A Capability Approach Critique of Educational Activities for Women in Dhamar Participatory Rural Development Programme, Yemen

This thesis offers a capability approach critique of education activities, policies and programmes for women in rural communities in the Dhamar Participatory Rural Development Programme implemented by the International Fund for Agricultural Development (IFAD) in Yemen. It examines whether the policies and programmes assisted individuals to gain new skills, knowledge and access to opportunities which enabled them to do and be what they valued in life. Illiteracy remains a particularly acute problem among women in rural communities due to a combination of cultural factors and the dire economic situation. IFAD was selected for its long experience and extensive reach in Yemen’s poor rural communities, commitment to gender equality, and commitment to rural participatory development.
A philosophical stance of critical realism facilitated investigation of multiple layers of reality: perceptions and experiences; actions and events; and underlying causal mechanisms. A capability approach framework was used to examine whether the purposes, policies and processes of the Dhamar programme promoted and enabled a range of opportunities for women to choose from and the abilities they needed to act on their choice. Semi-structured interviews were conducted with IFAD staff, national and international consultants, and staff from relevant Ministries. Interviews elicited perceived reasons for International Development Organisation (IDO) interventions in Yemen, views of the project and participatory processes, and the challenges and barriers faced. My autoethnographic account of experiences as a Yemeni woman provided particular insight into challenges and barriers. Data were analysed using qualitative methods and findings brought together under capability approach headings.
The thesis concludes that whilst the participatory approach enabled the development of capabilities of some women, serious challenges remained. Suggested strategies for improvement include: support after the project ends; increased dialogue addressing unequal distribution of resources and power; and closer working among IDOs to facilitate securing resources and additional opportunities.