Presentation of the course Community Development and Public Policy in the Transforming Societies

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Presentation of the course Community Development
and Public Policy in the Transforming Societies

• by Gohar Shahnazaryan, PHD,
• Yerevan State University

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• Department of Political Science, the Yerevan
  State University.
• Class designed for the first year MA students.
• The total number of academic hours 74

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1. Course Overview

• The aim of the course is to introduce students
  with the main concepts and theoretical
  perspectives on social capital and the role
  social capital could play in the development of
  communities.
• The concept of social capital was first
  identified by Bourdieu (1986) and given a clear
  theoretical framework by Coleman (1988, 1990).
  According to Coleman, social capital can take on
  three forms firstly obligations and expectations
  which depend on the trustworthiness of the social
  environment, secondly the capacity of information
  to flow through the social structure in order to
  provide a basis for action and thirdly the
  presence of norms accompanied by effective
  sanctions.
• However the contemporary theory of social capital
  is most commonly associated with Putnam (1993,
  1995, 2000) who successfully exported the concept
  out of academia and into a wider media. Putnam
  considers social capital not as an attribute of
  the individual, but as an attribute of
  communities. Putnam defines social capital as
  networks, norms, and trust that enable
  participants to act together more effectively to
  pursue shared objective.

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• The World Bank and the Organization for Economic
  Co-operation and Development (OECD) have also
  considered the definition of social capital. The
  OECD defines social capital as networks together
  with shared norms, values and understandings that
  facilitate co-operation within or among groups.
  The World Bank suggests social capital refers
  to the institutions, relationships, and norms
  that shape the quality and quantity of a
  societys social interactions. Social capital is
  not just the sum of the institutions which
  underpin a society- it is glue that holds them
  together.
• During the course the methodological problems of
  social capital measurement will be discussed as
  well. Course will emphasize the problem of
  conceptualization of social capital and community
  management in the developing countries.
• The main part of course will be addressed to the
  issue of building and enhancing of social capital
  as key to improving the quality of life in
  low-income neighborhoods. In this context public
  policy will be presented as a new paradigmatic
  approach to solving economical, social and
  psychological problems of the community.

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2. Locating the Course within the University
Curriculum

• The course Community Development and Public
  Policy in the Transforming Societies is designed
  for students of political sciences enrolled in
  master programs at the Yerevan State University.
  Course is delivered during the second semester,
  the total number of academic hours- 74.
• Course serves as basis for classes and the field
  practice.

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3. Objectives of the Course

• To introduce students to the theory of social
  capital.
• To define and explore different types of social
  capital.
• To introduce students to the concept of community
  development.
• To explore the methodological framework of
  community needs assessment.
• To identify the main factors and technologies of
  community development.
• To study the peculiarities of community
  development and social capitals building in the
  transitional societies with special emphasis on
  post-soviet countries.

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4.Teaching Methodology

• Class sessions will combine lectures, seminars,
  discussions, small group exercises and move
  screening. At the end of each lecture students
  will be encouraged to ask questions and express
  their opinion on certain topic. For the
  participation in the discussions beforehand
  students will be asked to read all required books
  and articles, as well as to watch required video
  material.

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5. Students involvment techniques

• Literature Review- (students will chose one book
  on social capital, civil society and community
  development and present detailed review of this
  book-10-15 pages).
• Conduction of Community Survey and Group Project
  Presentation
• Students are asked to divide into small groups
  (4-5 people), chose one Armenian urban or rural
  community, conduct small survey using qualitative
  and quantitative methods of research. Based on
  the community needs assessment each group will
  present the possibilities and perspectives of the
  development of this particular community.

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5.Students involvment techniques- cont.

• The main research topics
• ?ultural background of the community
• Functioning of local government,
• Economic situation,
• Demographic characteristics,
• Natural, financial, human and social capitals.

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Guideline for community survey developed by the
students

• 1. Community infrastructures
• Assessment of the social-economic situation of
  the community.
• Assessment of the quantity and quality of medical
  services.
• Assessment of the quantity and quality of
  educational services.
• Assessment of the quantity and quality of
  children and youth clubs, centers, etc.
• Accessibility of communication tools and
  transport.

