Leveraging Learning For Development Action

Leveraging Leveraging Learning for Learning for Development Development

ActionActionParticipatory Extension in Participatory Extension in

South VietnamSouth Vietnam

Evan ForwardNovember 13, 2008

Mekong Delta Development Research Institute (MDI)

U.S. Fulbright Fellowship U.S. Fulbright Fellowship ProgramProgram

• 10 month fellowship for independent 10 month fellowship for independent researchresearch

• Mekong Delta Development Research Mekong Delta Development Research Institute (MDI) Institute (MDI) Host institute Host institute

• Project title: Project title: Integrated Water Resource Integrated Water Resource Management in the Mekong River BasinManagement in the Mekong River Basin

• Key project assetsKey project assets– Integrated/interdisciplinary perspective at Integrated/interdisciplinary perspective at

host institutehost institute– Fellowship adaptability/flexibilityFellowship adaptability/flexibility

Presentation overviewPresentation overview• IntroductionIntroduction

– Personal backgroundPersonal background• Case study: Participatory extension in South VietnamCase study: Participatory extension in South Vietnam

– IntroductionIntroduction– Field methodologyField methodology– Analytical methodologyAnalytical methodology– A look into the Qualitative Data Analysis (QDA) process A look into the Qualitative Data Analysis (QDA) process

[Ongoing][Ongoing]• Preliminary conclusionsPreliminary conclusions

– A working theory part 1: LeverageA working theory part 1: Leverage– A working theory part 2: The learning organization in A working theory part 2: The learning organization in

participatory extensionparticipatory extension• Applications to Integrated Water Resource Management Applications to Integrated Water Resource Management

(IWRM)(IWRM)• Coffee discussionCoffee discussion

IntroductionIntroduction

Personal backgroundPersonal background

• I grew up on a farm in a rural area of I grew up on a farm in a rural area of Vermont, U.S.A.Vermont, U.S.A.

• I am 24 years oldI am 24 years old• 11 months in Vietnam11 months in Vietnam• Have taken Vietnamese classes and can Have taken Vietnamese classes and can

speak a LITTLE speak a LITTLE will continue in the will continue in the U.S.U.S.

EducationEducation

B.A. University of Vermont, U.S.AB.A. University of Vermont, U.S.A– Degree in Economics and Land Use and Degree in Economics and Land Use and

Resource Conflict Studies (LURCS)Resource Conflict Studies (LURCS)• EconomicsEconomics• LURCS LURCS

– InterdisciplinaryInterdisciplinary– Methodology focus: Assembling a versatile Methodology focus: Assembling a versatile

methodological tool boxmethodological tool box• All quantitative (e.g. GIS, spatial statistics, All quantitative (e.g. GIS, spatial statistics,

econometrics, dynamic systems modeling)econometrics, dynamic systems modeling)• No qualitative No qualitative

Case study: Participatory Case study: Participatory extension inextension in

South VietnamSouth Vietnam

Why I chose this caseWhy I chose this case

The case chosen is used to look at two The case chosen is used to look at two elements:elements:

• Participatory agriculture extension Participatory agriculture extension methodologymethodology

• An An approachapproach to international to international development actiondevelopment action



• Traditional extension:Traditional extension:– Orientation: National policyOrientation: National policy– Learning: Research institutions and top-Learning: Research institutions and top-

levels of extension institutionslevels of extension institutions

• Participatory extension in South Participatory extension in South VietnamVietnam– Orientation: Farmer’s needsOrientation: Farmer’s needs– Learning: All levels but primarily Learning: All levels but primarily

farmer levelfarmer level

Traditional extension Traditional extension structure structure

Provincial levelAgriculture Extension Center (AEC)

Technical Office Information Transfer Service Experimental Sites/Stations Administration - Finance Office

· Related departments· Rural Welfare

Associations· Agricultural institutions

Provincial Peoples Committee



District Peoples CommitteeDistrict level

Agriculture Extension Station (AES)

Agriculture Extension Club Agriculture Extension ClubAgriculture Extension ClubAgriculture Extension Club

Special Interest Group/ Farmers’ Group




AED

Adapted from MDI/VVOB project documents

Participatory extension Participatory extension structure structure

Provincial levelAgriculture Extension Center (AEC)

Technical Office Information Transfer Service Experimental Sites/Stations Administration - Finance Office



Provincial Peoples Committee



District Peoples CommitteeDistrict level

Agriculture Extension Station (AES)

Agriculture Extension Club Agriculture Extension ClubAgriculture Extension ClubAgriculture Extension Club





National level Agricultural Extension Department (AED)

?

