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the best of intentions we can not operate inisolation within our own groupings. We needto inter-act. We need to understand eachother’s perspectives, constraints orlimitations, and the possible avenuesavailable for a mutually beneficialcompromise.The first edition of the Guidelinespublication evolved from those workshopsand the particular context for which theworkshops were designed and delivered,with multi-national and multi-sectoralgroups of all key stakeholders.Following a review of the workshops andthe Guidelines publication, in 2005 theASEAN Foundation agreed to fund a further6 workshops in the region: Vietnam,Cambodia, Lao PDR, Myanmar, Malaysia,and the Philippines. It was agreed that inthe case of the first four, these would benational workshops whereas the Malaysiaworkshop would include participants fromBIMP-EAGA: the Brunei, Indonesia, Malaysiaand Philippines East ASEAN Growth Areaand the Philippines workshop wouldcomprise the ASEAN 5, namely, Thailand,Indonesia, Malaysia, Philippines andSingapore. In addition to changes incomposition, the size of the groups wouldincrease from 20 to 40. These significantfactors prompted a thorough review of theoriginal materials leading to the omission oradaptation of certain activities and theadoption of others, as well as therepositioning of some within the dailyschedule. Together with inputs fromparticipants to the six workshops as well asfurther updates from participants from theinitial four workshops, these revisions nowcomprise this second edition of theGuidelines.Feedback from the first edition promptedus to stay with the original format using anintroductory narrative for each day alongwith detailed notes on the practicalactivities. The focus remains on theparticipatory process, exploring themeanings of culture and development,examining available tools and resourcesand demonstrating certain pitfalls in someof the more conventional developmenttools, while seeking to identify what culturalfactors individuals, professionals,organizations and institutions may bring tothe planning process. It is a reflectivejourney where we question assumptionsmade and the array of resources that areat our disposal but quite often ignored. Wequestion ourselves, our perceptions, androle in development initiatives. Weevaluate the consequences of our actionsand behaviours.The central driving force of the workshopremains focused on awareness-raising sothat the concept of inclusiveness is stronglypromoted. At the same time thisawareness-raising means that we begin toquestion accepted standards and normsand this is all embodied within a healthydose of critical self-analysis designed tochallenge previously held ideas,preconceptions, boundaries, andsignificantly, the scope of opportunities.Revisiting accepted norms andchallenging them in the quest for a positive17
18outcome does require that one begin athome, with one’s self. It is always so easy to‘blame’ others for project shortcomings, ifnot failures, but each individual has acrucial role to play and that role can bemost beneficial if we operate in aheightened state of awareness. Thisheightened state of awareness translatesas being more willing to try to convertconstraints into opportunities by beingcreative and resourceful. It translates asbeing prepared to take the blinkers off, andleave them off, thus always being open tonew suggestions and the adoption ofinnovative approaches. This combinationof accessibility, positivism, and adaptability,grounded with realism, can make fordynamic improvements.The challenge has been to try to ensurethat upon conclusion of the workshopsparticipants from very differentbackgrounds, with varied experiences andfrom such diverse areas would all havegained something of particular relevanceto them. For example, that a Cambodianpeace activist, a Burmese genderspecialist, a Filipino priest/ documentaryfilm maker, a Lao monk/ rural developmentworker, a Vietnamese researcher / healthworker, a Malaysian medicalanthropologist, an Indonesian humanitarianrelief worker, a Singaporean visual artist, aBruneian museologist, or a Thai researcheron HIV/AIDS to name but a few, would feelbetter equipped to deal with a specificproblem within their own work context.Whether viewed as promotinginclusiveness, integration, or advocatingthe adoption of community-driven, multisectoraldevelopment approaches, thisGuidelines publication is primarily intendedas a ‘guide’, not a ‘blue-print’. We, theauthors/workshop facilitators, certainly donot consider ourselves experts within all thedevelopment issues covered. In fact, thesuccess of the workshops and outcomespublished here could not have beenarrived at without the active contributions ofall the participants that provided for amutually rewarding experience.
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Page 7 and 8: ContentsPreface to 2004 Guidelines
Page 9 and 10: “Development as it affects a comm
Page 11 and 12: 10PREFACE TO 2004 GUIDELINES EDITIO
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Page 16 and 17: PART ONE15HOW THE GUIDELINES EVOLVE
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Page 33 and 34: 32“Tolerance, inter-cultural dial
Page 35 and 36: 34IntroductionThe first day of the
Page 37 and 38: 36other groups may share those valu
Page 39 and 40: TOPICSWhat do I expect from this wo
Page 41 and 42: 406. A representative from each gro
Page 43 and 44: 1.3 Meanings of CultureTime: 90 min
Page 45 and 46: 4) Culture is the roles and guideli
Page 47 and 48: Step 26. The following cultural map
Page 49 and 50: Notes on Cultural MappingCultural m
Page 51 and 52: 50Discussion following this activit
Page 53 and 54: Questions ChecklistHas my understan
Page 55 and 56: 54“We need to find ways of relati
Page 57 and 58: 56IntroductionFollowing on from the
Page 59: 58include supporters or opponents o
Page 62 and 63: Activity 2.3 - Development CartoonT
Page 64 and 65: Activity 2.4 - Tools BrainstormTime
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Activity 2.6 - Enabling & Inhibitin
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Questions ChecklistWhat is my view
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72“Mr. Director General, why is i
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74IntroductionRead the following co
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76redundant because they consider t
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Activity 3.3 The Programme Cycle79T
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COUNTRYCONSULTATIONSEVALUATIONIDENT
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What it is and why we use itFirst w
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TERMAssumptionsMEANINGFactors exter
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88Table 2: Log FrameOBJECTIVESPURPO
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participants when they took the rol
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Avoiding log frame design problems(
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Questions ChecklistHow can I promot
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96“One of the most difficult thin
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98IntroductionThe overall aim of Da
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100Activity 4.5, like 4.3, recommen
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TOPICSHow does the way we represent
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1044. Ask participants to repeat th
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Activity 4.5 Attitudes and Assumpti
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Activity 4.6 Colleague Card SortSou
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Activity 4.7 Describing a Resourcef
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Questions ChecklistWhat are my pers
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114“Reconciliation is to understa
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116IntroductionThroughout the works
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TOPICSWhat is meant by conflict med
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120maybe without even realizing or
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1223. If necessary, demonstrate. Fo
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124Notes on procedure: The above st
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Conclusion126Transforming situation
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ContributorsAnuchit Jittrathanakul
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ContributorsVirongrung Bodharamik (
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148For information and enquiries:Ce
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