Empowering Communiites through Policy Development-The PMB Model

Empowering communities through
participatory policy development process:
The PMB Model
Dr. Sulleiman Adediran, FNIM, FNAE, MNMGS
Independent Consultant, Ibadan
sulleimanadediran@yahoo.com
A paper presented at the:
Joint 4th IACD (Nigeria) and 3rd NATIONAL COMMUNITY
DEVELOPMENT CONSULTATIVE CONFERENCE/WORKSHOP
Organised by
Kwara State University, Ilorin & Institute of Community
Development Practitioners (IACD)
Held at
Malete, Kwara State
October 11-14, 2016

1. Introduction :Defining Key Words & Concepts
-Definition of a Community
-Defining Participation….
-Community Empowerment Dimensions
-Approaches to Policy Development
-Why adopt a Participatory Approach to Policy
Development
2. The Participatory Modified Bottom-Up (PMB) Model
3. Benefits of Empowering Communities
4. A Model for Community Participation in School Governance
5. Examples of Best Practices in Community Empowerment in
Nigeria
6. Photo Gallery of Empowered Communities across Nigeria
Sulleiman Adediran/Joint IACD & National Community Development workshop/ Oct.12 -13, 2016
Overview
2

Clarifying Concepts & Definitions
What is a community?
A group often
pursuing a common
goal, concern or
interest on an entirely
voluntary basis
Examples……..
• Geographic Communities
Schools, Host and Local
Communities
• Local Concerns
Communities
SBMCs, NGOs, CSOs,
CDAs, FBOs, PTAs
• Global interest and
concerns Communities
Development Partners
Sulleiman Adediran/Joint IACD & National Community Development workshop/ Oct.12 -13, 2016 3

Defining Participation………
“……… enabled to become actively and genuinely
involved in defining the issues of concern to them, in
making decisions about factors that affect their lives,
in formulating and implementing policies, in
planning, developing and delivering services and in
taking action to achieve change’ -WHO, (2002)
4

Enrolling children in
school
Distinguishing levels of
Participation………
Contributing
money/material for school
development
Attendance at meetings for
school improvement
Being consulted on how to
develop a School Library
Supervising the
construction of a new
School Library
Planning a 5-Year School
Improvement Plan
PASSIVE
COLLABORATION
(Involvement)
ACTIVE
COLLABORATION
(Participation)
DegreeofOwnership&Sustainability
5

Community Empowerment Dimensions
“Building communities which are confident,
inclusive, organised, co-operative and
influential.”……. http://changesuk.net/themes/community-empowerment/
6

EMPOWEREDCOMMUNITY An Empowered Community is……………
Confident
… working in ways which increase people’s
skills, knowledge and confidence, and instill in
them a belief that they can make a difference
Inclusive
… working in ways which recognise that
discrimination exists, promote equality of
opportunity and good relations between groups
and challenge inequality and exclusion
Organised
… working in ways which bring people together
around common issues and concerns, in
organisations and groups that are open,
democratic and accountable
Co-operative
… working in ways which build positive
relationships across groups, identify common
messages, develop and maintain links to national
bodies and promote partnership working
Influential … working in ways which encourage and equip
communities to take part and influence
decisions, services and activities
SOURCE: http://changesuk.net/themes/community-empowerment/
7

Approaches to Policy development
Top- Bottom Approach
• Policy developed by state
officials
• Implemented at
local/community level
Bottom-Up Approach
• Local and Community
members define issues for
governmental policies
• State policies’ derived
from local/community
proposals
• Less expensive ;
• Not too time consuming;
• Challenges of
implementation;
• Not so participatory and
limited ownership
• Highly participatory,
• Expensive and time
consuming;
• Better chances of effective
implementation and
ownership
8

Why Adopt a Participatory Approach in Policy
Development
Policies that benefit from stakeholders’ participation tend to articulate
local needs and incorporates various and diverse “voices and
perspectives”
9
Such developmental process pays more attention in identifying constraints
that hinder successful implementation of the policy
Stakeholders’ participation ensures ownership of the policy, contributes to
“participatory governance” of the policy implementation and enhances
the chances of the policy’s sustainability.

The Modified Bottom-Up Model
• State Level
Visioning
Process-1
SLVP-1
• LGA/Community
Level Visioning
Process
LCLVP • Harmonised
SLVP-1 and
LCLVP
SLVP-2
First developed (2009-2010) during “SBMC Development” in
Six states supported by UK DFID-ESSPIN
10
3-Phase Process
Approach

Sulleiman Adediran/Joint IACD & National Community
Development workshop/ Oct.12 -13, 2016
11
Key Features of the PMB Model
Participatory Stakeholders’
Engagement
Process Approach
Civil Society-Government
Partnership
Capacity Development
Awareness-
Raising

The Phases of the PMB Model
First State Level Visioning
Process (SLVP-1)
Stakeholders (state and non-
state actors) meet at the
state level to develop the
general principles (and initial
framework of a proposed
policy
LGA/Community Level
Visioning Process (CLVP)
This Second Stakeholder
Consultative Meeting
involves interactive and idea-
sharing sessions of relevant
stakeholders at the local to
contribute to the debate on
development of the proposed
policy
Second State Level Visioning Process (SLVP-2)
At the Third Visioning Workshop, stakeholders (from State, Local &
Community levels) meet to harmonise the different viewpoints
canvassed during SLVP-1 and CLVP to produce a draft policy document
12

