itself was changing from a social-welfare-oriented organisation into a commercial enterprise pursuing economic goals, which conflicted with its social goals. The capitalist development ideology of the donor was being adopted by VEDCO, which contradicted the goals of people-centred development. This was exacerbated by VEDCO's dependency on donor funds for its activities. Contextual issues like people's history; poverty, gender and inconsistent land policies further complicated the policy implementation processes. There were also inconsistencies in the epistemological assumptions and didactic approaches evident in the implementation. The study shows that the intended emancipatory education processes are more often supplanted by technicist methodologies. Thus, it exposes the underlying historical, ideological and epistemological tensions and contradictions within the field of education, particularly in relation to the `paradigmatic' orientations (neo-classical, liberal and socially critical/emancipatory) outlined in the literature. Conclusions are made at two levels: in relation to the study goals, of examining policy implementation at community level and in terms of the study's contribution to the understanding of current education theory in the context of sustainable development among communities.

The focused of this study is the role of capacity building in Community Home Based Care (CHBC) for HIV/AIDS patients. The study forms part of my Master's in Development Administration programme, undertaken through UNISA. The dissertation was accomplished by studying the TASO community initiative in Sseeta-Nazigo, Mukono District, Uganda. It explores the concept of capacity building and its applicability to CHBC. The primacy data was gathered by conducting Key Infonnant Interviews (KIIs) and Focus Group Discussions (FGD). The secondary data was gathered by reviewing literature to augment the primary data. In addition, data was gathered through observations within the community. The fmdings have identified seven critical components of capacity building: community mobilisation, skills development, Information, Education and Communication (IEC) Voluntary Counselling and Testing (VCT), networking and collaboration, support and supervision, Monitoring and Evaluation (M&E). The study observed that capacity built in the above areas resulted in three outcomes: skills development, improvement in procedures, and institutional development. Informed recommendations were subsequently made related to the seven componentsof capacity building in CHBC / Development Studies / M. A. (Development Studies)

The focused of this study is the role of capacity building in Community Home Based Care (CHBC) for HIV/AIDS patients. The study forms part of my Master's in Development Administration programme, undertaken through UNISA. The dissertation was accomplished by studying the TASO community initiative in Sseeta-Nazigo, Mukono District, Uganda. It explores the concept of capacity building and its applicability to CHBC. The primacy data was gathered by conducting Key Infonnant Interviews (KIIs) and Focus Group Discussions (FGD). The secondary data was gathered by reviewing literature to augment the primary data. In addition, data was gathered through observations within the community. The fmdings have identified seven critical components of capacity building: community mobilisation, skills development, Information, Education and Communication (IEC) Voluntary Counselling and Testing (VCT), networking and collaboration, support and supervision, Monitoring and Evaluation (M&E). The study observed that capacity built in the above areas resulted in three outcomes: skills development, improvement in procedures, and institutional development. Informed recommendations were subsequently made related to the seven componentsof capacity building in CHBC / Development Studies / M. A. (Development Studies)