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RGC Royal Government of Cambodia SACG Sector Aid Co-ordination Groups SADC Southern Africa Development Conference SAP Structural Adjustment Programme SCB Central Bureau of Statistics (Sweden) SEDP Social Economic Development Plan Sida Swedish International Development Agency SKP Shiksha Karmi Project SK Shiksha Karmis SPA Strategic Partnership with Africa SWAP Sector Wide Approach TCO Swedish Confederation of Professional Employees UN United Nations UNESCO United Nations Educational, Scientific and Cultural Organisation UNHCR United Nations High Commission for Refugees UNIDO United Nations Industrial Development Organisation UNDP United Nations Development Programme UNRISD United Nations Research Institute for Social Development UNTAC United Nations Transitional Authority in Cambodia USAID US Agency for International Development VIPP Visualization in Participatory Programs WB World Bank WFDD World Faiths Development Dialogue WFP World Food Programme WGESA Working Group on Education Sector Analysis v
Part 1: Introductory chapter 1
Page 1 and 2: 2003:2 Edited by Jan Olsson and Len
Page 3 and 4: Lennart Wohlgemuth Director The Nor
Page 5 and 6: ii Peter Spink 175 Dialogue from a
Page 7: iv IDA International Development As
Page 11 and 12: 2 The flagship within Swedish devel
Page 13 and 14: 4 On both sides, there is a wide ra
Page 15 and 16: 6 could itself be divided into a nu
Page 17 and 18: 8 penetrate most of the issues on t
Page 19 and 20: 10 Ethical consideration and cohere
Page 21 and 22: 12 reduces the transaction costs fo
Page 23 and 24: 14 so-called like-minded donors, al
Page 25 and 26: 16 wish to end this introductory ch
Page 27 and 28: 18 the 1970s, which were attacked a
Page 29 and 30: 20 References Andersen, David, John
Page 31 and 32: The Unequal Dialogue Gus Edgren 1 A
Page 33 and 34: The question of ‘sovereignty’ I
Page 35 and 36: The stakeholder line-up on the reci
Page 37 and 38: The Swedish government elaborated o
Page 39 and 40: ent side are in charge or at least
Page 41 and 42: formal (messages, representations)
Page 43 and 44: Widening choices through country pr
Page 45 and 46: Support the policy negotiations wit
Page 47 and 48: Does the New Development Agenda Enc
Page 49 and 50: (Rodenstein-Rodan, Harrod-Domar and
Page 51 and 52: e assessed only in terms of low inc
Page 53 and 54: The participation of all stakeholde
Page 55 and 56: trative capacity and difficulties i
Page 57 and 58: change within these societies, it d
Page 59 and 60:
Public goods The employment of a pa
Page 61 and 62:
What are the Requirements for a ‘
Page 63 and 64:
Coordination, complementarity and c
Page 65 and 66:
country policy programming, sector
Page 67 and 68:
era are a case in point. They could
Page 69 and 70:
ple are in agreement, but solutions
Page 71 and 72:
proach today is very open. Question
Page 73 and 74:
things possible for the private sec
Page 75 and 76:
tiations between Sida and the autho
Page 77 and 78:
- and this also means making mistak
Page 79 and 80:
plied or functions in the ongoing a
Page 81 and 82:
Dialogue on International Co-operat
Page 83 and 84:
…and at the non-governmental and
Page 85 and 86:
Table 1. Internal development effor
Page 87 and 88:
% of GDP 25 20 15 10 5 0 to demonst
Page 89 and 90:
policy performance of the governmen
Page 91 and 92:
The lesson of experience with the p
Page 93 and 94:
Linking the results of the policy d
Page 95 and 96:
‘foreign-owned’. Yet, donors ma
Page 97 and 98:
Saharan African countries. In fact,
Page 99 and 100:
(iv) Giving as much attention to th
Page 101 and 102:
(ix) Strengthening the lead arrange
Page 103 and 104:
When referring to ‘us as donors
Page 105 and 106:
ing to our own situation, but in pa
Page 107 and 108:
101 ment policies we write. If we t
Page 109 and 110:
103 ment co-operation. Through a co
Page 111 and 112:
Everyone must understand the aim of
Page 113 and 114:
The Case of Cambodia Eva Mysliwiec
Page 115 and 116:
109 assistance in the form of relie
Page 117 and 118:
111 ment in 1991, and the absence o
Page 119 and 120:
113 manitarian activities, but was
Page 121 and 122:
115 multilateral funding dictated t
Page 123 and 124:
117 Participants put a high value o
Page 125 and 126:
119 established in key sectors of r
Page 127 and 128:
121 the country’s dependence on a
Page 129 and 130:
123 financing this Fund from donors
Page 131 and 132:
125 practitioners have attended tra
Page 133 and 134:
127 ship of the process. Adopting p
Page 135 and 136:
129 Dialogue - the Concept, the Aid
Page 137 and 138:
131 the benefit of the doubt. Zambi
Page 139 and 140:
133 ging aid agencies in the OECD c
Page 141 and 142:
135 Soon the list of conditions to
Page 143 and 144:
137 Improved dialogue and future ch
Page 145 and 146:
139 that this was not compatible wi
Page 147 and 148:
References 141 Catterson J. and C.