?

Participatory Technology Participatory Technology Development (PTD) Development (PTD)

introductionintroduction– Participatory Technology Participatory Technology

Development (PTD) in South Vietnam: Development (PTD) in South Vietnam: 4 step methodology4 step methodology

• Problem identificationProblem identification• Solution findingSolution finding• ExperimentingExperimenting• Monitoring and EvaluationMonitoring and Evaluation

Problem identificationProblem identification

– Collaborative process: extension Collaborative process: extension workers working with farmersworkers working with farmers

– Problem-tree methodology Problem-tree methodology • Combines individual thinking with group Combines individual thinking with group

learninglearning• ““Systems thinking” approach identifies:Systems thinking” approach identifies:

– A host of problems on a specific area of A host of problems on a specific area of agricultural interestagricultural interest

– The relationships between problems (cause and The relationships between problems (cause and effect network)effect network)

– The root problemThe root problem

Problem identificationProblem identification

Solution findingSolution finding

– Builds on the problem tree Builds on the problem tree • Problem broken down into manageable piecesProblem broken down into manageable pieces• Root problem (s) clearly understoodRoot problem (s) clearly understood• Problem tree process facilitates Problem tree process facilitates common common

understanding/vision of the problemunderstanding/vision of the problem

– Common vision allows targeted knowledge Common vision allows targeted knowledge sharingsharing

• Tacit (working) knowledgeTacit (working) knowledge• Explicit knowledgeExplicit knowledge

– Common vision targets further learningCommon vision targets further learning– Study toursStudy tours– Farmer researchFarmer research– Extension worker research Extension worker research liaise with research institutes liaise with research institutes

Solution findingSolution finding

ExperimentingExperimenting

• Collaborative endeavor: extension Collaborative endeavor: extension workers and farmersworkers and farmers

• Community activity Community activity farmers in farmers in the community can observe the the community can observe the experiments and learnexperiments and learn

ExperimentingExperimenting

Participatory Monitoring Participatory Monitoring and Evaluationand Evaluation

• MonitoringMonitoring– What is working? Why?What is working? Why?– What isn’t working? Why? What isn’t working? Why?

• EvaluationEvaluation– What worked? Why?What worked? Why?– What didn’t work? Why?What didn’t work? Why?

• ParticipatoryParticipatory– Farmers and extension workers ask and Farmers and extension workers ask and

answer these questions togetheranswer these questions together

Participatory Monitoring Participatory Monitoring and Evaluationand Evaluation

VVOB IntroductionVVOB Introduction• Flemish Office for Development Cooperation Flemish Office for Development Cooperation

and Technical Assistance (VVOB)and Technical Assistance (VVOB)– Belgian development assistanceBelgian development assistance– Education/capacity building focusEducation/capacity building focus

• VVOB involvement in South Vietnam: VVOB involvement in South Vietnam: Participatory ExtensionParticipatory Extension– Mekong Delta Agriculture Extension Project Mekong Delta Agriculture Extension Project

(MDAEP)(MDAEP)• MDI and VVOB partnershipMDI and VVOB partnership

– Participatory Agriculture Extension for the Poor Participatory Agriculture Extension for the Poor (PAEP)(PAEP)• Ba Ria/Vung Tau AEC, Institute for Agricultural Sciences in Ba Ria/Vung Tau AEC, Institute for Agricultural Sciences in

South Vietnam (IAS), and VVOB partnershipSouth Vietnam (IAS), and VVOB partnership– Participatory Extension (PAEX)Participatory Extension (PAEX)

