ages and Net
ks: A S
thesis of Six C
D. Principal Role Players
Organizational charts, especially in informal settings, do not tell the entire story.
Very often, it is the charisma and personality of the founder of the CLC or the NGO
representative living and serving that community that breathes life and enthusiasm
into the activities of the CLC. It is a challenge to those overseeing a cluster of CLCs
to somehow assure continuity and sustainability when these charismatic founders or
inspirers move on. They have to find a way to institutionalize leadership so that the
successors of these original leaders will be able to continue the enthusiasm and the
ability to maintain the support and commitment of the community, at large.
The following two examples from China and Thailand illustrate how a dedicated leader,
one a university professor and the other a Buddhist monk, can generate a variety of
activities and even solicit volunteer workers for the CLCs they coordinate.
In November 1990, a local CLC and the Red Fuji Apple Development Association
of Beicheng Town in Shunping County, Hebei Province, was set up by Huangpu
Zhongsi, an associate professor in the Horticulture Department from the
Agricultural University of Hebei. This CLC and association not only provide
technical training courses, but also instructional services as well as farm inputs
and assistance in the marketing of products. The CLC and association are mainly
composed of model households while Huangpu Zhongsi acts as the head and
technical consultant. Every year, Professor Huangpu goes to rural areas to hold
technical training classes, which will last 1-3 days according to farmers' practical
needs in production. The following training programmes are included: the
management of orchards, the prevention and control of apple tree diseases and
elimination of pests, quantity of watering and fertilizer, storage and post-harvest
handling of fruit, management of seedlings, even the establishment of orchards
and so on. Each time over 1,000 farmers are trained.
China Report, p. 16
With regard to the administration of Ban Pa Ao Community Learning Centre,
there is a CLC committee that takes care of administration and management.
This committee comprises the abbot of Wat Riab Pa Ao temple, the head of the
village, the chairman and members of the district administration organization,
village leaders, volunteers from public health organizations, leaders of various
occupational groups, and both previous and current students. The head of the
village is the chairman of the CLC committee and there is a secretary who is a CLC
teacher. The CLC committee comprises village leaders and group leaders. Other
committee members are volunteers who are past and present students. The
committee's duty is to give advice and consultation and support the activities
of the CLC.
Thailand Report, p. 14
There are similar examples in the other country reports. For example, the Japan CLC
derives its energy and success from the Niimura Women's Society and a handful of
Matsumoto University students who took the initiative to meet each other and fashion
the CLC as a response to improving the collaboration between the local community
and the neighboring university.