Multi stakeholder processes for innovative rural development
Rural development aims a sustainable situation with livelihood and quality of living. As there are many stakeholders in rural areas it is sometimes quite challenging to combine their demands and needs. Let alone issues that influence the development process like climate change, a shrinking rural population, environmental degradation and sustainable agriculture.
In this minor the focus is on rural development and multi-stakeholder processes. Participatory processes with local citizens to contribute to sustainable livelihoods will be elaborated. Mapping opportunities and problems by using Geographical Information Systems is another method that can contribute to sustainable rural development. It helps to identify possibilities and constraints concerning the development of rural areas.
You will be commissioned by a local organization to undertake a real life project. The aim is to improve the livability of a rural area. In this project you will describe and analyse the political, social and economic environment, and learn to identify opportunities and ways for the rural population and other actors to facilitate change towards a more sustainable livelihood.
Also part of the minor is writing a project proposal, using the principles of Objective Oriented Project Planning. In this proposal, after research, you will do suggestions to improve the livelihood of certain groups. In addition an advocacy plan is made. In another project in the minor you will develop (and present) a number of scenarios and trends for a specific region based on input from multiple disciplines.
Planning development for rural areas requires inter-disciplinary teams and, for instance, linking village issues to a landscape approach or translating climate change scenarios to local actions.
After the minor the student is able:
- To identify relevant stakeholders with their different needs, interests and influences
- To facilitate decision making among these stakeholders to address a practical problem.
- To write a project proposal using a log-frame approach and applying the theory of change for improving livelihoods of marginalized people in society.
- To use Geographical Information Systems (GIS) for mapping opportunities and problems related to current issues impacting development as privatization of land rights, land grabbing, rural shrinkage and environmental degradation with the purpose to develop scenarios for sustainable rural development.
Students learn how to communicate in an international setting, working with students from various countries in and outside the EU and meeting and learning from various stakeholders. They will learn how to organize meetings meant to induce participants to share experiences, needs and ideas in order to learn from each other and to think about possibilities and solutions. The minor develops different skills like project management and how to address the requirements of (international) organizations (both government as non-government).
Combination of written exams, portfolio and oral exams as mentioned for the five (5) concerned study units in the Education and Examination Regulation (EER) 2019-20, study programme International Development Management.
Mark 1-10 – 0,1 interval – 5,5 pass
Brouwer, H, and J. Woodhill, 2015. The MSP Guide; How to design and facilitate multi-stakeholder partnerships. Centre for Development Innovation, Wageningen.
European Commission (2004). Aid Delivery Methods; Volume 1: Project Cycle Management Guidelines. Brussels, EuropeAid Cooperation Office.
Schulpen, L. (2016). The NGO funding game; The case of the Netherlands. Nijmegen, CIDIN, Radboud University.
Babette Wehrman et al, 2009, Geographical Information Systems ( GIS), The spatial Dimension to Development Cooperation GTZ October 2009, Free publication. Copy provided.
Leroy Quentin, Robert Oger, 2009, Working list of sustainable development indicators applicable to GFT case studies, Internal Paper of GFT project, file: list_of_indicator_v3 nov 2009.doc
Other literature will be made available through Moodle Rooms.
Approximate student workload hours in total = 840
Indicative student workload hours per type of activity:
180 hours - attending lectures including workshops
310 hours – team work
80 hours - coaching
270 hours - studying literature; preparation of lectures and for exam