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The two principal aims of this publication are to synthesise and disseminate key lessons learned from a decade of experience supporting the establishment and development of networks. It will be useful to anyone considering offering support to networks in order to address a specific development challenge. It should also be useful to those, including activists, who are planning to establish networks

International non-government organisations (INGOs) are increasingly regarded as important in their capacity to influence global policy on development issues. This has been possible through their simultaneous attachment to local places and cultures on the one hand, and their critical engagement with global institutions on the other. With recent advances in information and communication technologies, an increasingly connected INGO community is finding considerable scope for networking and information sharing at multiple levels. However, despite the strategic advantage of INGOs in terms of their multi-level reach, their contribution to date remains limited more to small-scale success stories than to affecting development directions more broadly. In this paper, we emphasise the need for INGOs to learn from the field in their quest to influence wider policy-making and to improve local accountability. It is argued that, as their role changes from operational work to international advocacy, INGOs will have to strengthen institutional structures and learning skills to achieve a greater developmental impact

Armed conflict and civil strife have affected over 40 countries world-wide in the last decade. The majority of these conflicts are in poorer countries, and the principle victims are from poor families and vulnerable groups that include people with disabilities. This article discusses how the principles of community based rehabilitation may be applied in areas of conflict, and the challenges faced in trying to do so

In 1997, four US union health and safety training programmes entered into a three-year, multi-union learning action-research collaborative, the Self-sufficiency Research and Evaluation Pilot Project (SREPP). This initiative sought to build the research and evaluation capacities of the participating unions' training by offering a new model of participatory learning and action in the area of worker health and safety. Existing examples of participatory action research in this field have tended to concentrate on single worksites and start with a stakeholder labour management model. By contrast, this project has sought to foster participatory learning across programmes from a union perspective. It uses and expands on the peer-training model to institutionalise a new base of worker produced knowledge. During the last of SREPP’s four training workshops participants reflected on their experiences in the project through a series of participatory activities. In this article the background to the project is followed by the words of SREPP participants describing what it takes to learn about and do participatory evaluation in the context of union-based, worker-led health and safety training programmes. This includes a look at what was learned and how, as well as supports and barriers to participatory evaluation and the model that they have developed