• MDI, IAS, VVOB partnershipMDI, IAS, VVOB partnership

Participatory extension Participatory extension projects in South Vietnam: projects in South Vietnam:

TimelineTimeline

2001 2002 2003 2004 2005 2006 2007 2008 2009

2005 - 2007

PAEP

2003 - 2005

PAEP project formulation

2007 - 2008

PAEX projectformulation

2008 - 2009

PAEX project[Ongoing[

2001 - 2007

MDAEP2000 - 2001

MDAEP project formulation

VVOB vision in South VVOB vision in South Vietnam participatory Vietnam participatory

extensionextension

Vision: Participatory extension Vision: Participatory extension skillsskills promote development from the promote development from the bottom-up:bottom-up:– Empower/build capacity in farmers Empower/build capacity in farmers

groupsgroups– Inspire/enable marginalized farmers to Inspire/enable marginalized farmers to

be pro-active in their own developmentbe pro-active in their own development– Enable strong relationships to be built Enable strong relationships to be built

between extension workers and farmersbetween extension workers and farmers Source: Vromant et al. MDAEP

and PAEP – a retrospective (2007)

VVOB strategy for VVOB strategy for involvement in South involvement in South

VietnamVietnam

VVOB involvement strategy in South VVOB involvement strategy in South Vietnam: Vietnam: – Meso-level: Agricultural Extension Meso-level: Agricultural Extension

Centers (AEC) main targetCenters (AEC) main target– Demand led Demand led

• MDAEP, PAEP and PAEX: Operational MDAEP, PAEP and PAEX: Operational partners and provinces requested to partners and provinces requested to participateparticipate

Source: Vromant et al. MDAEP and PAEP – a retrospective (2007)

A focus on equitable A focus on equitable involvementinvolvement

Criteria for farmer club involvement in Criteria for farmer club involvement in participatory extension pilot projectsparticipatory extension pilot projects– Criteria development facilitated by VVOB and Criteria development facilitated by VVOB and

operational partners but operational partners but determineddetermined by provincial by provincial level leadershiplevel leadership

– Criteria different for each province but common Criteria different for each province but common elementselements

• Farmer club must be interested in participatingFarmer club must be interested in participating• Farmer club must be already establishedFarmer club must be already established• Farmer club must have a strong representation of marginalized Farmer club must have a strong representation of marginalized

farmersfarmers– Poor farmers (all provinces)Poor farmers (all provinces)– Women (all provinces)Women (all provinces)

• Extreme example: All woman farmer club in Long AnExtreme example: All woman farmer club in Long An– Ethnic minority (some provinces)Ethnic minority (some provinces)

• Extreme example: All Khmer ethnic group farmer club in Soc TrangExtreme example: All Khmer ethnic group farmer club in Soc Trang

0

2

4

6

8

10

12

14

No

. o

f p

rovi

nce

s

2001 2002 2003 2004 2005 2006 2007

Year

Fig. 1. Number of provinces covered by the MDAEP (2001-2007) and PAEP (2005-2007) projects

ProvincesProvinces


0

5

10

15

20

25

30

35

No

. o

f d

istr

icts

2001 2002 2003 2004 2005 2006 2007

Year

Fig. 2. Number of districts where PTD is implemented

PAEP MDAEP TOTAL

DistrictsDistricts


Farmer ClubsFarmer Clubs

0

5

10

15

20

25

30

35

40

45

No

. o

f cl

ub

s

2001 2002 2003 2004 2005 2006 2007

Year

Fig. 3. Number of clubs that receive extension via PTD

PAEP MDAEP TOTAL


Field methodologyField methodology

Preliminary notePreliminary note

Note: Field work conducted thus far has Note: Field work conducted thus far has looked at the first element of the case: looked at the first element of the case: participatory extension methodology. participatory extension methodology. Further fieldwork (interviews with key Further fieldwork (interviews with key VVOB and operational partner staff) will VVOB and operational partner staff) will be needed to build understanding of the be needed to build understanding of the approach used by VVOB for approach used by VVOB for international development action.international development action.

