Leveraging Learning for Development Action Participatory Extension in South Vietnam Evan Forward November 13, 2008 Mekong Delta Development Research Institute (MDI)

U.S. Fulbright Fellowship Program 10 month fellowship for independent research Mekong Delta Development Research Institute (MDI)  Host institute Project title: Integrated Water Resource Management in the Mekong River Basin Key project assets Integrated/interdisciplinary perspective at host institute Fellowship adaptability/flexibility

10 month fellowship for independent research

Mekong Delta Development Research Institute (MDI)  Host institute

Project title: Integrated Water Resource Management in the Mekong River Basin

Key project assets

Integrated/interdisciplinary perspective at host institute

Fellowship adaptability/flexibility

Presentation overview Introduction Personal background Case study: Participatory extension in South Vietnam Introduction Field methodology Analytical methodology A look into the Qualitative Data Analysis (QDA) process [Ongoing] Preliminary conclusions A working theory part 1: Leverage A working theory part 2: The learning organization in participatory extension Applications to Integrated Water Resource Management (IWRM) Coffee discussion

Introduction

Personal background

Case study: Participatory extension in South Vietnam

Introduction

Field methodology

Analytical methodology

A look into the Qualitative Data Analysis (QDA) process [Ongoing]

Preliminary conclusions

A working theory part 1: Leverage

A working theory part 2: The learning organization in participatory extension

Applications to Integrated Water Resource Management (IWRM)

Coffee discussion

Introduction

Personal background I grew up on a farm in a rural area of Vermont, U.S.A. I am 24 years old 11 months in Vietnam Have taken Vietnamese classes and can speak a LITTLE  will continue in the U.S.

I grew up on a farm in a rural area of Vermont, U.S.A.

I am 24 years old

11 months in Vietnam

Have taken Vietnamese classes and can speak a LITTLE  will continue in the U.S.

Education B.A. University of Vermont, U.S.A Degree in Economics and Land Use and Resource Conflict Studies (LURCS) Economics LURCS Interdisciplinary Methodology focus: Assembling a versatile methodological tool box All quantitative (e.g. GIS, spatial statistics, econometrics, dynamic systems modeling) No qualitative

B.A. University of Vermont, U.S.A

Degree in Economics and Land Use and Resource Conflict Studies (LURCS)

Economics

LURCS

Interdisciplinary

Methodology focus: Assembling a versatile methodological tool box

All quantitative (e.g. GIS, spatial statistics, econometrics, dynamic systems modeling)

No qualitative

Case study: Participatory extension in South Vietnam

Why I chose this case The case chosen is used to look at two elements: Participatory agriculture extension methodology An approach to international development action

The case chosen is used to look at two elements:

Participatory agriculture extension methodology

An approach to international development action

Introduction

Introduction Traditional extension: Orientation: National policy Learning: Research institutions and top-levels of extension institutions Participatory extension in South Vietnam Orientation: Farmer’s needs Learning: All levels but primarily farmer level

Traditional extension:

Orientation: National policy

Learning: Research institutions and top-levels of extension institutions

Participatory extension in South Vietnam

Orientation: Farmer’s needs

Learning: All levels but primarily farmer level

Traditional extension structure Adapted from MDI/VVOB project documents

Participatory extension structure ? ?

Participatory Technology Development (PTD) introduction Participatory Technology Development (PTD) in South Vietnam: 4 step methodology Problem identification Solution finding Experimenting Monitoring and Evaluation

Participatory Technology Development (PTD) in South Vietnam: 4 step methodology

Problem identification

Solution finding

Experimenting

Monitoring and Evaluation

Problem identification Collaborative process: extension workers working with farmers Problem-tree methodology Combines individual thinking with group learning “Systems thinking” approach identifies: A host of problems on a specific area of agricultural interest The relationships between problems (cause and effect network) The root problem

Collaborative process: extension workers working with farmers

Problem-tree methodology

Combines individual thinking with group learning

“Systems thinking” approach identifies:

