1. COLLEGE OF AGRICULTURE , RAICHUR .
DEPARTMENT OF AGRICULTURAL EXTENSION EDUCATION
SEMINAR-1
PEOPLE-CENTRIC DEVELOPMENT - WAYS AND MEANS

2. DEVELOPMENT
Development is broadly a participatory process of
directed social change, intended to bring about both social and material
advancement for majority of the people in the social system
• Development instead of being a growth of few parts, is a broader
process of social evolution encompassing all aspects of human life.
• In sociology it draws the attention to the process of change which is
and and a result of which happiness of both people
and their society is ensured.

3. • It is a multi faceted approach.
Growth
Progress
Advancement
Development

4. PEOPLE CENTERED DEVELOPMENT
The concept of people centered development places the
ultimate objective of development in helping humankind to lead an
affluent and happy life.
• This concept was supported at the world summit for social development
of 1995 and at a series of international conferences related to
development held in recent years.
• Thus it became a central theme in the international community since
1990’s when development issues are discussed.

5. • The concept of PCD leads us to the profound realisation that the
development must be an indigenous process.
• Indigenous development envisages a perspective in which people living
in a specific social, cultural,economic and ecological setting define their
own concept of development definition of relevance and correspond
indigenous circumstances.
• It mainly focuses on the challenges of equitable and sustainable
development.
• On the other hand it also stresses pragmaitsm, flexibility and the
contexuality for innovative solutions to the process of social change.

6. • PCD is not a new concept in the Indian setting. the scope and content of it,
off course have been different at diiferent times of history or in different
regions or communities.
• According to David Cox, PCD can be said to rest on five foundations
1. Awareness raising
2. Social mobilisation
3. Participation
4. Self-reliance
5. Sustainability
• He emphasized that PCD approach is one which emphasises process or
outcomes and esentially represents faith in people.

7. • According to Mathur PCD entials contact with the real world of people,
rediscovery of their ways of life, incursion into the vision of society and
nurturing their potential to overcome problematic situations so that their
intended goals are turly achieved.
• Thus over years PCD is a vision that is an outcome of an amalgamation
of several ideologies such as humanism, democracy, socialism, human
rights and philosophies of several socio-political thinkers.
• In the present scenario, it is also an expression of peoples awareness,
aspirations, struggles and therefore sustainable.

8. key concepts in a people centered development paradigm
Participation
Capacity building for empowerment
Local knowledge as the basis for empowerment
Participatory research
Facilitation by extension personal
Arrangement for Multi stakeholder interactions

9.  Participation refers to taking part or sharing.
 It is defined as the voluntary contribution by the people themselves in
identifying the problems they face, determining the ways to overcome
them, designing the realistic plans to achieve these goals, and carrying
them out.
 As such, participation by serious involvement of people can be regarded
as a decision making process, occuring at the individual and social level.
.

10.  There are two ways of looking at participation
1. System maintaining process.
2. System transforming process.
Participation as a strategic goal:
 People’s participation not only relates to achieving the more efficient and
equitable distribution of natural resources but also involves sharing of
knowledge and change in the process of learning itself in the service of
people’s self development.
 It takes the roles of being a methodology as well as a strategic goal of
development.

11. • Peoples participation provides an alternative route through which there
can be improvement in people’s standard of living and also provides them
a measure of control of the standards themselves.
• It is important to understand the participatory development result in
reshaping the community through their application and development
resulting from their involvement with specific discrete project.
Hence the existing gap between the development agents and
development beneficiaries need to bridged by “Participation” of the later.

12. Capacity building for empowerment
It is defined as the process of developing and strengthening the skills,
instincts, abilities, processes and resources that the communities need to
survive, adapt and thrive in a fast changing world.
Indivi
dual
• The process of changing the attitudes and behaviours imparting knowledge and developing
skills.
• Maximizing the benefits of participation, knowledge exchange and partnership.
Institu
tionall
• Focuses on overall organizational performance and functioning capabilities.
• As well as ability of an organization to adapt to change.
Syste
matic
• Emphasizes the overall policy framework in which individuals and organizations operate and
interact with the external environment.

13. • An essential component in capacity building is transformation that starts
from existing capacities and is generated, sustained over time from within.
• The effects and impacts of each capacity building strategy differs from
individual to individual and society to society according to their pre-
existing historical, economic, cultural and social background.
• Finally it is not just bringing development, but a long term investment in
people and their organizations, and a commitment to the various processes
through which they can bettershape the forces that affect their lives.