Primary research Primary research questionquestion

The impacts of a methodology:The impacts of a methodology:

How has the introduction of PTD How has the introduction of PTD impacted farmers, extension workers, impacted farmers, extension workers, and provincial level leadership in the and provincial level leadership in the agricultural extension system of South agricultural extension system of South Vietnam?Vietnam?

Source: Davies, Rick and Jessica Dart. Most Significant Change (MSC): A Guide to Its Use

Significant Change (SC) Significant Change (SC) story-tellingstory-telling

– Most Significant Change (MSC) methodology Most Significant Change (MSC) methodology overviewoverview

– Participatory monitoring and evaluationParticipatory monitoring and evaluation– Assess alignment of project goals and impactsAssess alignment of project goals and impacts– Identify areas of change interestIdentify areas of change interest– Collect significant change stories from the fieldCollect significant change stories from the field– Determine Determine mostmost significant change through consensus significant change through consensus

based dialogue with key project stakeholdersbased dialogue with key project stakeholders

– Methods used in this projectMethods used in this project• Inspired by MSC Inspired by MSC Data collection methods identical Data collection methods identical• Key differences:Key differences:

– Determine most significant change Determine most significant change examine the examine the interplay of change processesinterplay of change processes

– Assess alignment of project goals and impacts Assess alignment of project goals and impacts Examine an organization’s strategy for development and Examine an organization’s strategy for development and the impacts that have resulted to explore broader the impacts that have resulted to explore broader applications and theoretical implicationsapplications and theoretical implications

Semi-structured Semi-structured interviewinterview

– Semi structured interview questionnaire Semi structured interview questionnaire – Preliminary questionsPreliminary questions

– Contextualize the intervieweeContextualize the interviewee– Prepare the interviewee’s mind for the core questionsPrepare the interviewee’s mind for the core questions

• Think about goals and toolsThink about goals and tools• PrioritizePrioritize

– Core questions: Core questions: – Major changes observedMajor changes observed

• Personal level of the intervieweePersonal level of the interviewee• Farmer club levelFarmer club level• Community levelCommunity level• Extension institution levelExtension institution level

– Overall largest change observedOverall largest change observed– Optional question: changes observed in outside Optional question: changes observed in outside

organizations the interview participates inorganizations the interview participates in

Interviewee profilesInterviewee profilesProvinceProvince Farmers ClubsFarmers Clubs ExtensioExtensio

n workern workerAEC AEC leadersleadershiphip

TotalTotal

MembeMember onlyr only

LeaderLeader

Ca MauCa Mau 22 11 11 11 55

Can ThoCan Tho 11 11 PartialPartial 11 3+3+

Vinh LongVinh Long 00 11 11 11 33

Soc TrangSoc Trang 22 11 22 11 66

Hau GiangHau Giang 33 11 33 22 99

Ba Ria/ Vung Ba Ria/ Vung TauTau

00 11 11 11 33

TotalTotal 88 66 8+8+ 77

Field work challenges and Field work challenges and advantagesadvantages

ChallengesChallenges• I had at least two degrees of separation I had at least two degrees of separation

from intervieweesfrom interviewees– Different cultural backgroundDifferent cultural background– Different occupationDifferent occupation

AdvantagesAdvantages– VVOB’s strong relationships with stakeholdersVVOB’s strong relationships with stakeholders– Vietnamese project ambassadors Vietnamese project ambassadors smoothed smoothed

separationseparation– Experienced MDI/VVOB team to work with Experienced MDI/VVOB team to work with

helped fill gaps in understanding to make for a helped fill gaps in understanding to make for a richer field experiencericher field experience

Analytical methodologyAnalytical methodology

Grounded theory is, Grounded theory is, ““. . . theory that was derived from data systematically gathered and analyzed . . . theory that was derived from data systematically gathered and analyzed through the research process. In this method . . . a researcher does not begin a through the research process. In this method . . . a researcher does not begin a project with a preconceived theory in mind (unless his or her purpose is to project with a preconceived theory in mind (unless his or her purpose is to elaborate and extend existing theory). Rather, the researcher begins with an elaborate and extend existing theory). Rather, the researcher begins with an area of study and allows theory to emerge from the data. Theory derived from area of study and allows theory to emerge from the data. Theory derived from data is more likely to resemble the “reality” than is theory derived by putting data is more likely to resemble the “reality” than is theory derived by putting together a series of concepts based on experience or solely through speculation together a series of concepts based on experience or solely through speculation (how one thinks things ought to work).”(how one thinks things ought to work).”

