Resources

This paper focuses on the role of an NGO, MYRADA, in fostering participation in collaborative watershed management projects in India. It was decided that effective participation required the size of watershed management areas had to be small enough for people to be familiar with, and for families to be able to function together. the PIDOW project aimed to build their management capacities. This paper (i) presents an assessment of the degree of people's participation in various aspects of soil and water conservation, and forestry and horticulture programmes; (ii) explores what is meant by effective participation, and the roles of staff members in fostering participation; (iii) discusses structural features of people's institutions; and (iv) presents an analysis of groups in three PIDOW mini watersheds. This paper would be of interest to those involved in participatory watershed management projects, particularly those involving collaboration between government, NGO's and local people.

This paper spells out the strategy of an Indian NGO, MYRADA, in its various programmes. It describes the origins of MYRADA's emphasis on community participation, which led them to implement a process of staff re-orientation and skills upgrading. The resulting strategy is discussed in three sections: (i) how to target the system to bring about long-run structural change in favour of the poor (discussing the rationale, strategy of research with action, and developing change agents); (ii) supporting components of the system and responsive officials involved in poverty eradication programmes (discussing cooperation with government and donors); and (iii) developing a system in which people can develop alternate systems based on traditional patterns and values together with institutional changes which address the needs of the poor.

This report of a training session, conducted by MYRADA in India, describes and explains potential applications of a number of PRA methods: time lines, seasonal calendars, mapping and modelling, transects, livelihood analysis and wealth ranking. It gives examples of their use from the training, with a brief comment on each example.

This paper explains what transects are, what they can be used for in PRA, what types of information they can elicit, and describes different types of transects in detail. There are lists of Do's and Don'ts, and examples of the pictorial outcomes of transects.

This book presents a participative action model to assist groups in developing the organisational, analytical and management skills required for community action to achieve sustainable use of land and water resources at the local level. Groups using this book are expected to develop participatory mechanisms for planning and implementing land and water management projects. It is aimed at developing self-learning skills by community leaders, extension officers and students in Australia. The contents are divided into short learning units in which outlines of theories, concepts and principles are followed by personal and group activities. The organisation of chapters follows the pattern of group development. It explains the philosophy of participative action in land care (Ch. 2); and discusses learning to work together, development of leadership skills and defining of roles and responsibilities (Chs. 3-5). The next eight chapters are on 'how to' aspects of group functioning: running a meeting, organising activities, planning, motivating oneself and others, effective communication, finding human and financial resources for projects. The last two chapters discuss how to keep momentum going and how to manage conflicts that accompany change.

This reports a study of the economic and productive roles of women in two villages in Egypt, which aimed to provide a needs assessment of the types of training and information local women require. Data was collected through PRA by a multi-disciplinary team. The report is divided into three sections: one on each village and a selection of tables and diagrams. Each village report provides information (often either focusing on women or gender disaggregated) on land ownership and cropping practices, housing and infrastructure, social structure and fertility, education and health. The main focus is on economic activities. This is done through livelihood analysis, daily activity charts, pie charts of income sources, and seasonal calendars. Recommendations for enhancing economic activities are made.

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. The guide will be of use to all trainers and trainers of trainers.