A host of problems on a specific area of agricultural interest

The relationships between problems (cause and effect network)

The root problem

Problem identification

Solution finding Builds on the problem tree Problem broken down into manageable pieces Root problem (s) clearly understood Problem tree process facilitates common understanding/vision of the problem Common vision allows targeted knowledge sharing Tacit (working) knowledge Explicit knowledge Common vision targets further learning Study tours Farmer research Extension worker research  liaise with research institutes

Builds on the problem tree

Problem broken down into manageable pieces

Root problem (s) clearly understood

Problem tree process facilitates common understanding/vision of the problem

Common vision allows targeted knowledge sharing

Tacit (working) knowledge

Explicit knowledge

Common vision targets further learning

Study tours

Farmer research

Extension worker research  liaise with research institutes

Solution finding

Experimenting Collaborative endeavor: extension workers and farmers Community activity  farmers in the community can observe the experiments and learn

Collaborative endeavor: extension workers and farmers

Community activity  farmers in the community can observe the experiments and learn

Experimenting

Participatory Monitoring and Evaluation Monitoring What is working? Why? What isn’t working? Why? Evaluation What worked? Why? What didn’t work? Why? Participatory Farmers and extension workers ask and answer these questions together

Monitoring

What is working? Why?

What isn’t working? Why?

Evaluation

What worked? Why?

What didn’t work? Why?

Participatory

Farmers and extension workers ask and answer these questions together

Participatory Monitoring and Evaluation

VVOB Introduction Flemish Office for Development Cooperation and Technical Assistance (VVOB) Belgian development assistance Education/capacity building focus VVOB involvement in South Vietnam: Participatory Extension Mekong Delta Agriculture Extension Project (MDAEP) MDI and VVOB partnership Participatory Agriculture Extension for the Poor (PAEP) Ba Ria/Vung Tau AEC, Institute for Agricultural Sciences in South Vietnam (IAS), and VVOB partnership Participatory Extension (PAEX) MDI, IAS, VVOB partnership

Flemish Office for Development Cooperation and Technical Assistance (VVOB)

Belgian development assistance

Education/capacity building focus

VVOB involvement in South Vietnam: Participatory Extension

Mekong Delta Agriculture Extension Project (MDAEP)

MDI and VVOB partnership

Participatory Agriculture Extension for the Poor (PAEP)

Ba Ria/Vung Tau AEC, Institute for Agricultural Sciences in South Vietnam (IAS), and VVOB partnership

Participatory Extension (PAEX)

MDI, IAS, VVOB partnership

Participatory extension projects in South Vietnam: Timeline

VVOB vision in South Vietnam participatory extension  Vision: Participatory extension skills promote development from the bottom-up: Empower/build capacity in farmers groups Inspire/enable marginalized farmers to be pro-active in their own development Enable strong relationships to be built between extension workers and farmers  Source: Vromant et al. MDAEP and PAEP – a retrospective (2007)

Vision: Participatory extension skills promote development from the bottom-up:

Empower/build capacity in farmers groups

Inspire/enable marginalized farmers to be pro-active in their own development

Enable strong relationships to be built between extension workers and farmers

VVOB strategy for involvement in South Vietnam  VVOB involvement strategy in South Vietnam: Meso-level: Agricultural Extension Centers (AEC) main target Demand led MDAEP, PAEP and PAEX: Operational partners and provinces requested to participate  Source: Vromant et al. MDAEP and PAEP – a retrospective (2007)

VVOB involvement strategy in South Vietnam:

Meso-level: Agricultural Extension Centers (AEC) main target

Demand led

MDAEP, PAEP and PAEX: Operational partners and provinces requested to participate

A focus on equitable involvement Criteria for farmer club involvement in participatory extension pilot projects Criteria development facilitated by VVOB and operational partners but determined by provincial level leadership Criteria different for each province but common elements Farmer club must be interested in participating Farmer club must be already established Farmer club must have a strong representation of marginalized farmers Poor farmers (all provinces) Women (all provinces) Extreme example: All woman farmer club in Long An Ethnic minority (some provinces) Extreme example: All Khmer ethnic group farmer club in Soc Trang

