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Title: The Learning Challenges of Capacity Development in Vietnam
Author: Lussier, Kattie
ISNI:       0000 0001 3614 1719
Awarding Body: University of Sussex
Current Institution: University of Sussex
Date of Award: 2008
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In recent years, the concept of capacity development (CD) has gained ascendancy in development programmes. However, the understandings and practices of CD vary considerably. Moreover, the learning dimension of processes utilised to develop capacities is often under-explored. This thesis critically examines the CD discourses and practices taking place in Thua Thien Hue province i.n Vietnam. Specifically, it explores the relationships between adult Iearning and CD,· as perceived and defined by Vietnamese stakeholders. The research looks at the forms and understandings of CD taking place, the challenges they represent and the activities that are perceived to contribute to change. By doing so, it hopes to bring the perspectives of actors whose voices are seldom heard in the CD discourse to the fore, and to help narrow the perceived ,gap between understandings and practices of CD. It also aims to contribute to the growing body of t~eory around CD processes and approaches. Using an approach inspired by grounded theory, the research has identified three main learning challenges regularly faced by people involved in CD. These are: applying and transferring knowledge, skills and attitudes; engaging learners; and dealing with different mindsets and interests. These challenges, as well as other cross-cutting ones, influence each other in a systemic manner and add to the complexity of the processes aiming to develop capacities for development. In order to explore these challenges, the thesis looks at four approaches to CD: the farmer field school, the training and model approach, training of trainers and action based education. It inquires, in a particular context, into the ways these approaches deal with challenges and identifies proc~sses that appear to address them. Finally, .the thesis draws together a range of theoretical components from different fields ~ particularly that of adult learning - in an attempt to make sense of what can be done to reconcile CD practices and discourses. in the research area, while also providing evidence to advance global discussion on the relationships between CD, learning and qhange.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available