This chapter discusses how Redd Barna Uganda (RBU) evolved its particular appraoch to participatory planning that involves five social groups: younger and older men and women, and children. It describes the steps that RBU takes to ensure the participation, in particular, of women and children in community-based planning.
Comprehensive overview of participatory approaches to monitoring, focusing on community monitoring of environmental changes and natural resource management interventions. The Working Paper draws on an extensive review of published literature and interviews with practitioners with experience in participatory monitoring. Ten case studies are presented and comparatively analysed and discussed.
A comprehensive guide designed for both new and experienced trainers in training others in the use of participatory methods. (Also in Spanish see record no. 4059)
This guide for trainers emphasises facilitating the self-development of trainees to enhance their learning. Games and exercises are used to provide a mix of learning environments. This handbook gives details on how to conduct over 40 such exercises. Particular attention is given to training in semi-structured interviewing, participatory diagramming, and in ranking and scoring techniques. Other sections discuss the facilitator's role, games and exercises for strengthening groups, drama and role playing, and organisation of training workshops.
This excerpt discusses lessons derived from PRA field experience about the practice of PRA. It shows what possible situations a PRA team can experience during the transition from individuals in a classroom to teamwork in the field, and gives 'tips' on key aspects of the PRA process. First contacts in the village can be awkward, but are crucial. Regular reminders to 'hand over the stick' are required. An example is given of a matrix scoring exercise which 'went wrong'. Literate fieldworkers may not present information in a symbolic form accessible to villagers.
This is a readable guide to the use of diagrams in RRA and PRA. Chapter 1 discusses the value of diagrams, compares diagramming with other methods and cautions how diagrams may be misunderstood. Chapter 2 gives hints ('do's' and 'don'ts') on diagramming, rapid assessment of diagrams and on the logistics and practicalities of the process.
Semi-structured interviewing (SSI) is guided interviewing where only the topics are predetermined, and questions arise during the interview. Using a guide or checklist, the multidisciplinary team poses open-ended questions and probes topics as they arise. New avenues of questioning are pursued as the interview develops. This handbook introduces interviewing as a research method (ch.
This report is of a training of PRA trainers which was held in Uganda in November 1994 as part of a training for Redd Barna's Child Advocacy Officers. All the participants had some experience as trainers, and all but one had been trained in PRA. The first two days were workshop-based, followed by 10 days in the field. Issues covered during the training included: planning and facilitating a PRA workshop; the role of the facilitator; training styles; the stages in planning a workshop; the methods toolbox; making preparations for the field; and field-based training.