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Education for the Rural D Welopment Catalyst EDUCATION FOR THE RURAL D WELOPMENT CATALYST: LEARNlNG FROM THE AGA KHAN RURAL SUPPORT PROGRAMME AND THE UNIVERSITY OF GUELPH A Thesis Presented to The Faculty of Craduate Studies of The University of Guelph "Y TANK ALI KHAN In partial fulfilment of requirements for the degree of Master of Science DeCernber, 1998 Q Tarik Ali Khan, 1998 Nationai Library Bibliothèque.nationale 1+1 ,cana& du Canada Acquisitions and Acquisitions et Bibliographie Services services bibliographiques 395 Wellington Street 395. rue Wellington Ottawa ON KIA ON4 OttawaON K1A ON4 Canada Canada The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant à la National Libmy of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or sell reproduire, prêter, distriiuer ou copies of this thesis in microfom, vendre des copies de cette thèse sous paper or elecîronic formats. la forme de microfiche/nlm, de reproduction sur papier ou sur format élecîronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fkom it Ni la thèse ni des extraits substantiels may be printed or othefwise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. EDUCATION FOR DMLOPMENT CATALYSTS: Learning from the Aga Khan Rural Support Programme and the University of Guelph Tarik Ali Khan Advisor: University of Guelph, 1998 Dr. Farokh Afshar Catalysts are key figures in the rural dwelopment proces throughout the world. While some advocate for political change through a process of community ernpowerment and conscientisation, others serve the more conventional agenda of the developrnent agency. This case sû~dyof the Aga Khan Rural Support Programme (Pakistan) and its 'social organisersr, shows how diis latter role has a less political, yet equally substantial, impact in certain contexts. The impact of a capacity development program involving AKRSP catalysts at the University of Guelph as a second case midy is assessed. The chief impact was increased self-confidence, while there was some additional improvement in critical abilities and secioral skills. This study condudes that such programs require rigorous candidate seledon, ongoing collaboration between the agency and die university, and above all, a broader learning process approach. Findings and recommendations specific to the AKRSP-University of Guelph collaboration are included. For my parents, Aliya and Tàsaddq Ali Khan, who have given me everything. This study would not have been possible without the support of a number of individuals in Pakistan and Canada. I am grateful to die Ceneral Manager and the three Regional Programme Managers of the Aga Khan Rural Support Programme who extendeci their facilities and logistical support to me. Pnor to the research, Khaleel Teday, was kind enough to offer me a four-month intemship at AKRSP Baitistan in die fail of 1997. In addition, a number of people in the dire AKRSP regions offered me their friendship, support, and a roof over my head. Specifically 1 owe thanks to Nazir Ahmad and Ghulam fi ussain in Baltistan, Caroline Miller-Forbes, Catherine Archer and Muhammad Aslam in Gilgit and Sardar Nawaz Khan and Mujeeb ur Rehman in Chitral. In Guelph, Faith Oro was kind enough to wist me with resources and illustrations for this thesis. Financial support from die Canadian international ûevelopment Agency (CIDA), the School of Rural Planning and Development (SRP&D) and the Centre for International Programs (CIP) at the University of Guelph made this research possible. I am grateful to Crazyna Beaudoin at the Canadian Bureau for International Education (CBIE) for her cooperation in administering îhe ClDA funding. Special thanks go to my advisory cornmittee members, Dr. Sally Humphries and Dr. Farokh Afshar. As my research advisor and Coordinator of the Diplorna Program in IRDP, Farokh, in particular, provided me with ongoing feedback and support throughout my MSc. program. I owe thanks to my wife, Sangye Dolma Khan, who has offered me her support in wery way imaginable. And to our son, Kanm Ali Khan (the best of rural dwelopments), who began his joumey in the Northem Areas of Pakistan. Lady 1 would like to thank the rural development professionals who participateci in diis study. They continue to stnve to improve living standards for the residents of this unique part of the world. TABLE OF CONTENTS List of Abbreviatiom v List of Figures vi Clossay of Urdu/Hindi Temis viii PART I : 1NTRODUCnON 2. CATALYST THEORIES AND CASES 3. METHODOLOCY 3.1 Background to Research 3.2 Research Coais 3.3 Two Case Studies 3.4 Respondent Bias 3.5 Researcher Bias 3.6 mer Biases and Limitations PART 1t :AKRSP CATALYSTS :CASE STUDY #1 4. CONTEXT 4.1 Northem Pakistan 4.2 Brief History 4.3 The Aga Khan Rural Support Programme 5, AKRSP'S SOCIAL ORGANISERS SO internship Entv Techniques Qualities of the ideal Catalyst Catal yst S kills Obstacles to the Catalyst's Work Women Catalym Current Directions in Women's Organisation Challenging or Confoning to Traditional Structures? 