Evaluating rural development: Mediating social learning within LEADER

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Evaluating rural developmentMediating social
learning within LEADER

• Chris High Gusztáv Nemes

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Outline

• We want to discuss
• Previous research that speaks about the
  articulation of formal and informal knowledge
  systems
• The current evaluation arrangements for LEADER in
  Europe
• The challenges in improving the evaluation system
  for LEADER

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Learning and communication in rural development

• The quality of lay expertise.
• The articulation between the formal and informal
• Communities of practice and shadow networks
• The challenge for canonical management posed by
  informal networks and communities

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Integrated rural development

• The central bureaucratic system and the local
  heuristic system in integrated rural development
• Reflexive agency in rural development.
• Horizontal mediation and vertical mediation
  processes.

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Summary of LEADERs distinctive features

• Bottom-up, locally based approach
• Local Action Groups
• Gives much freedom to local groups in terms of
  allocating spending.
• Emphasises innovation
• An Integrated rather than a sectoral approach
• Builds connections through networking activities

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Information flows in the non-integrated
development system
Information flows in the integrated development
system
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Evaluating LEADER

• How to evaluate LEADER in a way that respects the
  diversity of local knowledge, but still serves
  the needs of the centre?
• How to institutionalise evaluation in LEADER, so
  as to build local capacity for social learning
  and rural development?
• High Nemes (2005)

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Conclusions

• We propose research into improved evaluation of
  LEADER projects that integrates endogenous and
  exogenous learning processes.
• This would entail a shift from product to process
  and an emphasis on the capacity of individuals
  and organisations to deliver this kind of
  approach.
• The experience of participatory evaluation in
  other contexts is encouraging, demonstrating that
  the integration of scientific and traditional
  knowledge is not only possible, but enriching.