——Strauss, Anselm and Juliet Corbin. Strauss, Anselm and Juliet Corbin. Basics of Qualitative Research: Techniques and procedures for Basics of Qualitative Research: Techniques and procedures for developing grounded theory(2developing grounded theory(2ndnd edition). Sage Publications: London, 1998. p 11. edition). Sage Publications: London, 1998. p 11.

Grounded TheoryGrounded Theory

– InductiveInductive• Fitting theory to reality Fitting theory to reality • Listening to the demands of the dataListening to the demands of the data

– Science: Science: • Analysis grounded in dataAnalysis grounded in data

– ArtArt• Building theory from conversations and Building theory from conversations and

stories and unorganized raw data: stories and unorganized raw data: creating order in chaoscreating order in chaos

A look into the Qualitative A look into the Qualitative Data Analysis (QDA) Data Analysis (QDA) process [Ongoing]process [Ongoing]

QDA overviewQDA overview

Noticing things

Thinking about things

Collecting things

Figure adapted from: Seidel, John V. Qualitative Data Analysis. Qualis Research: www. qualisresearch.com. 1998.

QDA Heuristic

QDA first stepsQDA first stepsTranslationTranslation

– Distilled dialogue into clusters of meaningDistilled dialogue into clusters of meaning

– Follow up questions were very important:Follow up questions were very important: • Minimize loss of conversational nuancesMinimize loss of conversational nuances• Maximize understandingMaximize understanding

QDA first stepsQDA first stepsField note checking

QDA: Next stepsQDA: Next stepsBuilding and refining a codebookBuilding and refining a codebook

– Look for trends in the dataLook for trends in the data• Categorize and characterize the trendsCategorize and characterize the trends• Refine throughout the coding processRefine throughout the coding process

Building and refining the Building and refining the codebookcodebookWorking codebook

Screen capture from NVivo 8 QDA software (www.qsrinternational.com

QDA: Next stepsQDA: Next stepsCodingCoding

• Assign “atoms” of evidence from interviews Assign “atoms” of evidence from interviews to categoriesto categories

• Noticing and examining trends and Noticing and examining trends and relationships in the datarelationships in the data

Coding: Assigning atomsCoding: Assigning atoms

Screen capture from NVivo 8 QDA software (www.qsrinternational.com

Coding: Noticing and Coding: Noticing and examiningexamining

Example of analysis process

Do not forget to look at Do not forget to look at yourselfyourself

Reflexivity is key at all stagesReflexivity is key at all stages• QDA is a very interpretive processQDA is a very interpretive process• DO NOT forget the influence of your ingrained DO NOT forget the influence of your ingrained

perspectives on the processperspectives on the process

Preliminary conclusionsPreliminary conclusions

Why I chose this case Why I chose this case [Recap][Recap]

The case chosen is used to look at two The case chosen is used to look at two elements:elements:

• Participatory agriculture extension Participatory agriculture extension methodologymethodology

• An An approachapproach to international to international development actiondevelopment action

A working theory Part 1:A working theory Part 1:The learning The learning

organization in organization in participatory participatory extension?extension?

Learning organizations are . . .Learning organizations are . . .

““. . .organizations where people continually . . .organizations where people continually expand their capacity to create the results they expand their capacity to create the results they truly desire, where new and expansive patterns truly desire, where new and expansive patterns of thinking are nurtured, where collective of thinking are nurtured, where collective aspiration is set free, and where people are aspiration is set free, and where people are continually learning how to learn together.”continually learning how to learn together.”