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• 2.Social Networks and Support Structures
• Frequency of contact with family and friends
  (outside of the household).
• Whether someone can be called on in times of
  sickness.
• Frequency of visiting neighbours.
• Degree to which individuals know other people in
  their neighbourhood.
• Frequency of doing favours for neighbours.
• Whether an individual's workmates are also their
  friends.
• Quality of relationships between employees and
  employers.

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• 3.Social and Community Participation
• Active involvement in community projects, groups
  or networks.
• Participation in local community action in
  response to an emergency or crisis.
• Degree of local newspaper coverage/readership.

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• 4.Civic and Political Involvement and Empowerment
• Attendance at local community events.
• Degree of involvement in local, state or national
  issues.
• Degree of awareness of local people, events and
  politics.
• Whether contacted local Member of Parliament
  either by phone, mail or face-to-face

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• 5.Trust in People and Social Institutions
• Whether feels that most people can generally be
  trusted.
• The extent to which people in the neighbourhood
  can be trusted.
• Experiences of crime
• Beliefs about personal safety when walking alone
  in local area after dark.
• Beliefs about the potential for becoming a victim
  of crime.
• Level of trust in political parties, politicians,
  police public servants to act for the public
  good.

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• 6.Tolerance of Diversity
• Whether multiculturalism makes life in local area
  better or worse.
• Degree of tolerance for diversity.
• Level of disagreements or tension between ethnic
  groups.
• Level of cooperation displayed between groups.

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• 7.Altruism, Philanthropy and Voluntary Work
• Whether gives up time freely to help others an
  work for community.
• Whether monetary donations are made to charitable
  or non-profit organisations.
• Level of support for refugees.

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Results and outputs of students survey

• Some results from the focus-groups survey
  conducted in the different marzes (regions) of
  Armenia
• Frankly speaking we do not respect and trust
  each other, nor consider ourselves as residents
  of the same community. While our village-mates
  are more or less united, the refugees and
  Armenian internally displaced people are united
  only on the basis of former location, those who
  come from the same areas. One can understand this
  because people from more than 40 places are now
  living here (participant of focus-group, man
  42).
• I have become stubborn and will see how long they
  can stand it (Director of an NGO).
• Maybe its life but our people are not amicable
  and they are jealous. I suggested to my
  neighbours that we improve the road in front of
  our houses, but nobody cares (participant of
  focus-group woman of middle age)

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• At all levels human interrelations have
  deteriorated. Everybody thinks only of
  himself.This is not the village that we used to
  know, there is no consolidation, trust and belief
  in each other has declined (An elderly poor
  man, participant of focus group).

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Recommendations

• There are several options which must be included
  in the public policy of transforming societies.
• 1. To increase the level of social capital in
  those areas where its possible. Especially,
  social capital must be developed in the poor
  communities and used as a one of the main tool of
  poverty reduction.
• 2. Taking into consideration that the structure
  of Armenian society is totally ethno-genetic,
  its necessary to increase the role and functions
  of government as a mediator between large
  families (clans).
• 3. To define and set up the new norms, system of
  value, patterns of behavior, codes of ethic etc
  based on the one hand, on the cultural and
  national characteristics, on the other, aim to
  the development of the society. This is the most
  difficult and at the same time the most effective
  objective, which needs the development and
  implementation of a number of social technologies
  and concepts in the contemporary social sciences.

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• It also must be mentioned that cultural
  characteristics vary from community to community,
  since there are a lot of differences between
  communities with old traditions and norms and
  newly established communities, where people are
  not very much familiar with each other.

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Difficulties/Challenges

• How to assess the contribution of each group
  member in the group process?
• Students involved in the survey have to be
  familiar with some skills of interviewing,
  creating of data base, designing of sampling,
  etc.
• Difficulties with methodology in the are of
  community needs surveys (ongoing debates on
  methods, techniques, research topics, etc .)

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• THANK YOU!!!