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On the Circuit in East Africa A.A

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On the Circuit in East Africa A.A ON THE CIRCUIT IN EAST AFRICA A.A. LAQUIAN Dr AA Laquian, former Associate Director of IDRC’S Social S~ien~?s Division, days. Myappointmenttoajobwithsuch spent two years based in Nairobi directing a project aimed at contnbuting to the an unlikely name best typifies the IDRC development of young social scientists and research institutions in East Africa style of technical assistance. In Nai- In this article he gives us a persona/ account of those two years and provides a robi, peoplewere hard puttofigureout candid overviewof the state of socialscience research in the region as wellas of what a Filipino, who had been trained the most pressing needs. in the United States, was doing as a Dr Laquian is presently teaching at the Universityof the Philippines in Mani/a “circuit ride?’ in Africa, supported by a Canadian agency. The answer was in thess~~‘sobjective-“tocontributeto ambo!Thecheerful noteofthe wives. and sianalled his willinqness to the development of younger Social universal East African greeting answér quesiions. scientists in East Africa.” broke the morning chill around a Another IDRC project was launched TO achieve the SSDP’S goal, I was thom enclosure housing a Sam in East Africa. given rather broad authority: I could buru‘famiiy deep in Kenya’s northem I was the “person from a fOreign recommend small research grants for frontier. country,” and as director of the Social youngscholars,supportseminarsand An answering jambo from a hut with- Sciences Development Project (SS@ conferences, fund publication and dis- in the enclosure. A man came Out, in East Africa, my task was to encour- semination of research results, donate wrapped in an orange robe, a business- age social science research in the books and equipment, teach courses like knobkerriediscreetlytucked in its region. The research projects caver and give lectures, and lead Young fol&. A Samburu guide quickly in- such varied subjects as the changing social scient& in field research studies. formed the man that a person from a role of women among seminomadic The first two years of the prOjeCt were foreign country wanted to talk to him. tribes in Kenya, the impact of urban- experimental. The IDRCdid not want to His long explanation was met with ization on former pastoralists in the corne to East Africa with preconceived stony silence. The guide explained newTanzanian capital of Dodoma, the notions of what had to be done to help that the foreignerwas doing a research impact of World Bank sites and ser- develop the social sciences. project on living conditions of the Sam- vices projects in squatter areas of buru. More silence, tinged with SUS- Lusaka, and the implementation of the FLYING THE CIRCUIT picion. The guide offered the man a tribal grazing lands policyin Botswana. The2-yearperiod betweenJunel977 pinch of tobacco. He handed candies SO varied and far-flung were the to July 1979 was not a particularly to half a dozen children who had shyly projects supported under SSDP that I auspicious time to be circuit riding in gathered around. The Samburu in the eamed the name”circuit rider”, a term East Africa. The week I arrived in Nai- orange robe smiled, made himself com borrowed from travelling pastors and robi, East African Airways was dis- fortable bythefiretended byoneof his judges common in America’s pioncer banded. Soon after, the East African Community composed of Kenya, Tan- zania, and Ugandawas dissolved, and the border between Kenya and Tan- zania was closed. The Ugandan border was open, but stories of atrocities were enough to discourage anyone from going in. Ethiopia and Somalis were embroiled in awarovertheogaden. In Southern Africa, punitive raids were launched by Rhodesian forces deep inside Zambian territory. Finally, Tan- zanian and exiled Ugandan forces in- vaded Uganda and overthrew Idi Amin. The climate for social science re- search in East Africa was also not conducive to development In relatively progressive countries like Kenya and Tanzania, more than two decades of local univetsityand international training had created a bodyof social scientists with the skills to do research. Even here, however, scholars found them- selvestoo involved in teaching, admin- istration, and consultancies todo much research. Conditions were much worse in the small landlocked countries of Southern Africa. There, expatriates often madeup70 percentofuniversityfacul- The redevance fo reaiify and the cuiturai foundations of social soence concepts had to be ties, and while they were involved in demonstrated. research, the results were often pub- 16 lished abroad and not available locally. dents. Often. graduate students were their country therefore, could be turned Most universities saw teaching as