-Senge, Peter. -Senge, Peter. The Fifth The Fifth Discipline: The Discipline: The art and practice art and practice of the learning of the learning organization. organization. Random House: London. 1990. P. 3.Random House: London. 1990. P. 3.

Building on the Learning Building on the Learning OrganizationOrganization

Learning OrganizationLearning Organization– Normative theory: It is theory that offers Normative theory: It is theory that offers

guidelines to inform practiceguidelines to inform practice• Peter Senge’s five disciplines of an Peter Senge’s five disciplines of an

organization that learnsorganization that learns

– Systems thinkingSystems thinking– Personal masteryPersonal mastery– Mental modelsMental models– Building shared visionBuilding shared vision– Team learningTeam learning

Senge, Peter. Senge, Peter. The Fifth Discipline: The art and practice of the learning The Fifth Discipline: The art and practice of the learning organization. Random House: London. 1990.organization. Random House: London. 1990.

The Learning Organization The Learning Organization in participatory extensionin participatory extension

• Systems Thinking: Systems Thinking: Systems based Systems based problem solvingproblem solving

• Counter example: Plants are dying Counter example: Plants are dying farmer farmer applies more pesticides or fertilizerapplies more pesticides or fertilizer

• Example: Plants are dying Example: Plants are dying PTD process (farmers PTD process (farmers and extension workers) addresses these questions: and extension workers) addresses these questions:

• What are all of the factors that could be causing the plants What are all of the factors that could be causing the plants to be dying, how are they related and what is the root to be dying, how are they related and what is the root problem? problem?

• How can I most efficiently (leverage) use my resources to How can I most efficiently (leverage) use my resources to solve this problem sustainably?solve this problem sustainably?

• Learning how to learn holisticallyLearning how to learn holistically


• Personal Mastery: Personal Mastery: Individuals that Individuals that are meaningfully engaged in are meaningfully engaged in learninglearning

• Counter example: Extension workers Counter example: Extension workers receive information from provincial level receive information from provincial level AEC and deliver it to farmersAEC and deliver it to farmers

• Example: Extension workers conduct Example: Extension workers conduct independent research to respond to independent research to respond to farmers needsfarmers needs

• Learning to learn independentlyLearning to learn independently


• Team learningTeam learning• Counter example: Farmers confront Counter example: Farmers confront

problems alone using only their own base problems alone using only their own base of knowledgeof knowledge

• Example: Farmer Example: Farmer clubsclubs and extension and extension workers combine their knowledge and workers combine their knowledge and confront problems together confront problems together

• Learning how to share knowledge Learning how to share knowledge and learn in a groupand learn in a group


• Mental models: Mental models: Individuals, groups and Individuals, groups and institutions that are continually institutions that are continually scrutinizing their own ingrained mental scrutinizing their own ingrained mental modelsmodels

• Counter example: Ingrained mental model: Counter example: Ingrained mental model: “Farmers cannot contribute to the technological “Farmers cannot contribute to the technological knowledge base”knowledge base”

• Example: Scrutinizing ingrained mental models Example: Scrutinizing ingrained mental models “Why have I always thought that farmers cannot “Why have I always thought that farmers cannot contribute to the technological knowledge base?”contribute to the technological knowledge base?”

• Learning how to dissolve barriers to Learning how to dissolve barriers to learninglearning


• Building shared visionBuilding shared vision• Counter example: Annual plans are based Counter example: Annual plans are based

on director’s ideas aloneon director’s ideas alone• Example: Annual plans based on a Example: Annual plans based on a

dialogue process that includes farmers, dialogue process that includes farmers, extension workers and provincial level extension workers and provincial level leadershipleadership

• Learning how to integrate Learning how to integrate collective learning and act with a collective learning and act with a common purposecommon purpose

A working theory Part 2: A working theory Part 2: Leverage in Leverage in development actiondevelopment action

LeverageLeverage

““Give me a lever long enough and I Give me a lever long enough and I can move the world single-can move the world single-handedly.”handedly.”

-Greek mathematician Archimedes -Greek mathematician Archimedes

287-212 B.C.287-212 B.C.

