Urban learning group baseline presentation

Urban Learning GroupBaselines: are they just facts and

figures or can we measure perspectives, attitudes &

relationships

CENTRE OF EXPERTISE FOR URBAN PROGRAMMING 2

Key Principles in urban baselines

• Building understanding of context• Allowing for the unexpected• Measurement in the quality of

partnerships and relationships• Information gathering with

development outcomes


Case Study Approach: Indonesia

Development outcomes from research with young people• “Actually I rarely chat like this. So I

feel I am being more open-minded now” (Sri).

• “That happy and proud feeling, because we are able to know our friends condition in depth and I hope we become closer, more solid after we know each others’ condition.” (Sutrisno)

• “I become motivated to fulfil my dreams, my future and I don’t want to waste my time from now on.” (Rida)In-depth interviews with young

people assists the project to link city level advocacy for policy change with the lived experiences of young people in the city


Case study approach: Lebanon

Experience of conflict and change

• “…my mother’s family used to panic a lot because they didn’t know how to react in the case of war and I was only 6 years old…We used to hide underground during war with only candle lights”

• “I was a fanatic before, to a great extent. I was a head of a political group at school…I used to incite them to pick up fights with the Muslims”

• “I defended a person I barely knew; because of the ideas I was taught through World Vision; on accepting the others regardless of their backgrounds and affiliations


Case study approach: South Africa

Beyond the day-to-day expenses• “...sometimes I spend a lot on

alcohol. Sometimes it’s 2000 rand a month. As fun, it goes along with expense. If it’s heavy, 3000. It’s about a quarter of my income. I spend a lot on my school son. I have to make sure he stays hip all the time. He’s a sneakers man, he plays in a team. He prefers sportswear which is expensive.”

• Avoid dealing with economic issues in isolation. Hope, strengthening sense of self-worth, dignity and identity?


Methods: Network Mapping as a baseline activity

• Measuring quality of relationships and partnerships


Network Mapping Exercise with CDC

• Step 1: Identify all actors, organisations, and people that need to be involved in promoting local economic development.

• Step 2: Identify influence of each actor on economic development

• Step 3: Represent extent of their influence/power using small, medium or large square sheet of paper

• Step 4: Identify the strength of linkages/connections/relationships between these actors by drawing a thick line (strong connection), think line (weak connection), dotted line (no connection where there should be one.

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CDC Network map


Practical Exercise

• If you were to promote quality urban programming through your current role;– Who are the stakeholders you would need to engage

with? Make a list.– What is the extent of their influence? Select a small,

medium or large square sheet of paper to represent the extent of influence/power of each stakeholder in affecting the NO’s urban programs. Write the name of each actor on the corresponding size square.

– What is the strength of your current relationship (strong, weak, non-existent)? Identify the strength of linkages/connections/relationships between these actors by drawing a thick line (strong connection), thin line (weak connection), dotted line (no connection where there should be one)


Practical Exercise: Reflection Questions:

• What does this map tell us? Are there any gaps?• What relationships need to be strengthened to

improve urban programming?• What are the implications?• What would you like this to look like in a few

years’ time?


Discussion and Questions

Urban learning group baseline presentation

News & Politics

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