Criteria for farmer club involvement in participatory extension pilot projects

Criteria development facilitated by VVOB and operational partners but determined by provincial level leadership

Criteria different for each province but common elements

Farmer club must be interested in participating

Farmer club must be already established

Farmer club must have a strong representation of marginalized farmers

Poor farmers (all provinces)

Women (all provinces)

Extreme example: All woman farmer club in Long An

Ethnic minority (some provinces)

Extreme example: All Khmer ethnic group farmer club in Soc Trang

Provinces Source: Vromant et al. MDAEP and PAEP – a retrospective (2007)

Districts Source: Vromant et al. MDAEP and PAEP – a retrospective (2007)

Farmer Clubs Source: Vromant et al. MDAEP and PAEP – a retrospective (2007)

Field methodology

Preliminary note Note: Field work conducted thus far has looked at the first element of the case: participatory extension methodology. Further fieldwork (interviews with key VVOB and operational partner staff) will be needed to build understanding of the approach used by VVOB for international development action.

Note: Field work conducted thus far has looked at the first element of the case: participatory extension methodology. Further fieldwork (interviews with key VVOB and operational partner staff) will be needed to build understanding of the approach used by VVOB for international development action.

Primary research question The impacts of a methodology: How has the introduction of PTD impacted farmers, extension workers, and provincial level leadership in the agricultural extension system of South Vietnam?

The impacts of a methodology:

How has the introduction of PTD impacted farmers, extension workers, and provincial level leadership in the agricultural extension system of South Vietnam?

Source: Davies, Rick and Jessica Dart. Most Significant Change (MSC): A Guide to Its Use

Significant Change (SC) story-telling Most Significant Change (MSC) methodology overview Participatory monitoring and evaluation Assess alignment of project goals and impacts Identify areas of change interest Collect significant change stories from the field Determine most significant change through consensus based dialogue with key project stakeholders Methods used in this project Inspired by MSC  Data collection methods identical Key differences: Determine most significant change  examine the interplay of change processes Assess alignment of project goals and impacts  Examine an organization’s strategy for development and the impacts that have resulted to explore broader applications and theoretical implications

Most Significant Change (MSC) methodology overview

Participatory monitoring and evaluation

Assess alignment of project goals and impacts

Identify areas of change interest

Collect significant change stories from the field

Determine most significant change through consensus based dialogue with key project stakeholders

Methods used in this project

Inspired by MSC  Data collection methods identical

Key differences:

Determine most significant change  examine the interplay of change processes

Assess alignment of project goals and impacts  Examine an organization’s strategy for development and the impacts that have resulted to explore broader applications and theoretical implications

Semi-structured interview Semi structured interview questionnaire Preliminary questions Contextualize the interviewee Prepare the interviewee’s mind for the core questions Think about goals and tools Prioritize Core questions: Major changes observed Personal level of the interviewee Farmer club level Community level Extension institution level Overall largest change observed Optional question: changes observed in outside organizations the interview participates in

Semi structured interview questionnaire

Preliminary questions

Contextualize the interviewee

Prepare the interviewee’s mind for the core questions

Think about goals and tools

Prioritize

Core questions:

Major changes observed

Personal level of the interviewee

Farmer club level

Community level

Extension institution level

Overall largest change observed

Optional question: changes observed in outside organizations the interview participates in

Interviewee profiles 3 1 1 1 0 Ba Ria/ Vung Tau 7 2 1 1 1 1 AEC leadership 9 6 3 3+ 5 Total 1 1 0 Vinh Long 3 1 3 Hau Giang 8+ 6 8 Total 2 1 2 Soc Trang Partial 1 1 Can Tho 1 1 2 Ca Mau Leader Member only Extension worker Farmers Clubs Province