What is leverage?What is leverage?

• ““Killing two birds with one stone.”Killing two birds with one stone.”--

American proverbAmerican proverb

• Its aboutIts about– The relation between one’s force and The relation between one’s force and

one’s impactone’s impact– Maximizing resourcesMaximizing resources

VVOB LeverageVVOB LeverageObjective: Institutionalizing participatory methodology in Vietnam agricultural extension practice

VVOB

?

VVOB leverage in South VVOB leverage in South VietnamVietnam

Leverage sources to examine– Meso-level development strategy– Lobby work– Demand-led involvement– Strategic information dissemination/networking

• E.g. Study tours, newsletters, mixed province workshops

– Building enduring partnerships within the host country

– Capitalizing on operational partner’s (e.g. MDI, IAS, and AECs) base of rapport and experience

– Others?

What leverage has VVOB achieved?What leverage has VVOB achieved?

• Working research question:Working research question:– How is the relationship between VVOB’s How is the relationship between VVOB’s

force and its impact in South Vietnam force and its impact in South Vietnam characterized?characterized?

• Next stepsNext steps– Field work: Interview members of VVOB Field work: Interview members of VVOB

and VVOB’s operational partner and VVOB’s operational partner organizations in South Vietnamorganizations in South Vietnam

– Primary literature review: Examine VVOB Primary literature review: Examine VVOB project documentsproject documents

Applications to Integrated Applications to Integrated Water Resource Water Resource

Management (IWRM)Management (IWRM)

Exploring applications to Exploring applications to IWRMIWRM

Can a grounded theory for Can a grounded theory for development action built from the development action built from the case of participatory extension in case of participatory extension in South Vietnam offer guidance to South Vietnam offer guidance to Integrated Water Resource Integrated Water Resource Management (IWRM) based policy Management (IWRM) based policy agenda in the Mekong River Basin?agenda in the Mekong River Basin?

What is IWRM?What is IWRM?

• IWRM is a process that, “. . . promotes IWRM is a process that, “. . . promotes the coordinated development and the coordinated development and management of water and related management of water and related resources, in order to maximize resources, in order to maximize economic and social welfare in a economic and social welfare in a balanced way without compromising balanced way without compromising the sustainability of vital ecosystemsthe sustainability of vital ecosystems ..

Mekong River Commission, 2005. Mekong River Commission, 2005. http://http://www.mrcmekong.org/programmes/bdp.htmwww.mrcmekong.org/programmes/bdp.htm. Accessed 16 May . Accessed 16 May 2008.2008.

Leveraging learning for Leveraging learning for IWRM?IWRM?

• Policy coordination Policy coordination – VVOB: Meso-level development strategy, strategic VVOB: Meso-level development strategy, strategic

information dissemination, lobby workinformation dissemination, lobby work• Sustainability Sustainability

– PTD: problem-tree generates solutions that maximize PTD: problem-tree generates solutions that maximize knowledge and capitals (natural, social, physical, knowledge and capitals (natural, social, physical, financial, human)financial, human)

• BalanceBalance– VVOB and PTD based extension: Strengthening VVOB and PTD based extension: Strengthening

channels for feedback between stakeholders and channels for feedback between stakeholders and policy makerspolicy makers

• EquityEquity– VVOB and PTD based extension: Building learning VVOB and PTD based extension: Building learning

capacities that enable marginalized stakeholders to capacities that enable marginalized stakeholders to drive their own developmentdrive their own development

Applications to Basin Applications to Basin developmentdevelopment

Bringing grounded theory built on Bringing grounded theory built on participatory extension in South participatory extension in South Vietnam to the IWRM tableVietnam to the IWRM table

Participatory extension model: (PTD: Participatory extension model: (PTD: building key learning capacities)building key learning capacities)

Facilitation strategy (leverage)Facilitation strategy (leverage)

Lessons for the Mekong River Lessons for the Mekong River Commission?Commission?

Questions or comments?Questions or comments?

Contact:Contact:

[email protected]@gmail.com