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References 301 Due to limits of space the editors have considerably shortened the list of references, leaving only references mentioned in the text. For the full list, including sources on programme and sectoral support, please consult the author. Al-Samarrai, A. Samer, Paul Bennell, and Christopher Colclough, 1999, Primary Education Synthesis London: Department for International Development, Evaluation Department, March. Buchert, Lene, 1999, Partnerships between Ministries of Education and International Funding and Technical Assistance Agencies: Education Sector Development Programs in Burkina Faso, Ghana and Mozambique, UNESCO. Ilboudo, K. Ernest, M. Compaoré, B. Ouédraogo, P. Somda, O. Kaboré, A. Ouédraogo, F. Kinda, and B. Kaboré, 1999, Analyse Sectorielle Du Système Educatif: Revue Nationale Des Études En Education Entre 1994 Et 1999, Paris: UNESCO for the ADEA Working Group on Education Sector Analysis. Samoff, Joel, 1995, “How do you get girls educated in the Sahel, except through conditionality? External Agencies and Education in Africa”, Boston: Annual Meeting of the Comparative and International Education Society, March 1995. Samoff, Joel, with N’Dri Thérèse Assié-Lumumba, 1996, Analyses, Agendas, and Priorities in African Education: A Review of Externally Initiated, Commissioned, and Supported Studies of Education in Africa, 1990–1994, Paris: UNESCO, for the Working Group on Education Sector Analysis. Samoff, Joel, 1999, “Institutionalizing International Influence”, in Robert F. Arnove and Carlos Alberto Torres, editors, Comparative Education: The Dialectic of the Global and the Local, Lanham, MD: Rowman and Littlefield, pp. 51–89. Samoff, Joel, 2001 a, When Progress Is Process. Evaluating Aid to Basic Education: Issues and Strategies, The Hague: January 2001. Samoff, Joel, 2001 b, “From Funding Projects to Supporting Sectors – A Significant Change? Aid to Education in Burkina Faso”, Oxford: Oxford International Conference on Education and Development. Samoff, Joel, and Nelly P. Stromquist, 2001, “Managing Knowledge and Storing Wisdom? New Forms of Foreign Aid?” in Development and Change 32,4 (September 2001) pp. 631–656. World Bank, 2001, Education and Health in sub-Saharan Africa: A Review of Sector-Wide Approaches, Washington: World Bank.
302 Dialoguing in Development Co-operation – a Case of Twinning Bounthavy Sisouphanthong 1 Introduction Dialogue became a key word in development discussions during the previous decade. These dialogues mostly refer to high-level discussions on governmental level. However, is there not a need for dialogue on the programme and project level in order to achieve better understanding of the co-operationprocess and how to meet the mutual needs? Dialogue can be used in various ways for promoting the advance of the development process. As an instrument for addressing the fundamental questions concerning long-term goals, institutional context. As an instrument for arriving at a mutual understanding of policies, objectives and programmes on project level. As an instrument for reaching agreements on necessary changes. As an instrument for reaching agreements on how to solve problems. The Swedish International Development Co-operation Agency (Sida) has been using the concept of twinning for its assistance for capacity building and international development. In this paper, experiences will be summaries from a twinning co-operationbetween two national statistical institutes, i.e. the National Statistics Centre (NSC) of Laos PDR and the Central Bureau of Statistics Sweden (SCB). Organisation development Since 1992 the NSC has cooperated with Sida in implementing a project, which aims to strengthen the capacity of the NSC and promote the country’s capability to produce official economic and social statistics. SCB is the partner ‘twin’ for technical assistance. The two twinning partners are their opposites in many aspects. In terms of size, for example, it is 1 Bounthavy Sisouphanthong (Laos) is Director of the National Statistical Centre of the Laos PDR and is currently preparing a “Doctorat Sciences Economique” at the University of Paris Nord, in France. He has extensive experience in quantitative and statistical research with several publications in the field.
