Community-Driven Development in Conflict-Affected Contexts: Revisiting Concepts, Functions and Fundamentals
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Community-Driven Development (CDD) is a popular aid delivery strategy in conflict-affected contexts. While the strategy remains appealing, the growing body of evidence suggests that CDD does not systematically deliver on all the desired outcomes. This may potentially be explained by the lack of clarity around the objectives and theoretical underpinnings of CDD interventions. This paper proposes ways to clarify the objectives, outcomes, theories of change and core processes of the CDD strategy in an effort to improve the design and evaluation of CDD interventions. We suggest schemas for prioritizing the function and outcomes of a given intervention, provide examples of reduced form theories of change and identify a set of ‘core processes.’ We hope these suggestions will assist practitioners in making the theoretical motivations, assumptions and trade-offs of their design choices that much more explicit and in so doing, improve our ability to deliver better interventions to conflict-affected populations. This paper forms part of a wider conceptual project supported by UK Department for International Development (DFID)’s Research and Evidence Division.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it