Field work challenges and advantages Challenges I had at least two degrees of separation from interviewees Different cultural background Different occupation Advantages VVOB’s strong relationships with stakeholders Vietnamese project ambassadors  smoothed separation Experienced MDI/VVOB team to work with helped fill gaps in understanding to make for a richer field experience

Challenges

I had at least two degrees of separation from interviewees

Different cultural background

Different occupation

Advantages

VVOB’s strong relationships with stakeholders

Vietnamese project ambassadors  smoothed separation

Experienced MDI/VVOB team to work with helped fill gaps in understanding to make for a richer field experience

Analytical methodology

Grounded theory is, “ . . . theory that was derived from data systematically gathered and analyzed through the research process. In this method . . . a researcher does not begin a project with a preconceived theory in mind (unless his or her purpose is to elaborate and extend existing theory). Rather, the researcher begins with an area of study and allows theory to emerge from the data. Theory derived from data is more likely to resemble the “reality” than is theory derived by putting together a series of concepts based on experience or solely through speculation (how one thinks things ought to work).” — Strauss, Anselm and Juliet Corbin. Basics of Qualitative Research: Techniques and procedures for developing grounded theory(2 nd edition). Sage Publications: London, 1998. p 11.

Grounded theory is,

“ . . . theory that was derived from data systematically gathered and analyzed through the research process. In this method . . . a researcher does not begin a project with a preconceived theory in mind (unless his or her purpose is to elaborate and extend existing theory). Rather, the researcher begins with an area of study and allows theory to emerge from the data. Theory derived from data is more likely to resemble the “reality” than is theory derived by putting together a series of concepts based on experience or solely through speculation (how one thinks things ought to work).”

— Strauss, Anselm and Juliet Corbin. Basics of Qualitative Research: Techniques and procedures for developing grounded theory(2 nd edition). Sage Publications: London, 1998. p 11.

Grounded Theory Inductive Fitting theory to reality Listening to the demands of the data Science: Analysis grounded in data Art Building theory from conversations and stories and unorganized raw data: creating order in chaos

Inductive

Fitting theory to reality

Listening to the demands of the data

Science:

Analysis grounded in data

Art

Building theory from conversations and stories and unorganized raw data: creating order in chaos

A look into the Qualitative Data Analysis (QDA) process [Ongoing]

QDA overview  Figure adapted from: Seidel, John V. Qualitative Data Analysis. Qualis Research: www. qualisresearch.com. 1998. QDA Heuristic 

QDA first steps Translation Distilled dialogue into clusters of meaning Follow up questions were very important: Minimize loss of conversational nuances Maximize understanding

Translation

Distilled dialogue into clusters of meaning

Follow up questions were very important:

Minimize loss of conversational nuances

Maximize understanding

QDA first steps Field note checking

QDA: Next steps Building and refining a codebook Look for trends in the data Categorize and characterize the trends Refine throughout the coding process

Building and refining a codebook

Look for trends in the data

Categorize and characterize the trends

Refine throughout the coding process

Building and refining the codebook Working codebook Screen capture from NVivo 8 QDA software (www.qsrinternational.com

QDA: Next steps Coding Assign “atoms” of evidence from interviews to categories Noticing and examining trends and relationships in the data

Coding

Assign “atoms” of evidence from interviews to categories

Noticing and examining trends and relationships in the data

Coding: Assigning atoms Screen capture from NVivo 8 QDA software (www.qsrinternational.com

Coding: Noticing and examining Example of analysis process

Do not forget to look at yourself Reflexivity is key at all stages QDA is a very interpretive process DO NOT forget the influence of your ingrained perspectives on the process

Reflexivity is key at all stages

QDA is a very interpretive process

DO NOT forget the influence of your ingrained perspectives on the process

Preliminary conclusions

Why I chose this case [Recap] The case chosen is used to look at two elements: Participatory agriculture extension methodology An approach to international development action

The case chosen is used to look at two elements:

Participatory agriculture extension methodology

An approach to international development action

A working theory Part 1: The learning organization in participatory extension?

