"The paper presents an overview of three areas of democracy assistance in Mozambique between 1994 and 2005. Support to elections appears as the most prominent sector of democracy assistance in both financial and political terms. External actors have effectively influenced some technical areas and co
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ntributed to institutional development (the Technical Secretariat for Electoral Administration [STAE] and some civil society organisations [CSOs]), but overall electoral support has not resulted in furthering the quality of democratic practice. Human rights assistance covers support to the justice sector, the police and civil society. The fragmented justice sector proved to be a very complex partner and expectations of progress were often frustrated. Major efforts were made during the period under review to (re)train police officers on a massive scale, but the effect of the training has not yet resulted in a marked change of corporate behaviour, also because the training was not complemented in a timely fashion by structural reforms. Media assistance was only modest in scope. The one major initiative that was undertaken resulted in wider coverage of the elections by national radio, the establishment of some community radio stations and technical support given to independent print media. Nevertheless, it is felt that the proliferation and improvement of media initiatives did effectively contribute to furthering democratic values." (Executive summary)
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"Acacia’s mission is very straightforward; it is to support research on ICTs that improve livelihood opportunities, enhance social service delivery, and empower citizens while building the capacity of African researchers and research networks. Towards that end, Acacia has identified three core res
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earch themes that will serve as a broad framework for the program. They are: People Empowerment: Understanding the individual and social changes that Africans are experiencing that are being brought about through the use of ICTs. Social Service Delivery: Research on how ICTs can help African governments with limited resources to more effectively deliver services to their citizens. Economic Development and Opportunity: ICTs in Africa are transforming both formal and informal economies. This theme explores the broader impact of ICTs on social and economic growth in Africa. Within each of these thematic areas, three or four key research issues have been targeted for investment. Acacia will support research networks (some existing and some emerging) that will pursue these areas of inquiry." (Executive summary, page 1)
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"In passing and implementing the Access to Information Act 2002, Jamaica has established a new and more open form of governance and accomplished what many other countries are still attempting. The Act, which provides citizens an enforceable right to official documents held by public authorities, is
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key to enhancing democracy, ensuring citizens’ participation, and building greater trust in Government decision making. Access to public documents can assist citizens in exercising their other fundamental socioeconomic rights, such as the right to housing, appropriate health care, and a clean and healthy environment, and it can serve to make government more efficient and effective. Passing an access to information law is, relatively speaking, easy in comparison to the practise of implementation, which can be challenging for any country. Successful implementation of an open information regime requires a commitment of resources (human, financial, and time), preparation of public bodies, development of procedures, change in culture and behaviours, and expertise. It is clear that the Jamaican Government and its public authorities, who entered into effect in phases with the final large group beginning in July 2005, have made great progress in the implementation of the Act including training of civil servants in the law and best practices. Many of the efforts in Jamaica serve as a model for other jurisdictions. However, as with any new regime there is the potential for constructive reform and advancement." (Introduction)
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"This book presents conceptual and methodological issues related to the use of communication in order to facilitate participation among stakeholders in natural resource management (NRM) initiatives. It also presents a collection of chapters that focus on participatory development communication and N
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RM, particularly in Asia and Africa. There are many approaches and practices in development communication, and most of them have been implemented in the field of environment and natural resource management. But, even when considering participatory approaches in NRM, communication is often limited to information dissemination activities that mainly use printed materials, radio programmes and educational videos to send messages, explain technologies or illustrate activities. These approaches, with their strengths and weaknesses, have been well documented.
Participatory development communication takes another perspective. This form of communication facilitates participation in a development initiative identified and selected by a community, with or without the external assistance of other stakeholders. The terminology has been used in the past by a number of scholars to stress the participatory approach of communication in contrast with its more traditional diffusion approach. Others refer to similar approaches as participatory communication for development, participatory communication or communication for social change.
