Download available
This article reports on the use of Forum Theatre at the University of Reading as part of a masters module on participatory approaches to extension and rural development.
This video concerns using PRA methods to facilitate villagers and forestry fieldworkers learning from eachother (01). It largely concentrates on PRA as tools for information collection, to identify users and their needs, and to formulate workable management plans (04). The video shows and discusses 8 PRA tools which form the basics of community forestry: establishing rapport (06), informal interview (09), reaching women (11), key informants (15), mapping (16), forest profiles or transect walk (21), time or seasonality chart (23) and direct observation (24). Versions available in English or Nepali.
Afforestation programmes in Kabripathar, Gujarat, India, failed because locals were not consulted (01). In contrast, AKRSP has been using PRA to understand peopleÆs knowledge (02). This video documents how PRA methods were used in an international workshop held there, and how the methods are integrated into the organisational structure of AKRSPÆs programmes. Methods shown include mapping and modelling (03), transects (05), use of matrices for a social census (08), natural resource assessment (10), matrix ranking of problems (11), tree and wealth rankings (15), and seasonality diagrams (16). A special feature of AKRSPÆs organisation is the use of villagers as extension volunteers, which means that outsiders donÆt set the agenda (06). Master extension volunteers, elected by villagers on the basis of their skills and expertise, are accountable to AKRSP. It is explained that AKRSP sees its role as encouraging joint learning by AKRSP and village people. The goal of PRA is to help AKRSP and villagers assess what physical and social resources exist. Villagers carry out the analysis and set priorities, facilitated by extension volunteers (11). The video ends with reflections from participants in the international training workshop on what they had experienced (17) and also from some village representatives (19).
This video provides a good introduction to the potential benefits of PRA in implementing projects which benefit those normally excluded by conventional approaches. It contains interesting interviews with villagers who had previously participated in a PRA process. It also uses dramatised scenes to emphasise aspects of PRA, mostly concerning behaviour and attitudes. Which scenes have been scripted is sometimes confusing. Key points made are that marginalised people are usually not reached by conventional development approaches (03, 05, 30). The attitudes and behaviour of development workers and academics contributes to this (13, 37). PRA facilitates outsiders learning from villagers (08, 18) and overcomes conventional biases (34, 38). This is shown through the experience of Paraikulan villagers who worked with an NGO, SPEECH, to reclaim barren land. The outputs of PRA methods shown include mapping (19), wealth ranking (25), seasonality analysis (26), matrix ranking of problems (28), oral history (29), and Venn diagrams (32). Women were included in village development activities, through literacy classes and increased access to agricultural inputs (34). Villagers reflect on the subsequent activities to reclaim barren land and its impact on their lives (42), both in terms of production and increased confidence (44). A resident of another villager reports that the experience of Paraikulan set an example for other villagers (46).
This is the unedited recording of a meeting between Scottish Forestry Commission officials and participants in an international workshop on social forestry. It shows the meeting (00-85) and reflections on the discussions by participants from a number of countries of the æSouthÆ.
This video presents the reflections of Ben Osuga (Uganda Community Based Health Care Association) on a trip to Scotland to learn how PRA is used in the North and how has influenced policy change. The video shows meetings with forestry officials and PRA activities with rural people. These emphasise the difference in views and understanding between forestry officials and people living in rural areas.
This dvd concerns environmental protection in Tanzania. It argues for greater roles for local people as experts and researchers in collaboration with outside professionals. In a Tanzanian setting, exclusion of local people from planning processes has disregarded traditional environmental protection practices (04). Current environmental problems highlight the need for professionals and local people to work together (06) and to revive traditional practices (07). Teaching young people is important to this (09). Village mapping leads to a discussion of changes over time and their impact on the environment (11). Five villages participated in a workshop to share experiences and learn from eachother (14). Problems were discussed and solutions proposed (19).
This video provides an example of PRA being used in the management of conflict over access to natural resources between managers of conservation park and local communities. Keoladeo National Park, Rajasthan, contains a rich variety of wildlife in wetland, woodland and grassland environments. Until 1982, the 15,000 people who live near the park had access to parkland for cattle grazing. These customary rights were removed by the park administration to protect wildlife. The villagers contended that grazing and grass collection benefits the environment. In late 1995 a PRA process involving park authorities, WWF staff and community organisers was conducted in order to create dialogue between the park authorities and local community, and so that villagers' perceptions could contribute to the wise use of local resources. The PRA activities are not shown in detail (15 - 18). The dialogue leads to several major decisions (19), and the process is judged to have created a successful partnership. This example has implications for the management of other wetlands.
As part of a course in forestry and participation, 27 forestry officials from Africa, Asia and Scotland spent 10 days in County Kilkenny, Ireland, using PRA and visualisation methods to help local people develop a local forestry action plan. During meetings with local people, visual tools were used to encourage them to express their preferences about the environment. Methods used included resource and social mapping, Venn diagrams, and matrix ranking or tree species preferences. Local people's views were relayed to the local council, thus giving them a say in environmental management. One local council member recognised the need for better communication and broader consultation between the council and local people.
This short video shows the use of participatory mapping and action planning processes in discussions about the management of the Solway Firth, Scotland. People with various interests participated in the meetings. Groups mapped the area and suggested ideas for changes. These were then scored and discussed, leading to the creation of action plans with achievable aims. The video also presents reflections by workshop participants on the participatory appraisal process. Among the comments are that it facilitated the focusing of ideas, working together, and helped overcome mistrust between the users of the Solway and other groups.
This paper reviews the learning process that the project 'Conservation Tillage for Sustainable Crop Production Systems' in Zimbabwe went through with regard to gender issues in research/ technology development and extension. The factors which made the project adopt a gender perspective, the methodology applied and the impact which was achieved are described.
The paper concludes that promotion of gender as an isolated theme or component can be counterproductive and that it should be an integral element of any project.
Report of PRA conducted in Tomintoul, Scotland to examine the current situation of the village and the potential of forestry to enhance the livelihoods of those living in the community.