Multi stakeholder processes for innovative rural development
The minor has three main elements:
Facilitation of Multi Stakeholder Partnerships (MSP); MSP (7 credits) I and MSP II (7 credits)
Students are commissioned by a local organization to undertake a project that aims to improve the livability of a rural area. Students learn to familiarize themselves with the rural context, to describe and analyze the political, social, economic environment, and to identify opportunities and ways for the rural population to facilitate empowerment towards a more sustainable livelihood.
MSP consist of the following interrelated parts:
Lectures about how to design and facilitate multi-stakeholder partnerships in the Netherlands and abroad.
Students will work in a real life project and carry out assignments.
Lectures & workshops to support the project work.
Working with the organisation and being in the office during office hours is obligatory
The project will take place in the field with a commissioner for two days a week during the semester. Students have to travel on their own to the location. Field work is mandatory.
Participative Planning (7 credits)
Students write a project proposal in a format used by the European Union, using the principles of Objective Oriented Project Planning including the log-frame approach. Using a tool called Visual Problem Appraisal students undertake a desk study (the scoping phase), ‘meet’ various stakeholders (the stakeholder consultation phase) and do suggestions to improve the livelihood of the target group by designing a participative and innovative project proposal. In addition an advocacy plan is made to convince an external actor to adapt one of the restricting factors for the target group.
Integrated Landscape approaches (7 credits)
The students will develop a number of scenarios and trends for a specific region based on input from multiple disciplines. These will be presented at the end of the term.
(1) to acquire development sector expertise (SE)
Students contribute their major-specific expertise to the assignment related to integrated landscape approaches. This means they approach the landscape related problem from their sector expertise, and use their skills to negotiate, collaborate and innovate with students from other disciplines.
(2) to conduct applied research (AR)
Students learn to apply Geographical Information Systems (GIS) techniques to identify critical issues related to land use such as environmental degradation, urbanization, climate change and disaster risks. Students will further combine GIS data with qualitative participatory methods to collect and analyse data in order to develop scenario’s for a sustainable area development. This research approach visualizes the consequences of implementing land use scenario’s. Students gain insight into the spatial and time dimensions of the IDM professional field.
Students are challenged to work in inter-disciplinary teams, across scales, for instance, linking village level issues to a landscape approach, translating climate change scenarios to local level actions, addressing immediate livelihoods needs by engaging with the broader institutional context which relates to decisions about allocation of resources and land use.
Issues like climate change, disaster risk reduction, shrinking rural population, environmental degradation, natural resources management, sustainable agriculture are discussed and students learn about their effects on local communities and how participatory processes and governance principles (the influence of the state, of civil society groups and private sector) may influence co-creation, the design of projects and other interventions. Many of these actors are experimenting with their newly assigned roles as co-developers and implementers of landscape governance. New governance arrangements emerge everywhere, in the form of round tables, public/private partnerships, corporate social responsibility (CSR) programs, citizen’s initiatives and different forms of payment for environmental services. These multi-stakeholder processes are in need of facilitators which understand new concepts/ institutions and dynamics.
Next to these concepts students apply Geographical Information System (GIS) techniques to identify possibilities and constraints concerning the development of rural areas.
After the minor the student is able:
• To identify relevant stakeholders with their different needs, interests and influence and facilitate decision making among these stakeholders to solve 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.
In case of a low number of applications for the minor, the minor may not be offered. After closing the registration period, you will be informed as soon as possible (no later than 8 June 2018).
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
Rating scale: Numeral 0 -10 (0,1 Int - 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