In this publication, participatory development communication is considered to be a planned activity that is based on participatory processes and on media and interpersonal communication. This communication facilitates dialogue among different stakeholders around a common development problem or goal. The objective is to develop and implement a set of activities that contribute to a solution to the problem or the realization of a goal, and which support and accompany this initiative. This kind of communication requires moving from a focus on information and persuasion to facilitating exchanges between different stakeholders to address a common problem, to develop a concrete initiative for experimenting with possible solutions, and to identify the partnerships, knowledge and materials needed to support these solutions." (Preface)
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"In 2004, SFCG’s Radio for Peacebuilding, Africa (RFPA) project conducted a baseline survey in 21 sub-Saharan African countries, to ascertain knowledge of, attitude towards, and use of peacebuilding techniques by radio professionals. 1000 radio professionals were surveyed by email with phone follo
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w-up, and 446 responded. Since then the Radio for Peacebuilding, Africa project has sought to be in contact with radio professionals across sub-Saharan Africa and to gather their experience, inform them about different peacebuilding techniques and formats in radio, and to encourage use of the different techniques and formats available – many of which have been developed and refined by SFCG. This has been done through workshops, mass emails, a project website, distribution of guidebooks and CD-ROMs, and the provision of downloadable materials (guidebooks, exemplary programmes and other information). The objective of this end-term evaluation is to assess whether the project outcomes have been successful in contributing to the goals and purpose of the project. The likely Knowledge, Attitude and Behavior (KAB) changes over the past two and a half years will be examined, among the participant radio professionals in sub-Saharan Africa; related to the manner in which they deal with conflict issues in their programmes. It will establish what, if any, link exists between the RFPA project activities and outputs (such as the guidebooks, website, exemplary programmes, and workshops) and any KAB changes that have taken place. In addition, the evaluation will assess likely impact and extract learning for future SFCG interventions." (Page 1)
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"This brief report has been prepared as a guideline to participants and those they work with to help them put participatory video into practice and deepen their application of rights-based strategies in their work. It traces through the process of the workshop held in Hargeisa, from 2 until 9 Decemb
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er 2006. Samuel Musyoki of the Institute of Development Studies, Sussex, was the lead facilitator of the workshop. Thus much of this material draws from his work. Technical video use and exercises draw from Insights into Participatory Video, A Handbook for the Field, Nick and Chris Lunch, Insight, 2006, and Video for Change; a practical guide for activists, Witness, 2000. The facilitation tools also draw from a whole range of Participatory Learning and Action (PLA) principles and methods. PLA refers to ways of working with people through active and direct involvement for facilitating sharing, learning, discovering and action. PLA methods start from the belief that people know and are capable of identifying and sharing issues (life situations), analyzing and learning from their analysis and thus developing strategies and action for addressing the situations. They use visual methods, interactive processes and group learning; put emphasis on enabling people to speak up and out; and are committed to generating knowledge for action (rather than simply for understanding)." (Pages 4-5)
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"In this article, I take the highly successful Muslim preacher Cherif Haidara in Mali as a starting point to explore the conditions that, throughout the contemporary Muslim world, facilitate the rise to prominence of new types of religious leaders, who, by virtue of their media performances and in t
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heir roles as preachers, personal counselors, or legal advisers, attract broad constituencies of believers. I assess recent shifts in the normative, institutional, and economic conditions of religious debate in urban Mali that have changed the parameters of common understandings of the relevance of religion to daily life and politics. I examine how the adoption of new media technologies affects the contents and forms of religious reasoning, the subjective understandings and articulations of Islamic normativity, and thereby contributes to changes in the sources and forms of leadership. Finally, I investigate in what ways processes of commodification and commercialization are conducive to these changes in religious experience, community, and authority." (Abstract)
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"Young people, working with a range of media materials, produce innovative content through dialogue and discussions says this publication. On the basis of case studies in Ghana, Haiti, India, Kyrgyzstan, Mexico, Mozambique, Nigeria, Somalia, South Africa, Vietnam, and Zambia, the study examines how
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youth get involved with an assortment of media including newspaper and magazine, radio, television and video, the internet, and personal digital assistants. The study [...] provides a detailed sketch of the various initiatives, offers some interesting perspectives on how ICTs and media mixes have become popular with youngsters both in creative engagement and content creation. It explores the various kinds of innovative uses and participation of youth in media in different cultural contexts, and demonstrates that young people, working with a range of media materials, produce innovative content through dialogue and discussions." (UNESCO website)
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"An examination of the methodology used in the evaluation of textbook submissions by publishers for the Kenya Textbook Project, and the various components of evaluation criteria as they relate to content and conformity to the curriculum, writing and editorial quality, design and presentation, illust
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rations, suitability of the language for the intended reader, whether and how they encourage active learning, whether they promote positive social and cultural values and/or diversity, their gender responsiveness in both text and illustrations, and other significant issues. The author concludes that "the Kenyan project was judged to be a success not only because it gave teachers a choice of quality textbooks and effectively liberalised the book trade, which had previously been dominated by a state centralist publishing system. It was also judged successful because the evaluation and selection of the textbooks was based on a fair and objective system which gave no publisher or textbook a significant advantage over any other. The Kenyan project was in that respect, and in others also, a model for other publishing industries to follow." (Hans M. Zell, Publishing, Books & Reading in Sub-Saharan Africa, 3d ed. 2008, nr. 608)
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