Examples of Nigerian Policy
Development Process
• School Based Management
(SBM) system (SUBEBs, UBEC
& Federal Ministry of
Education)-DFID-ESSPIN supported
• Girls’ Education Policy (Kano
State)-Girl Effect Nigeria (GEN)
supported
• Hausa Language Reading
Policy (Katsina & Zamfara
States)-DFID/UNICEF/FHI360 –RANA
supported
A Model for Community Participation in School Governance
(Abelardo Villarreal and Rosana G. Rodríguez, (2011), IDRA)
1. As Co-
Designers
2. As Partners in
Educational Process
4. As Pro-Active
Feedback Providers
4. As Gatekeepers
and Guardians of
Success
THREE LEVERS OF CHANGE:
1. Accountable leadership
2. Enlightened public policy
3. Engaged citizenry
Four Major roles for parents and
community in school governance
13

Benefits of Empowering Communities:
Forging Partnerships and Collaborations
• Collaboration:
-Shared decision making;
-Shared control of power among
participants
-Accessing indigenous
knowledge, realities of the
community (resources,
institutions, politics and
administration)
• Problem solving:
-Understanding of problem,
(appropriate action and problem
resolution )
-Generation of information
useful for the decision-makers
• Knowledge production:
-Transforming information into
knowledge relevant to people’s
actual needs and situations
14Sulleiman Adediran/Joint IACD & National Community Development workshop/ Oct.12 -13, 2016

Examples of Best Practices in SBMC
development in Nigeria-1 (DFID-ESSPIN & UNICEF Interventions)
SBMC implementation (DFID-ESSPIN )
• Offers increased opportunities for
women’s & Children’s participation
• Creating sense of community
ownership of schools and
responsibility through increasing
participation and transparency.
• Opportunity for increased community
involvement in education decision-
making and school improvement as a
result of involvement of traditional,
community and religious community
leaders
School Grant system (UNICEF )
• Schools becoming more accountable
and transparent in the utilisation of
grant
• Opportunity for community to be
involved in school fund management
• Serves as motivation for increase
contribution of community members
in school development

Examples of Best Practices in Community
Empowerment in Nigeria-2 ( DFID-ESSPIN & UNICEF Interventions)
SBMC implementation (DFID-ESSPIN )
• Offers increased opportunities for
women’s participation
• Creating sense of community
ownership of schools and
responsibility through increasing
participation and transparency.
• Opportunity for increased
community involvement in
education decision-making and
school improvement as a result of
involvement of traditional,
community and religious
community leaders
School Grant system (UNICEF )
• Schools becoming more
accountable and transparent in
the utilisation of grant
• Opportunity for community to be
involved in school fund
management
• Serves as motivation for increase
contribution of community
members in school development
16

Resources mobilisation
and management
More children in school Community
empowerment
SBMCs have mobilised
resources from the local
communities
School enrolment has
increased due to SBMC
activity
SBMCs have taken a
problem-solving
approach
SBMCs have improved
school infrastructure
and environment
School attendance has
been increased by SBMC
activity
Mutual responsibility for
improving education has
increased
SBMCs have delivered
more teaching and
learning resources
Working children’s
attendance has been
increased by SBMCs
Community sense of
ownership of education
has been increased
SBMCs have secured
resources from
government
Attendance of children
affected by disabilities has
been increased by SBMC
activity
Empowerment in Nigeria-3 ( DFID-ESSPIN Interventions)
17

Empowerment in Nigeria-4 ( DFID-ESSPIN Interventions)
Women’s and children’s
voices
Duty-bearers held to
account
Sustaining SBMC
development
Women have been
involved in SBMC and
school improvement
activity
SBMCs have approached
government for support
Demand for SBMC activity
has increased
Children have been
involved in SBMC work
and school improvement
SBMCs have improved
teacher management and
presence
Monitoring of SBMCs’
work has improved
Children have been given
a genuine voice in
education
SBMC activity has
improved teacher
behaviour
Support for further SBMC
development is in place
Women have been given a
genuine voice in
education
SBMCs have secured good
responses from
government

RECALL…..Community Empowerment Dimensions
“Building communities which are confident,
inclusive, organised, co-operative and
influential.”……. http://changesuk.net/themes/community-empowerment/
19

Promoting Inclusiveness: Community
Engagement in School Affairs

SBMC, Community, Government and Civil
Society Partnerships/Cooperation

Empowered Women are organised and
influential in School decision-making process

Orgainsed Communities influence policy
direction
Sulleiman Adediran/Joint IACD & National Community
Development workshop/ Oct.12 -13, 2016 23

Empowered communities are confident
and speak out…..

SBMC Vocational Centre
established in 2011 by the
Muduru Community, SBMC &
Muduru Model Primary School,
Mani LGA, Katsina State
Drainage constructed
by Community to
check flooding of
school compound
25Sulleiman Adediran/Joint IACD & National
Community Development workshop/ Oct.12 -13,
Empowered
Communities
contribute to
school
development

Participation in SBMC Policy debate at local
community level

Community Empowerment: Improving
debating skills

Community Empowerment: Allow Children
& Women to “Speak Out”
Children Voices in Debates Women Voices in Debates

The Community Partnership imperative
“….While governments must be in the driving seat,
we also need to recognize that the delivery of
education is a collective responsibility that
involves families, communities, civil society
organizations and business.“…
Qian Tang , UNESCO's Assistant Director-General
at the Global Consultation on Education in the Post-2015 Development Agenda
(March 18-19, 2013, Dakar, Senegal)
29Sulleiman Adediran/Joint IACD & National Community Development workshop/ Oct.12 -13, 2016
Why “The Community”?

Thank You ALL........
30

Empowering Communiites through Policy Development-The PMB Model

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