14. • There is a dialectical relationship between participation, capacity building
and empowerment of the people.
• True empowerment needs to be facilitated rather than imposed on people.
this involves building individual and group capacity in local people, so
that they can empower themselves to fully participate in decision making
process that makes their lives better.

15. Local knowledge as the basis for empowerment
 An important aspect of empowerment is the acknowledgement of peoples
local / indigenous knowledge.
 Local knowledge is essential for empowerment in a PCD approach
because it represents successful ways in which people have dealt with
their evironment in the past and provides a basis to build on.
 Building on the existing knowledge and resources reduces the likelihood
that a development intervention will de-skill the local people and increase
their dependency on external experts.
 On contrary it empowers local people by increasing their self-reliance.

16. Participatory research
Participatory research brings outside researchers and local
participants together in joint inquiry, education, and action on problems of
mutual interest.
• This participatory research in India focused first on understanding the
circumstances of local participants and then on using that understanding to
plan strategies for improvement.
• Ideally, all parties become learners they share control over the research
process; they commit themselves to constructive action instead of detachment;
their participation promotes empowerment as well as understanding.
• Thus it helps in providing solutions to the people problems at grass root level
ultimately bringing in improvement and development of the rural people.

17. Facilitation by the extension personnel
• In the Agricultural Innovation Systems (AIS) context, this change of PCD
will happen faster when good relationships are formed.
• A new extension approach that aims at participatory and group learning as
well as networking, where the extensionist acts as a “facilitator” is needed.
 Facilitation comes from the French word facile, which means to make easy.
It is the process of helping individuals and groups of people to identify
their objectives and find ways of addressing difficult challenges to achieve
their goals.

18. Facilitation for development involves-
 A deeper process of helping the individuals or group of people to
understand themselves and their role in development;
 Putting equal emphasis on both the process and content
 The art of discovering how to unleash people’s ability to learn, reflect,
use their skills and potential to achieve their desired goals.
 In order to be more relevant and useful, extension needs to assume a
more role to better link the different actors within the AIS and
for their overall development.

19. Facilitation for
development is not a ‘doctor
model’, where you prescribe what
people should do; but rather a
‘therapy model’, where a facilitator
helps people to reflect on their lives.
Planning and
preparation
Creating a
setting
Neutrality
Listening
Motivation.
The basic principles of facilitation for development
Principles

20. • Planning and Preparation
A general plan or agenda
about the facilitation contact session
will help a facilitator to decide upon
the time to be spent on each topic
and also permits a fair chance to
know about the challenges of the
group, make out the suggestions.
ICEBERG Model given by Tony Mann, the
Director of Resource Strategic Change
Facilitators,

21. • Creating a Comfortable Setting for Participants
For a facilitation contact session or a group meeting to be
successful, each participant must feel comfortable enough to share their
opinions and suggestions.
•
Staying neutral, helps kick-off and round up conversations,
highlighting points of consensus and summarising key takeaways.
• Listening and Motivation
1) Active Listening
2) Reflective Listening

22. FACILITATION TECHNIQUES AND TOOLS
Ice Breaker:
This technique is used to introduce participants to each other or to
help them to relax, wake up, or recapture their wondering interest.
Brain Storming
This technique encourages active and imaginative output from
participants and taps into the knowledge and expertise of the participants. It’s a
creative way of finding solutions to problems.

23. Questioning and Probing
• Open ended questions: Questions that are answered with details, not only
yes or no.
• Leading questions: Questions that are asked to encourage people to think
about a specific topic and to give the information that is needed about that
topic.
• Probing questions: Questions that are asked for more specific information
so that a deeper understanding can be developed about the topic.
• Possibility questions: Questions that are asked to imagine how things will
be after a challenge is resolved
(Ngwenya and Kibwika, 2016).

24.  Process Observation and Documentation
It is observing how the process of development happens over
time. It will help a facilitator to identify the areas in the development
process that need to be concentrated in order to stimulate change.
• Documentation is recording of what has been observed.
 Visualization
Visualization is forming an image in mind of something that we
want to achieve and how to achieve it. By this people can imagine how their
situation can be improved and they will be open to accepting the change that
will move them towards their end goal.