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2003:2 Edited by Jan Olsson and Len
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Lennart Wohlgemuth Director The Nor
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ii Peter Spink 175 Dialogue from a
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iv IDA International Development As
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Part 1: Introductory chapter 1
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2 The flagship within Swedish devel
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4 On both sides, there is a wide ra
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6 could itself be divided into a nu
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8 penetrate most of the issues on t
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10 Ethical consideration and cohere
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12 reduces the transaction costs fo
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14 so-called like-minded donors, al
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16 wish to end this introductory ch
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18 the 1970s, which were attacked a
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20 References Andersen, David, John
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The Unequal Dialogue Gus Edgren 1 A
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The question of ‘sovereignty’ I
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The stakeholder line-up on the reci
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The Swedish government elaborated o
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ent side are in charge or at least
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formal (messages, representations)
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Widening choices through country pr
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Support the policy negotiations wit
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Does the New Development Agenda Enc
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(Rodenstein-Rodan, Harrod-Domar and
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e assessed only in terms of low inc
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The participation of all stakeholde
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trative capacity and difficulties i
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change within these societies, it d
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Public goods The employment of a pa
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What are the Requirements for a ‘
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Coordination, complementarity and c
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country policy programming, sector
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era are a case in point. They could
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ple are in agreement, but solutions
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proach today is very open. Question
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things possible for the private sec
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tiations between Sida and the autho
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- and this also means making mistak
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plied or functions in the ongoing a
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Dialogue on International Co-operat
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…and at the non-governmental and
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Table 1. Internal development effor
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% of GDP 25 20 15 10 5 0 to demonst
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policy performance of the governmen
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The lesson of experience with the p
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Linking the results of the policy d
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‘foreign-owned’. Yet, donors ma
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Saharan African countries. In fact,
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(iv) Giving as much attention to th
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(ix) Strengthening the lead arrange
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When referring to ‘us as donors
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ing to our own situation, but in pa
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101 ment policies we write. If we t
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103 ment co-operation. Through a co
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Everyone must understand the aim of
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The Case of Cambodia Eva Mysliwiec
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109 assistance in the form of relie
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111 ment in 1991, and the absence o
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113 manitarian activities, but was
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115 multilateral funding dictated t
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117 Participants put a high value o
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119 established in key sectors of r
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121 the country’s dependence on a
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123 financing this Fund from donors
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125 practitioners have attended tra
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127 ship of the process. Adopting p
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129 Dialogue - the Concept, the Aid
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131 the benefit of the doubt. Zambi
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133 ging aid agencies in the OECD c
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135 Soon the list of conditions to
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137 Improved dialogue and future ch
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139 that this was not compatible wi
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References 141 Catterson J. and C.
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143 have not bandied around the ind
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145 those who stand to lose from a
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147 funds, especially towards meeti
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149 establishing different review p
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References ‘pool’ their monies
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153 Dialogue has to begin at home F
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155 we in our own contexts had to b
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157 a lot of knowledge about develo
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159 the implementation. Unfortunate
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gions. In his book Llibre del genti
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163 It is recalled that four centur
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165 issues took place within the co
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167 by military rulers, many with t
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169 termined based upon the interes
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The consultative group was conceive
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173 meetings called at the executiv
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Dialogue from a Field Perspective P
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177 Different practices of talk hap
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179 joint programs being run by lo
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181 The final summing up was made i
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183 Another important arena in whic
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185 that all models are products of
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187 is a straightforward donation?
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The Challenge of Dialogue for Pract
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191 and information, while recipien
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193 project was to provide the gove
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195 Fifth, leaders who have decisio
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197 tive community organizers were
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199 of internal and external pressu
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201 While problems such as poverty,
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203 nities that arise for bringing
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Building relationships with others
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References 207 Black, Jan Knippers,
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210 Voices on the Dialogue between
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212 role of the non-professional in
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214 II. How can we make scientists
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216 problems from our ways of think
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218 that some other countries have
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220 standards, which has made them
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222 Beijing became interested in th
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224 discussions about legislation,
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226 A trend nowadays is that assist
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228 Dialogues should be seen as one
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230 with ideological and political
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232 Domestic law/constitutions When
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234 Introductory course for human r
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236 a far more constructive platfor
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238 Dialogue as a Method for Develo
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240 further refine the dialogue met
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242 During the third phase in 1999,
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244 stakeholders seems to be largel
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246 tive, there was little evidence
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248 of the Board when some of the k
Page 255 and 256: 250 sessment exercise, the momentum
Page 257 and 258: 252 out and involve all the stakeho
Page 259 and 260: 254 Reminiscences of a Dialogue in
Page 261 and 262: 256 IFAD, UNDP, Sida, Norad, Finnid
Page 263 and 264: 258 by drawing from the field level
Page 265 and 266: 260 ment establishments those who a
Page 267 and 268: 262 detail management to the locals
Page 269 and 270: 264 Promoting Empowerment: A Unique
Page 271 and 272: 266 academic environment. The 1980s
Page 273 and 274: 268 effective role in the wider tra
Page 275 and 276: 270 The Makerere University problem
Page 277 and 278: 272 Reflections on the relationship
Page 279 and 280: 274 Innovations Committee at Makere
Page 281 and 282: 276 two persons are working full ti
Page 283 and 284: 278 Development Assistance to Educa
Page 285 and 286: 280 Our past experience had shown t
Page 287 and 288: 282 The donors’ meeting concluded
Page 289 and 290: 284 in order to demonstrate its ser
Page 291 and 292: 286 Sector-Based Development Co-ope
Page 293 and 294: 288 proach is expected to facilitat
Page 295 and 296: 290 ship, and national ownership of
Page 297 and 298: 292 and are often reluctant or unwi
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Page 301 and 302: 296 of beggar, for those who provid
Page 303 and 304: 298 These observations suggest that
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Page 311 and 312: 306 things in the beginning. Why co
Page 313 and 314: 308 Dialogue at the Grassroot Level
Page 315 and 316: 310 This basic concept was develope
Page 317 and 318: 312 bers to be able to approach vil
Page 319 and 320: 314 we were, however, unable to vis
Page 321 and 322: 316 as one of the main areas of con
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Page 325 and 326: 322 parameters, which together shou
Page 327 and 328: THE EXPERT GROUP ON DEVELOPMENT ISS
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