Analysis of learning cycles in participatory environment and development projects: lessons from Nepal
|Collections||ANU College of Asia & the Pacific|
|Title:||Analysis of learning cycles in participatory environment and development projects: lessons from Nepal|
|Publisher:||Canberra, ACT: Environmental Management and Development Programme, Asia Pacific School of Economics and Government, Australian National University|
|Citation:||Hiyama, C. & Keen, M. (2004). Analysis of learning cycles in participatory environment and development projects: lessons from Nepal. Environmental Management & Development Occasional Paper 06. Canberra, ACT: Asia Pacific School of Economics and Government, The Australian National University.|
In this paper, the authors assess the extent to which the inclusion of learning cycles in community development projects can contribute to local people’s increased capacity to initiate action. A case study approach was used to test the hypothesis that: Participatory environment and development projects that incorporate learning cycles will result in empowerment among local people. In this research, learning cycles were defined as a ‘continuous process of situation analysis, collaborative planning, action and critical reflection’ (see Section 3.4), while empowerment was defined as ‘a process through which individuals, as well as local groups and communities, enhance their capacity to initiate action to improve their well-being by gaining decision-making power’ (see Section 2.2).
|Hiyama_Analysis2004.pdf||273.78 kB||Adobe PDF|
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