25. FACILITATING CHANGE AT DIFFERENT LEVELS
• If you want to see development, you have to make the change
happen.
• Change happens at different levels, in other words,
Individuals,
Groups,
Organisations and
Societies.

26.  FACILITATING CHANGE AMONG INDIVIDUALS
Change starts within an individual. Often we are unaware of
the power we have to change our situation to move towards the change
we desire.
Tools that facilitate individuals in self-discovery which enable them to
discover their potential and take responsibility for their own development:
a. Facilitator self-discovery d. Personal vision
b. Questionnaires e. Taking responsibility for your
c. Socratic Method own development

27. • FACILITATING CHANGE AMONG GROUPS
Development requires collective efforts. Individuals who are
inspired to change their current status have to work together as a group to
create an environment that supports their development.
Here the facilitator need to
 Understanding the Dynamics of Human Interaction
 Iceberg model
It is a systems thinking model that helps you understand how
different parts of a system influence each other.An iceberg shows only 10%
of its total mass above water. The other 90% is hidden underwater. the
hidden 90% that is moved by the ocean currents, and this will determine if
the tip of the iceberg will move or topple over.

28. McClelland’s Human Motivation Theory as an iceberg model

29. Group Dynamics and Power Relations.
Managing relationships.
Perceptions
Feedback
Shared Vision and Collective Action
Team Building

30. FACILITATINGCHANGE AMONG ORGANIZATIONS
• Extension professionals will be supporting different forms of
organisations to survive in a constantly changing environment.
• They should have better understanding of what organisations need to do
to enhance and sustain their performance, including some aspects of
leadership which inturn helps in development of the individual.
• With this knowledge they will be able to support organisations to
navigate through changing contexts with a reasonable degree of success

31. Organisational change process
• Mentoring or Coaching
• Leadership Development

32. Arrangement for Multi-stakeholder interactions
• Multi-stakeholder interactions are typical to extension and development.
• One of the roles as an extension professional is to ensure that these
interactions will benefit all the stakeholders involved, including the
smallholder farmers.
• Each stakeholder comes with their individual interests and objectives but
together they must formulate an inclusive shared objective.
Stakeholders:
A stakeholder is an individual or organisation who will make use of,
develop, or have an impact on any aspect of the intended intervention. An
intervention can have either positive or negative effects on stakeholders.

33. • Primary stakeholders: They are direct beneficiaries of EAS. They might
be representatives of farmers and their organizations or other actors
engaged in the agricultural value chain who benefit from the EAS
provision.
• Secondary stakeholders: They comprise of government agencies, NGOs,
producer organizations, research institutions and private sectors engaged
in EAS etc., who also have a stake or interest in EAS, mostly through
direct provision of EAS.
• External or other stakeholders: They are people, groups/ institutions not
directly involved in the provision of EAS, but whose activities can impact
the effectiveness of EAS. These include organizations engaged in the
capacity building of EAS, as well as donors and investors (including the
government) who support EAS etc. :
Mittal et al., 2016

34. • Some of the reasons for engaging multi-stakeholders are to:
• Integrate diverse ideas and perspectives;
• Generate buy-in and support, inclusiveness and ownership;
• Bridge social capital for the community;
• Increase credibility of your organisation and the intervention; and
• Increase chances of success
 It is important to know who the stakeholders of a particular intervention
are, before planning to engage them.

35. Tools for stakeholder identification and visioning
 The outcome is a placement of stakeholders in one of the four groups and shows how to
influence each group to make the change happen.

36. • There are different forms of multi-stakeholder engagements that include
1. Innovation Platforms (IP).
2. Policy engagements.
Within the development community, innovation systems thinking
and innovation platforms are presently receiving more attention as a possible
avenue for facilitative development.
• Towards the end of the 1990s, the innovation systems approach and its
actualisation through Innovation platforms (InP) was introduced. This
approach, helps in recognizing the enabling role played by institutions,
multi-stakeholder engagement as well as policies towards innovation, social
learning and adoption of improved methods.

37. • An Innovation Platform (InP) is described as a forum established to foster
interaction among a group of relevant stakeholders around a shared
interest.
• The stakeholders perform different but complementary roles in the
development, dissemination and adoption of knowledge for socio-
economic benefit.
• To promote these innovations, partnerships along and beyond agricultural
value chains must be fostered to bring on board actors with a special mix
of skills.