6. CATALYST BACKGROUND 6.1 Rural Origins 6.2 Covemment Schooling 6.3 University Education 6.4 Cornmon Cround 6.5 Staff Development at AKRSP 6.6 Professionai Developrnent for Catalysb 7. THEDlMlNtSHlNGCATALYST 7.1 TheLeamingProcessatAKRSP 7.2 New Diredons in Social Organisation PART III : THE MID-CAREER PROGRAM : CASE STUDY #2 CAPAClTY DEELOPMENT FOR CATALYSTS 8.1 The id-Career Program in International Rural Development Planning 8.2 Program Objedives ASSESSING THE 1MPACl OF TRAlNlNG 9.1 Key Quesb'ons THE SRP&D EXPERIENCE 10.1 Seledon of Candidates 10.2 Pre- Depamire Preparation MID-CAREER PROGRAM ACTIWTIES 11.1 Courses 1 1.2 Field Visits 11.3 Grades RESULTS :TRANSFORMED PERSPECTIVES 12.1 Re-Entry into the AKRSP Work Environment 12.2 Promotion and Advancement 1 2.3 Confidence 12.4 Knowledge and Specific Sectord Skills 12.5 OtherSkik 12.5.1 Cornputers 12.5.2 Presentation 12.5.3 Report Wnting iii 12.6 lmproved Linkage Capacity 12.7 Tangible Behaviour Change 13. RMSlTlNG KEY QUESTIONS 14. FURTHER COLLABORATION WlTH SRP&D PART IV : CONCLUSIONS APPENDICES Appendix A: AKRSP Mid-Career Program Aiumni Appendix B: Summary of Finding and Remmmendations Appendix C: Social Organiser Job Description (1 995-1 997) Appendix D: Interview Schedule for Development Catalysts List of Abbreviations AKDN Aga Khan Dwelopment Network AKES Aga Khan Education Services AKFC Aga Khan Foundation Canada AKRSP Aga Khan Rural Support Programme BRAC Bangladesh Rural Advancement Cornmittee ClDA Canadian lntemational Development Agency FMU Field Management Unit GM Cenerai Manager HRD Human Resources Development HRMC H uman Resources Management Commitîee I DRC International Development Research Centre IIRR-AR0 I ntemationaf lnstîtute of Rural Reconstruction - Afnca Regionai Office IRDP International Rural Development Planning JMM Joint Monitoring Mission LDO Local Development Organisation LSU Leaming Support Unit MER Monitoring, Evaluation and Research NRSP National Rural Support Programme PARD Pakistan Academy for Rural Development PLC Participatory Learning Centre RPM Regional Programme Manager SO Social Organiser SRP&D School of Rural Planning and Development TLP Training and Leaming Program (in Social Organisation) TSU Training Support Unit VO Village Organisation VSO Volunteer Service Overseas WID Women in Development WO Women's Organisation List of Figures Approaches to Rural Change The Rural Deveiopment Catalyst: A Taxonomy Map of Pakistan (Political) India-Pakistan Border: hhrnir Area Profile of the Northern Areas and Chitral The 4gh imam of the lsmaili Muslims, Prince Karim Aga Khan AKRSP Operations Area: The Five Disbids of the Northern Areas and Chitral. AKRS P-assisteci Productive Physical Infrastructure (PPI) projects: an imgation channel. Newly developed land through imgation is then subdivided. Link roads are another commonly chosen PPI. AKRSP-intduced new varieties of wheat AKRSP Organisational Chart The Role of AKRSP Catalysts An AKRSP catilyst ('social organiser') addresses a village organisation 010) meeting in the Shigar Valley, Baltistan. Wazir Chulam Haider, a longstanding social organiser, addresses a VO meetihg with technical staff. Troubleshooting Summary Women Catalysts AKRSP women's social organiser, Zakia Karim, conducts a WO meeting Kuisoom Farman, a fernale catalyst speaks on the importance of poultry as an income-generating enterprise for women. Male Catalysts AKRSP FMU-Wise Map of the Northern Areas and Chitral AKRSP Organogram (1996) Changing Catalyst Roles at AKRSP AKRSP and The Leaming Process Appropriate Training for Catalysts Graduates from die University of Guelph's Mid-Career Program in IRDP at the AKRSP Core Office in Ciigit Number of Mid-Career Students Enroled per year. Proportion of Mid-Career Aiumni from Parb'cipatingOrganisations Assessing the impact of Training Mid-Career program Logic Mode1 Dipiorna Coordinator, an AKRSP studenf and AKFC representative at major p rofessional pa per presentations. 11-2 AKRSP social organisen Nazir Ahmad and Mohammad lqbal on a 134 field trip. 1 1.3 AKRSP Women's Coordinator, Kulsoom Farman, presents her major 136 professional paper to faculty and peers. 12.1 Mohammad Daqat, a former RPM, daims SRP&D direcdy contributed 143 to his capacity as a rural development consultant 12.2 Pmng his major professional paper into practice, Ali Mohammad 148 retumed to fom linkages. 12.3 Change in Position after Complethg the Mid-Career Program 149 12.4 Examples of Behaviour Change in Mid-Career Program Graduates 152 13.1 Key Questions and Results Matrix 153 Clossary of UrduIflindi Terms kPr Forced labour @air mard Men from outside a woman's kin group or village. gram sevak Village-level Worker (1 ndia) gram udpg Village cottag industries langar khana Place for free offenng of food madrassah lslamic school Mehtar Hereditary feudal der of Chitral Mir Hereditary feudal der of Hunza (incl.
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