Browsing by Subject "Development cooperation"

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  • White, Pamela; Devereux, Peter (2018)
    How can we prepare for and motivate ongoing improvements in development practice in the world of universal sustainable development goals? International Development Studies courses are a relatively new phenomenon. Earlier, people entered the field with technical backgrounds and learnt on the job. Similarly, many took the road from long-term international volunteering or Junior Expert/Junior Professional Officer posts, and moved into a career in international development [Baillie Smith, M. and N. Laurie, 2011, ‘International volunteering and development: Global citizenship and neoliberal professionalisation today’, Transactions of the Institute of British Geographers; Devereux, P., 2008, ‘International volunteering for development and sustainability: Outdated paternalism or a radical response to globalisation?’, Development in Practice, Vol. 18, No. 3, pp. 357–370; White, P., 2015, ‘The spectrum of motivations, experiences and attitudes in technical development cooperation’, Forum for Development Studies, Vol. 42, No. 1, pp. 89–112]. More recently, development studies courses have emerged. Are they finding the right balance between critical approaches, history and vocational skills? A difference in motivations and expectations between early and mid-late career Finnish development workers was found from earlier research (White, 2015). With this case study we add a focus on the pre-career stage (via questionnaires and interviews), considering the motivations of Finnish development studies students in first year, postgraduate studies and after graduation. The article acknowledges the range of motivations and experience of those engaged with international development. It also considers the tension between critical theory and vocational skills. Competencies for development practice encompass a combination of theoretical knowledge, technical skills, administrative knowhow and attitudinal factors. We conclude that co-production, combining academic courses and research, including reflective and experiential practice, is a positive step forward.
  • Lamberg, Essi (2021)
    Architecture and planning projects dominated Finnish-Tanzanian development cooperation in the 1970s. While few previous connections between Finland and sub-Saharan Africa existed, the adoption of international aid operations in Finnish foreign policy provided a pathway for architects and planners to partake in the nation-building endeavours of socialist Tanzania. Through archival analysis, this paper provides a comprehensive perspective into how a Finnish development cooperation agency and development employees (architects included) worked for the benefit of the implementation of Tanzanian socialist policy and aimed to advance regional development as well as to serve the purposes of ujamaa and the authoritarian one-party governance system. The Uhuru Corridor Regional Physical Plan (1975–1978) that followed became the first attempt at large-scale regional planning in Tanzania and attempted to establish regional planning as a solid part of state management. The paper suggests that within the framework of national planning, the difference between a development cooperation project and a planning project is obscure, and it demonstrates that basing research on the conceptual likenesses between planning and development can provide fruitful approaches to planning history.
  • White, Pamela; Haapala, Juho (2019)
    How are development policies, prepared by donors, translated into practice in different social settings? Many modalities are used, but we consider bilateral projects to be a conduit for value change and sustainable development. Our case concerns two bilateral projects with Nepali and international technical advisors. The article discusses the complex scenario that technical advisors must navigate to broker policy ideals into practice. They must respect the intentions and regulatory and normative frameworks of the donor and recipient governments, and the local cultures and realities of the local governments and villagers with whom they work. At the same time, they promote value change in support of gender equality and human rights. This also raises the question of whose values count—those of the donor, Nepalese Government, local participants or the advisors? We argue that technical assistance has an indispensable role in facilitating sustainable, equitable and inclusive rural development outcomes in socio-culturally difficult operational environments.