38. • Every member of the platform is
considered to have something
unique to contribute and to
benefit making it a win-win
collaborative mechanism.
• The stakeholders interact to
jointly identify problems and
opportunities, seek and apply
solutions, learn, reflect and
source more solutions for the
innovation process to continue
Farmer
Input
Supplier
Extension
Worker
Standards agency
Transporter
Industry
Scientist
Policy-maker
Networking Amongst
stakeholders in the
Value Chain
Stakeholders bound together by their individual interests on an
issue e.g. an enterprise value chain

39. • Innovation platforms are applicable to all aspects of agriculture and for a
wide range of technologies from simple to complex to integrated and
composite.
• They present opportunities to increase the yield in farmers fields through
increased access to information, inputs, agricultural lending, and capacity
building. With increased market linkages, farmers incomes increase, and
contribute towards reduced poverty.
• Innovation platforms have to strategically engage researchers for continual
contribution to the development of technologies, new products, increased
productivity, natural resource management, policy formulations, markets
development.

41. Different Models of IPs for Multi-stakeholder Engagement
Agricultural Knowledge and Information System (AKIS)
It was developed to strengthen the flow of information in
agricultural systems.
• This system depends on the level of access actors have to information and
technology. It relies on continuous circulation of information. Knowledge
networks enhance this.
• The main goal of AKIS is delivering technology to larger farmers, making
government and university researchers a priority, while ignoring farmers
with limited resources and land.

42. • A disadvantage of this linear system is that it does not listen to the
farmers’ needs.
• It is still useful because it highlights that a system of education,
technology and extension institutions are important in driving
agricultural transformation.
• It also focuses on enhancing human capacity for continuous innovation
so that the actors will be better adaptable to changing environmental and
social economic conditions.

43.  Integrated Agricultural Research for Development (IAR4D)
• It deals with the interaction between diverse actors along a commodity
chain and has a decentralised system of governance where the
community members are a big part of the decision making process.
• By involving different stakeholders in research, it aims to improve
agricultural research to be relevant and responsive to the needs of the
stakeholders.
• Many IAR4D programmes, including the CGIAR Research Programs on
Integrated Systems for the Humid Tropics (Humid tropics); Climate
Change, Agriculture and Food Security (CCAFS); Agricultural Aquatic
Systems (AAS); etc have adopted multi-stakeholder approaches to
achieve development impacts.

44. Policy engagement platforms
Policy engagement platforms are where different stakeholders
and policy makers come together to talk about how policy changes will
benefit a specific situation
• There are situations where existing policies restrict development
interactions or new policies could better support development. Extension
personnel are in a position to gather evidences to form good policies and
organize stakeholders to express policy needs to relevant authorities.
• Advocacy for responsive policy processes can be brought out

45. It is different extension services, including NGOs and private
extension service providers, working together to support rural farmers in
their development
• When different actors from public and private sectors, such as research
organisations, development and donor agencies, private businesses and
policy makers are coordinated into a network, it is called a learning
alliance.
• Building learning alliances, which help to harmonise practices and
approaches for facilitating change, is important in making a range of
different services available to individuals or groups who need tailor-
made support to reach their development goals.

46. • NETWORKING
Networking is to make contact with different actors for the
purpose of facilitation by exchanging information and building professional
relationships.
• It has the advantage of linking experts from different fields together, so that
the extensionists do not have to be an expert in everything. It gives access to
new information and expert knowledge to those who can use it the best.
• Depending on the situation and the available technology to the extension
worker in local area, he needs to provide his services, he can use some tools
for networking like online social media groups, instant messaging text
groups, radio chat forums or farmer days.

47. Brokering linkages and strategic partnerships
• Identifying critical links with in the AIS is highly important because these
partnerships give the most benefit to the system as a whole.
• Hence it is the role of a broker to identify possible challenges or problems
that individual stakeholders may be experiencing and link them to other
stakeholders in such a way that this integration will improve the situation for
all links in the chain.
• It is a great challenge to get individuals and organisations who are used to
working alone to work together, and to work for a larger group with different
interests. Here comes the role of a broker to bringing different actors
together.
• Brokers are key actors in IP.