Learning organizations are . . . “ . . .organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together.” -Senge, Peter. The Fifth Discipline: The art and practice of the learning organization. Random House: London. 1990. P. 3.

Learning organizations are . . .

“ . . .organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together.”

-Senge, Peter. The Fifth Discipline: The art and practice of the learning organization. Random House: London. 1990. P. 3.

Building on the Learning Organization Learning Organization Normative theory: It is theory that offers guidelines to inform practice Peter Senge’s five disciplines of an organization that learns  Systems thinking Personal mastery Mental models Building shared vision Team learning  Senge, Peter. The Fifth Discipline: The art and practice of the learning organization. Random House: London. 1990.

Learning Organization

Normative theory: It is theory that offers guidelines to inform practice

Peter Senge’s five disciplines of an organization that learns 

Systems thinking

Personal mastery

Mental models

Building shared vision

Team learning

The Learning Organization in participatory extension Systems Thinking: Systems based problem solving Counter example: Plants are dying  farmer applies more pesticides or fertilizer Example: Plants are dying  PTD process (farmers and extension workers) addresses these questions: What are all of the factors that could be causing the plants to be dying, how are they related and what is the root problem? How can I most efficiently (leverage) use my resources to solve this problem sustainably? Learning how to learn holistically

Systems Thinking: Systems based problem solving

Counter example: Plants are dying  farmer applies more pesticides or fertilizer

Example: Plants are dying  PTD process (farmers and extension workers) addresses these questions:

What are all of the factors that could be causing the plants to be dying, how are they related and what is the root problem?

How can I most efficiently (leverage) use my resources to solve this problem sustainably?

Learning how to learn holistically

The Learning Organization in participatory extension Personal Mastery: Individuals that are meaningfully engaged in learning Counter example: Extension workers receive information from provincial level AEC and deliver it to farmers Example: Extension workers conduct independent research to respond to farmers needs Learning to learn independently

Personal Mastery: Individuals that are meaningfully engaged in learning

Counter example: Extension workers receive information from provincial level AEC and deliver it to farmers

Example: Extension workers conduct independent research to respond to farmers needs

Learning to learn independently

The Learning Organization in participatory extension Team learning Counter example: Farmers confront problems alone using only their own base of knowledge Example: Farmer clubs and extension workers combine their knowledge and confront problems together Learning how to share knowledge and learn in a group

Team learning

Counter example: Farmers confront problems alone using only their own base of knowledge

Example: Farmer clubs and extension workers combine their knowledge and confront problems together

Learning how to share knowledge and learn in a group

The Learning Organization in participatory extension Mental models: Individuals, groups and institutions that are continually scrutinizing their own ingrained mental models Counter example: Ingrained mental model: “Farmers cannot contribute to the technological knowledge base” Example: Scrutinizing ingrained mental models “Why have I always thought that farmers cannot contribute to the technological knowledge base?” Learning how to dissolve barriers to learning

Mental models: Individuals, groups and institutions that are continually scrutinizing their own ingrained mental models

Counter example: Ingrained mental model: “Farmers cannot contribute to the technological knowledge base”

Example: Scrutinizing ingrained mental models “Why have I always thought that farmers cannot contribute to the technological knowledge base?”

Learning how to dissolve barriers to learning

The Learning Organization in participatory extension Building shared vision Counter example: Annual plans are based on director’s ideas alone Example: Annual plans based on a dialogue process that includes farmers, extension workers and provincial level leadership Learning how to integrate collective learning and act with a common purpose

Building shared vision

Counter example: Annual plans are based on director’s ideas alone

Example: Annual plans based on a dialogue process that includes farmers, extension workers and provincial level leadership

Learning how to integrate collective learning and act with a common purpose

A working theory Part 2: Leverage in development action

Leverage “ Give me a lever long enough and I can move the world single-handedly.” -Greek mathematician Archimedes 287-212 B.C.

“ Give me a lever long enough and I can move the world single-handedly.”

