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Dialogue is often considered to be the hub of international relations, not the least in development co-operation. However, it is extremely difficult to achieve dialogue, in its true sense, between partners in development. Its efficiency is severely constrained due to the assymetry in financial and human resources and knowledge. Dialogue in development co-operation is in that respect not an interaction between equals. How to overcome such constraints is a challenge for all actors involved and the main line of inquiry in this study. More than twenty practitioners with long experience of working with development co-operation present personal reflections and ideas about the concept and process of dialogue. Fourteen factors are singled out as highly influencing the quality of dialogue: • Who listens? • Asymmetric relationships • Asymmetric knowledge • Dialogue capacity • Women’s participation • Sensitivity and secrecy • Ethical consideration and coherence • Conditionality • Dialogue as a continuous process • Trust • Time • Continuity • Language • Donor co-ordination These factors are discussed with examples from inter alia Cambodia, Sri Lanka, Uganda, Mauritius, India and Tanzania. Sixteen recommendations for how dialogue can be facilitated are identified and center around concepts such as the dialogue process, capacity development and ownership. About the editors: Jan Olsson is the Head of policy division at Sida (Swedish International Development Co-operation Agency), Stockholm and Lennart Wohlgemuth is the Director of the Nordic Africa Institute, Uppsala, Sweden. Almqvist & Wiksell International ISBN 91-7496-309-0
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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
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250 sessment exercise, the momentum
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252 out and involve all the stakeho
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254 Reminiscences of a Dialogue in
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256 IFAD, UNDP, Sida, Norad, Finnid
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258 by drawing from the field level
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260 ment establishments those who a
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262 detail management to the locals
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264 Promoting Empowerment: A Unique
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266 academic environment. The 1980s
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268 effective role in the wider tra
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270 The Makerere University problem
Page 277 and 278: 272 Reflections on the relationship
Page 279 and 280: 274 Innovations Committee at Makere
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Page 287 and 288: 282 The donors’ meeting concluded
Page 289 and 290: 284 in order to demonstrate its ser
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Page 307 and 308: 302 Dialoguing in Development Co-op
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Page 311 and 312: 306 things in the beginning. Why co
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Page 315 and 316: 310 This basic concept was develope
Page 317 and 318: 312 bers to be able to approach vil
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Page 327: THE EXPERT GROUP ON DEVELOPMENT ISS
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