Guest blog written by Cara Myers
Cara Myers is the Co-founder and Executive Director of the Mozambique School Lunch Initiative (MSLI). She learned about the PDIA approach by taking two courses at the Harvard Kennedy School as part of her Master’s in Public Administration in International Development (MPA/ID) program. She then began applying more of the concepts directly with the MSLI team. This is her PDIA story.
It was March of 2016 and the rains had completely failed for a second year in southern Mozambique. Farming families had no crops. Children were missing school to dig up river roots to eat. Teachers were sending students home because they were “too hungry to learn anything.” Even in normal years, child malnutrition and poor school participation are major issues in Mozambique. This is one of those big, complex problems that is caused by a myriad of interrelated causes and sub-causes that are difficult to disentangle and prioritize.
So there we were, myself, Talvina Ualane and Roberto Mutisse, all of us former colleagues who had worked together for a disaster relief nongovernmental organization in Mozambique in the past and felt deeply motivated to do something to help people affected by this crisis. But, where did we even begin?
We started with what we could do. This is one of the key aspects of the triple-A framework used in PDIA, which stresses that the space for change must include three key factors: authority, acceptance, and ability. PDIA also emphasizes moving to action quickly rather than taking a long time to try and plan everything out before starting to work. By deconstructing the problem into small, manageable bits, it creates points of entry whereby you can start addressing one of the causes or sub-causes of the problem and build the capacity to do more from there.