48. Creating linkages with markets:
• A value chain is made up of all the different actors working together to
produce a product that is sold to the consumer in the end.
Example of a grain crop value chain

49. Features Technology oriented approaches to
Agricultural innovation
Systemoriented approaches to
Agricultural innovations
Conception of
agricultural
innovation
Successful development, transfer, adoption
and diffusion of techniques & technologies
A process of bringing in technological & socio-
organizational/ institutional changes
key objective Technology transfer and dissemination to
increase agricultural productivity
Enhance systems capacity to generate and
respond to change by people on their own.
Focus Productivity increase Enhancing innovation capacity in agricultural
system
Nature of
knowledge
Knowledge and technologies result from
research and are more generalized
knowledge and technologies result from
stakeholder interactions & learning, context
specific & dependent on locality
Role of
Researchers
Researches produce authoritative, objective
& value-free knowledge & technologies
Researchers operate in an action research mode
& collaborate with other stakeholders.
Role of Farmers Passive subjects: adopters/ end-user of
technologies
Active subjects: who question, learn, teach &
find solutions

50. Research Paper - 1
Innovation platforms: Experiences with their Institutional embedding in
Agricultural research for development
by Marc Schut et al.
Objective : To identify opportunities & challenges for IP’s in terms of their
institutional embedding in AR4D systems and fostering systemic
capacity for agricultural innovation.
Research : Data was gathered in two AR4D programmes in Africa.
1. IP programme championed by the Forum for Agricultural research
in Africa (FARA), & implemented under the sub-saharan African
challenge programme. (SSA-CP).
2. CGIAR Research program on Integrated systems for Humid
Tropics.

51. Data collection: Participatory observation, semi-structured interviews and
surveys were conducted between July 2014 and January 2015 and 20
Humidtropics IP events were attended in Uganda to collect the
perspectives of facilitators, researchers on agricultural innovations.
Results of survey conducted:
Sl.No Opinion Percentage
1. IP is similar to linear transfer of technology approach 11%
30%
2. More Technology oriented than systems oriented ( Farming
systems approaches)
19%
3. More systems oriented and facilitate joint learning and capacity
building of stakeholders
35%
70%
4. Enhance innovation capacity and brings in institutional change
process and integrated solutions for agricultural problems
35%

52. Conclusion:
Opportunities:
• Different stakeholders can provide various insights about several problems
along with technically feasible, economically viable, socio-culturally and
politically acceptable solutions to them.
• Stakeholders become aware of the need of interdependencies and can come
out with specific solutions.
Challenges:
• IP’s instead of following its objective i.e, involving different stakeholders in
decision making process still contuning to stick to single researcher and
organizational mandates.

53. Research paper-2
Creating food self reliance among the smallholder farmers of eastern
Zimbabwe: exploring the role of Integrated agricultural research for
development - by Kefasi. N et al.
Objective: To investigate the factors that determine food security and discuss
the extent to which IAR4D is addressing them.
Research : This research was carried out in Zimbabwe under the auspices of the
Sub-saharan African Challenge programme (SSA CP).
Using IAR4D approaches, the project seeks to test, promote and evaluate
innovations generated through multistakeholder partnership.

54. Data: It was collected from 40 villages in East province of Zimbabwe and a
totally 400 households were interviewed soon after agricultural season.
Results:
• The farmers who were engaged in the IP’s had increased yields and
attained self- sufficiency compared to others who were not engaged.
• This is beacuse the stakeholders present in the IP’s provided timely, quality
inputs to the farmers. Availing of the loans became easy and they also got
expertised suggestions regularly depending on the need.
• The researchers even though conducted demonstrations previously it didnt
show much effect when compared to the results obtained after engaging
them with IP’s.

55. Conclusion:
• The bringing together of stakeholders along the value chain that is
being promoted by the SSA CP is a relevant developmental intervention
in addressing the food security situation in zimbabwe.
• Besides, IPs try to build on the bridging social capital, i.e, interactions
between small holder farmers and the IP actors, to leverage access to
information and inputs.

56. Conclusion
• In order to achieve the true objective of PCD the people need to move
From To
 Expert dominated social research Interactive social learning
 People need as secondary concern people need as Primary concern
by researcher & political powers.
 Hierarchial command Organizational self regulation
 Technology oriented Systems oriented
 Simply people-oriented People’s organized and truly
people centered and actioned.