Evaluating LEADER: canonical, endogenous and systemic learning

In this paper, we touch on a key theme in rural overnance 'the reconciliation of centralised procedures and the embedded institutions of rural society – through the lens of the evaluation procedures embedded in the European LEADER programme. LEADER is in many ways a highly devolved European initiative, true to its origins as a progressive rural laboratory in terms of innovation, stakeholder engagement, social learning and systemic methodology for addressing rural needs. The design and operationalisation of national and local LEADER programmes and projects is tailored to local circumstances, and aims to direct LEADER funding to local needs while building the institutional and social capital that underpins successful rural development. Yet while the delivery of LEADER embraces heterogeneity, programmatic evaluation is centralised and learning at the national and local level is subservient to the need to defend the LEADER approach in Brussels. This requires evaluation to be held at arms length from delivery organisations, even though there is evidence that where local evaluative capacity is robust, centralised evaluation is enhanced. This paper reviews progress to date on improving the canonical forms of evaluation employed in LEADER, based on cumulative feedback from previous iterations of the programme. We then consider alternative evaluation traditions that engage with endogenous capacity for sense making,and the extent to which they might be taken up within LEADER. We conclude by proposing that more attention needs to be paid to institutionalisation of systemic evaluation within LEADER,which could engage with a much wider range of perspectives in rural development, across different scales of governance and national and regional contexts. This would require the reconciliation canonical and endogenous forms of evaluation, but would align LEADER evaluation with the values and methods embodied in the rest of the programme

Purpose and perspective: using soft systems methods in stakeholder analysis

Sustainable development has brought with it a broader consideration of the role of different stakeholders. Considerable scholarship has gone into demonstrating that purpose and perspective matter, and that stakeholder groupings based on these can be much more complex than basic social or economic variables might suggest. Yet an examination of the stakeholder analysis tools in the management literature reveals simplistic assumptions and boundary judgements, and a reification of purpose that conceals stakeholder assumptions, values and goals. In this paper, we explore an alternative form of stakeholder analysis, based on Checkland's Soft Systems Methodology. At its core is a suggestion that a central difficulty with standard stakeholder analysis is that sustainability is not framed in the same way by different stakeholders and it is unreasonable to analyse their stake in it as though their framing was identical. The paper describes how some of the methods developed within SSM can be applied to make stakeholder analysis more powerful and more flexible, and discusses some of the implications for CSR and sustainability

Understanding informal institutions: Networks and communities in rural development

A major theme within the literature on rural development is that the particular mix of formal and informal institutions present in any situation is a key determinant of development outcomes. However, there is some evidence that in policy and practice there are considerable difficulties in articulating formal organizational realities with the rules and norms embedded in informally constructed social structures. The same difficulty is in evidence in the New Institutional Economics, where the mainstream literature concedes the critical importance of informal and cultural institutions, but has thus far failed to develop an adequate theory of the informal. This recognized weakness is all the more urgent because of the growing emphasis on governance, participation and social learning evident in European rural development policy and practice. A clear understanding of the opportunities and pitfalls that arise in working with informal institutions is required, and therefore theories that provide analytical and operational traction in the 'parallel' realities of the formal and the informal. This paper starts from the point of view that at the heart of the institutional dilemma lies a difficulty in conceptualising the informal social structures in which informal institutions are reproduced. A review of relevant bodies of theory is presented; drawing on sociological network theory, perspectives on governance and social capital, and new developments in the organisational and management literature. These suggest some starting points for a theory of informal social realities and the institutions that structure them. The paper concludes with a presentation of a theoretical framework for understanding informal structures in rural development in terms of networks and communities

Local agency, adaptation and the shadow system: The institutional architecture of social learning in rural areas of the UK and India