innocent of knowledge of even the into an advantage when the resources their primary role. Research was not most basic statistical approachea were available. encouraged. University financial ad- Courses in mathematics, when given, ministration was notgeared to managing stressed make-workexercisesfollowing PIGGYBACKING research funds. International research standardformulas.Theobjectofteaching Thessw with only$25 000 ayearfor funds were also inequitablyallocated. often seemed aimed at passing Cam operations and activities, could onlv Despite these difficulties I was able bridgeschool examinations ratherthan provide modest grants. However, IOR~ to help develop a number of projects. applying mathematics to everyday life. was supporting projects requiring al- Carried out by younger social scien- Teaching research methods therefore mOSt a million dollars in East Africa, on tists, the grants were relatively mode?& required more than showing how cer- such topics as an evaluation of the averaging about $us4000 each. They tain data gathering or data analysis decentralization program of Tanzania, usually involved a senior researcher, techniqueswereused.Theirrelevance a study of rural development in Kenya, assisted by a number of research as- to realityand the cultural foundation of the impacts and effects of sites and sociates and assistants. Projects rarely social science concepts had to. be services projects on former squatters lasted longer than a year. All of them demonstrated as well. and slum dwellers in Zambia, and the required that the younger students be Taking Young researchers out on resettlement of nomads in Somalis. trained in theactual processes offield field trips was nota problem. Theysaw IDRC’S human resources develop- research. it as an exciting safari, a chance to get ment program also provides scholar- Being both personally and profes- out of the drilled lessons of the class- ships for researchers involved in pro- sionally involved in all the projects, I room. Formulatingquestionnairesand jects. In monitoring and managing IDRC gave lectures to researchers, often in interview guides was also no problem, projects, therefore, I was on the look- safari camps around a bonfire, under although linguistic challenges arising out for Young African researchers who the stars. The research seminars were from the manytongues spoken in East could benefit from furthertraining. Thus, held in unlikely places. One session Africa abounded. tnterviewing forced in the sites and services evaluation dealing with correlational analysis linking Young researchers to lose their shy- project in Zambia, the primaryresearcher a Christian education with female cir- ness. Often, it also showed how far and a research associate obtained cumcision and prostitution was held, removed and alienated they had be grantsfortrainingabroad.Anothergrant appropriately enough, in the back room corne from the basic foundations of went to a researcher in Seneaal, to of a bar in northern Kenya. Another enable him to get a postgraduate de session analyzing health statistics that gree in Canada. showed venereal diseases as second An important advantage of project- only to malaria in incidence among related scholarships was that perfor- nomadic pastoralists was held in a mance in the project became a test for Roman Cathoiic mission. an award. I was given ample time to Personallyattending toall thesesmall Y..research skills assess the academic potential of the projects located in a dozen countries researcher in the course of the project. really meant flying the circuit. Jets, cannot be adequately In the case of during-project scholar- buses, Land Revers and sometimes, taught in the ships, the researcher was given the just walking, took me out of Nairobi classroom, unless opportunity to return to the project almost 60 percent of the time. The after the grant, thus directly applying students and researchers who ioined that classroom is this new knowledge. By taking advan- in thefield work, however, learned how the big real world.” tageoftheavailabilityof roacgrants in to do research in the best possible this way, project funds were stretched. way. In a few cases, sswfunds allocated to LEARNING BY DOING augment IORC funds made it possible to pursue training activities that were I believed that research skills cannot not part of the original design. beadequatelytaught in theclassroom, unless that classroom is the big real their culture. University students in PUBLICATION SUPPORT world. I taught a graduate course in most East African countries usually No one cari accuse East African research at the University of Nairobi, corne from middle and upper income researchers of being engaged in the buteveryopportunitywastakentotake groups and thus they often found it “publish orperish” race. Scholarlypub students on field work
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