-Greek mathematician Archimedes

287-212 B.C.

What is leverage? “Killing two birds with one stone.” -American proverb Its about The relation between one’s force and one’s impact Maximizing resources

“Killing two birds with one stone.”

-American proverb

Its about

The relation between one’s force and one’s impact

Maximizing resources

VVOB Leverage Objective: Institutionalizing participatory methodology in Vietnam agricultural extension practice VVOB ?

VVOB leverage in South Vietnam Leverage sources to examine Meso-level development strategy Lobby work Demand-led involvement Strategic information dissemination/networking E.g. Study tours, newsletters, mixed province workshops Building enduring partnerships within the host country Capitalizing on operational partner’s (e.g. MDI, IAS, and AECs) base of rapport and experience Others?

Leverage sources to examine

Meso-level development strategy

Lobby work

Demand-led involvement

Strategic information dissemination/networking

E.g. Study tours, newsletters, mixed province workshops

Building enduring partnerships within the host country

Capitalizing on operational partner’s (e.g. MDI, IAS, and AECs) base of rapport and experience

Others?

What leverage has VVOB achieved? Working research question: How is the relationship between VVOB’s force and its impact in South Vietnam characterized? Next steps Field work: Interview members of VVOB and VVOB’s operational partner organizations in South Vietnam Primary literature review: Examine VVOB project documents

Working research question:

How is the relationship between VVOB’s force and its impact in South Vietnam characterized?

Next steps

Field work: Interview members of VVOB and VVOB’s operational partner organizations in South Vietnam

Primary literature review: Examine VVOB project documents

Applications to Integrated Water Resource Management (IWRM)

Exploring applications to IWRM Can a grounded theory for development action built from the case of participatory extension in South Vietnam offer guidance to Integrated Water Resource Management (IWRM) based policy agenda in the Mekong River Basin?

Can a grounded theory for development action built from the case of participatory extension in South Vietnam offer guidance to Integrated Water Resource Management (IWRM) based policy agenda in the Mekong River Basin?

What is IWRM? IWRM is a process that, “. . . promotes the coordinated development and management of water and related resources, in order to maximize economic and social welfare in a balanced way without compromising the sustainability of vital ecosystems .   Mekong River Commission, 2005. http:// www.mrcmekong.org/programmes/bdp.htm . Accessed 16 May 2008.

IWRM is a process that, “. . . promotes the coordinated development and management of water and related resources, in order to maximize economic and social welfare in a balanced way without compromising the sustainability of vital ecosystems . 

 Mekong River Commission, 2005. http:// www.mrcmekong.org/programmes/bdp.htm . Accessed 16 May 2008.

Leveraging learning for IWRM? Policy coordination VVOB: Meso-level development strategy, strategic information dissemination, lobby work Sustainability PTD: problem-tree generates solutions that maximize knowledge and capitals (natural, social, physical, financial, human) Balance VVOB and PTD based extension: Strengthening channels for feedback between stakeholders and policy makers Equity VVOB and PTD based extension: Building learning capacities that enable marginalized stakeholders to drive their own development

Policy coordination

VVOB: Meso-level development strategy, strategic information dissemination, lobby work

Sustainability

PTD: problem-tree generates solutions that maximize knowledge and capitals (natural, social, physical, financial, human)

Balance

VVOB and PTD based extension: Strengthening channels for feedback between stakeholders and policy makers

Equity

VVOB and PTD based extension: Building learning capacities that enable marginalized stakeholders to drive their own development

Applications to Basin development Bringing grounded theory built on participatory extension in South Vietnam to the IWRM table Participatory extension model: (PTD: building key learning capacities) Facilitation strategy (leverage) Lessons for the Mekong River Commission?

Bringing grounded theory built on participatory extension in South Vietnam to the IWRM table

Participatory extension model: (PTD: building key learning capacities)

Facilitation strategy (leverage)

Lessons for the Mekong River Commission?

Questions or comments? Contact: [email_address]

Contact:

[email_address]