Rural communities across the world face at times a range of environmental, social and economic pressures that threaten their viability in their current form. The ability of local actors to exercise agency in response to potential and emerging threats is of key interest in understanding their capacity to adapt. This paper argues that top-down narratives which focus on canonical organisations and formal institutions are at best a partial account of rural adaptation. More attention needs to be paid to the shadow system, the web of informal and often hidden relationships that permeate public and private life. In the organisational and institutional literature, shadow systems have been discounted as either too complex to be tractable or an inevitable source of corruption and nepotism. Two case studies are presented to establish that neither claim is inexorably true: (i) the adaptation of dairy farmers to market and climate change in Carmarthenshire, South Wales and (ii) NGO mediation of community/state interaction in Tamilnadu, South India. In conclusion, some theoretical and methodological themes are highlighted for further research. These hold the potential to enable a better understanding of the shadow system, and its potential and pitfalls as a site of local agency in rural adaptation. Acnowledgements: This paper draws on learning from two research projects: (i) 'Rapid climate change in the UK: towards an institutional theory of adaptation', funded by the UK Economic and Social Science Research Council's Environment and Human Behaviour Programme, and (ii) 'Thaan Vuzha Nilam Tharisu: The land without a farmer becomes barren', carried out by SPEECH, a Tamil NGO, as part of a larger International Institute for Environment and Development research programme – 'Policies that Work for Sustainable Agriculture and Regenerating Rural Economies.� The authors gratefully acknowledge the financial and institutional assistance that made this research possible

Defining participatory video from practice

In this chapter we explore the common threads within different strands of participatory video by considering some examples of practice. Taken together these reveal a rich diversity of purpose and application. Participatory video has been used as a term to describe some quite distinct practices, and conversely, there are instances of the use of video in social settings that seem to be closely related to participatory video without being described as such. This makes it difficult to immediately pin down what the term means, and indeed it is said that there is no common understanding of participatory video. To scholars the diversity of participatory video practice presents two separate issues. The first is that it is necessary to bear in mind that participatory video has been applied in many more ways outside of academic research and education than inside. Even if one is only interested in participatory video solely as a component of research, an understanding of non-academic practice is likely to enrich and enhance methodological choices. The second is that participatory video is a rich site for a pragmatic and phronetic scholarship that questions social experiences to explore what works and to what end. The question here is what lessons can be learned from diverse practices, and how to apply this learning elsewhere. Thus with participatory video, as with any practice, scholarship has a role to play in terms of providing a platform for considered and critical reflection, a space to consider the significance of what is and of what could be. Effective reflection rests on some basic taxonomic work in order to gain an overview of the field. We therefore have selected three vignettes to show some key features of participatory video in practice, with an eye to establishing a broad baseline. These examples are drawn from our personal research in two cases and some background research in the third. For the purpose of this chapter, breadth is more appropriate if we are interested in to explore the range of extant practice, and the vignettes are simple outlines to provide illustration for an exploratory discussion rather than fully developed case studies with all of the detailed evidence presented

Farmers doing it for themselves: how farmer-inventors are frustrated by their interactions with the Agricultural Knowledge and Innovation System

Notwithstanding recent policy commitments to formally involve farmers in innovation through initiatives such as the European Innovation Partnership (EIP-AGRI), the traditional perspective of the policy and academic literature in Europe has been that agricultural innovations are provided by others for farmers to adopt. In this context there has been relatively little research on the approaches of farmers who independently invent useful products and processes for themselves. This paper presents an analysis of Irish farmers’ inventing processes as a form of user innovation, using data generated from in-depth interviews with farmer-inventors and semi-structured interviews with key informants from agricultural organisations. The farmer-inventors mostly use tacit knowledge and practical skills to create their inventions with the objective of increasing efficiency as a means to improving family farm viability. Farmer-inventors with entrepreneurial intentions were less inclined to share their ideas freely and described financial and temporal constraints in commercialising their inventions. The Agricultural Knowledge and Innovation System (AKIS) concept was used to frame an analysis of farmer-inventors’ interactions with innovation support organisations from the perspective of the farmers themselves. This allowed appraisal of the Irish AKIS’ support of farmer-led innovation relating to the positioning, visibility, and representation of farmers’ knowledge, inventions, and networks. This study contributes new knowledge about user innovation in European agriculture as EIP-AGRI co-production structures become established. It is proposed that farmers are a hitherto underappreciated source of independent knowledge and inventions in agricultural development and are poorly supported by AKIS institutions

Importance of Animation Actions in the Operation of Hungarian Local Action Groups