Page 149 and 150:
143 have not bandied around the ind
Page 151 and 152:
145 those who stand to lose from a
Page 153 and 154:
147 funds, especially towards meeti
Page 155 and 156:
149 establishing different review p
Page 157 and 158:
References ‘pool’ their monies
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153 Dialogue has to begin at home F
Page 161 and 162:
155 we in our own contexts had to b
Page 163 and 164:
157 a lot of knowledge about develo
Page 165 and 166:
159 the implementation. Unfortunate
Page 167 and 168:
gions. In his book Llibre del genti
Page 169 and 170:
163 It is recalled that four centur
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165 issues took place within the co
Page 173 and 174:
167 by military rulers, many with t
Page 175 and 176:
169 termined based upon the interes
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The consultative group was conceive
Page 179 and 180:
173 meetings called at the executiv
Page 181 and 182:
Dialogue from a Field Perspective P
Page 183 and 184:
177 Different practices of talk hap
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179 joint programs being run by lo
Page 187 and 188:
181 The final summing up was made i
Page 189 and 190:
183 Another important arena in whic
Page 191 and 192:
185 that all models are products of
Page 193 and 194:
187 is a straightforward donation?
Page 195 and 196:
The Challenge of Dialogue for Pract
Page 197 and 198:
191 and information, while recipien
Page 199 and 200:
193 project was to provide the gove
Page 201 and 202:
195 Fifth, leaders who have decisio
Page 203 and 204:
197 tive community organizers were
Page 205 and 206:
199 of internal and external pressu
Page 207 and 208:
201 While problems such as poverty,
Page 209 and 210:
203 nities that arise for bringing
Page 211 and 212:
Building relationships with others
Page 213 and 214:
References 207 Black, Jan Knippers,
Page 215 and 216:
210 Voices on the Dialogue between
Page 217 and 218:
212 role of the non-professional in
Page 219 and 220:
214 II. How can we make scientists
Page 221 and 222:
216 problems from our ways of think
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218 that some other countries have
Page 225 and 226:
220 standards, which has made them
Page 227 and 228:
222 Beijing became interested in th
Page 229 and 230:
224 discussions about legislation,
Page 231 and 232:
226 A trend nowadays is that assist
Page 233 and 234:
228 Dialogues should be seen as one
Page 235 and 236:
230 with ideological and political
Page 237 and 238:
232 Domestic law/constitutions When
Page 239 and 240:
234 Introductory course for human r
Page 241 and 242:
236 a far more constructive platfor
Page 243 and 244:
238 Dialogue as a Method for Develo
Page 245 and 246:
240 further refine the dialogue met
Page 247 and 248:
242 During the third phase in 1999,
Page 249 and 250:
244 stakeholders seems to be largel
Page 251 and 252:
246 tive, there was little evidence
Page 253 and 254:
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
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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
Page 299 and 300:
294 laments the difficulties in wor
Page 301 and 302:
296 of beggar, for those who provid
Page 303 and 304:
298 These observations suggest that
Page 305 and 306:
300 approach, there have been many
Page 307 and 308:
302 Dialoguing in Development Co-op
Page 309 and 310:
304 Develop the capacity to produc
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
Page 323 and 324:
Annex 319
Page 325 and 326:
322 parameters, which together shou
Page 327 and 328:
THE EXPERT GROUP ON DEVELOPMENT ISS
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