The EU LEADER initiative has been running for 20 years and plays an important role in the development of European rural areas, however, in countries joining to the EU after 2004 it is still a relatively new phenomenon. In Hungary, for example, the LEADER+ programme was launched in 2005 with an experimental phase (called a "LEADER type initiative") and has developed to be a fully applied EU programme only in the current programming period. This paper explores the implementation of the LEADER programme in eastern Hungary. The examined Local Action Groups face diverse challenges concerning human, social, physical and financial capital, networks and social learning. The study investigates the opportunities and threats faced by the LAGs, with special regard to institutions, governance and applied initiatives. The roles of the LAGs within the social, economic and cultural context of given areas are examined through Lukesch's (2007) model FOG - forms of governance. The model is a tool to explore the interrelationships local partnership, local needs and local socio-cultural environment. The results of the FOG test show that the prevailing mode of governance in the examined LAGs emphasises animation actions as important elements of operation. Although the importance of animation actions is underlined by the result of the test, their presence between the initiatives is less than it should be. Good examples of animation actions are given: participatory video and a case study of its Hungarian application are introduced. Finally the role of Universities in animation actions is emphasised and closer relation of them with RD networks is called for.LEADER, Hungary, rural development, social learning, animation actions, policy analysis

Reaping the rewards of learning within agricultural knowledge systems: An account of a PhD learning system

Despite the existence and application of mandatory agri-environmental policy for many decades, significant environmental sustainability problems remain attributable to the agricultural sector. Participatory types of extension practices are believed to have a potential to enable extension organisations to enhance the supports provided to farmers to help meet the requirements and objectives of these policies. To test this proposition, the PhD researcher used a learning systems approach for exploring the interplay between farmer subjectivities, the European Union’s policy of cross compliance and the extension practices of Teagasc, the Irish Agriculture and Food Development Authority. Three learning sub-systems were employed in the investigation. The first used the principles of Participatory Action Research for revealing stakeholders’ perceptions of Teagasc’s cross compliance extension service. This process resulted in the attainment of rich insights about extension practices, however it also revealed that a significant number of farmers were experiencing socio-cultural difficulties with the application and enforcement of cross compliance. To better understand the implications of these subjectivities, a second sub-system was created to learn about farmers’ experiences of the policy. This process surfaced diverse insights about farmers’ personal experiences of cross compliance. A final sub-system employed systems thinking and practice for appraising the utility of the learning arising from the previous sub-systems for improving interactions between farmers, extension organisations and cross compliance. The combined findings of the thesis indicate that there is considerable potential for extension organisations to use participatory practices for developing rich understandings of farmers’ preferences for mandatory agri-environmental policy and its related extension practices. However, a limitation in realising participant preferences is that extension organisations appear to have little influence over the application and enforcement of mandatory agri-environmental policy. Overcoming this participatory barrier will require sustained collective learning targeted at understanding how stakeholders can work together to develop agri-environmental policies that are socially, financially and environmentally sustainable. This paper explores how this ‘sustained collective learning’ may be realised taking a specific account of the learnings developed within and following the completion of the PhD Learning System. The insights elucidated will be of interest to scholars and extension practitioners involved in similar learning endeavours

Understanding teachers’ working experiences: capturing data on teachers as professionals, learners and change-makers in low resource contexts

When we picture a school, many of us will see a teacher, standing at the front of a classroom. When our children are at school, it’s their teachers we turn to with concerns. When we think back to our own school days, we think fondly about our favourite teachers, those who really stood out. Teachers have always been at the heart of education, at least in the popular imagination. It is particularly odd, then, that in much of the education research and policy discourse in low-income countries over the past 20 years teachers have been side-lined and presented as passive, generic (and often negative) inputs. While children’s engagement with education systems is increasingly framed in constructivist terms, with much attention given to the interrelation between their ideas and their experiences, these terms have been far less evident in research and policy around teachers’ engagement with these same systems

Building agency through participatory video: insights from the experiences of young women participants in India

Participatory video (PV) is being used by several nongovernment organizations (NGOs) in many different countries. It is often assumed to be a non-problematic process that enables less powerful groups to gain power and participate in social change. While scholars have for long critiqued participatory approaches, it is only in recent years that academic and professional debates that challenge assumptions about PV have emerged. This paper adds to those debates, while focusing primarily on critiquing the PV practice. Drawing on the concepts of participation, agency, and gender, it examines how the agency of less powerful groups can be affected over a period of time as they participate in PV projects initiated by NGOs. It discusses these issues through a case study of a long-term PV project done with young women in a community in Hyderabad (India), undertaken during a doctoral research. It draws attention to the several aspects of a long-term PV project that impact agency-development. The paper argues that while PV can enable participants to gain agency, it is equally challenging to do so in the presence of power relations