This workshop report describes how to use a number of PRA methods. For each method its potential purposes are explained, with lists of do's and don'ts and tips to remember. Examples of the visual results of some exercises are provided. The methods discussed are: mapping, time lines, wealth ranking, livelihood analysis, matrix ranking, seasonal analysis, seasonality diagrams, trend analysis, comparative charts, transects, and historical transects.
When working with family farmers is New South Wales, Australia, researchers from Hawkesbury observed the importance of issues faced by families associated with the transfer of farms to the next generation. This forms the topic of this paper. Interviews with families revealed a number of common questions which were related to the household life cycle. The paper explores these issues in detail. Interviews with accountants, solicitors, bank managers and a social worker provided different perspectives on these issues. Communication between generations, family members, and between farming families and professionals and among professionals emerged as a central issue.
This report describes an exploratory RRA conducted in Forbes Shire, NSW, Australia. Producers were interviewed and the information analysed by a multidisciplinary team. The report includes descriptions of the farming systems in the area; a discussion of problems identified; some general recommendations for action available to the research institute which carried out the survey; and a recommendation to set up a collaborative on-farm research programme.
This article questions the purpose of agricultural education: what qualities should graduates have? It also advocates greater client orientation and project -based learning. The emerging farming systems perspective and issues of sustainability and concern with human goals are discussed. It is suggested that debate on the goals and processes of agricultural education and agriculture itself should give rise to changes in university teaching and learning. The article is based on experience of, and directed towards, agriculture and agricultural education in Australia.
This report concerns a conference involving a network of academics and NGO representatives involved in development issues in Southeast Asia. The network is committed to an alternative development paradigm, the advancement of people-centred development, associated with the work of David Korten. The report discusses the development of the network, and discusses themes which emerged in the conference: the failure of conventional development strategies; the evolving paradigm and action research; partnerships between universities and NGOs; and the importance of reversal in learning in development education curricula.
These notes relate in detail the process of conducting a PRA focused on health in India. It includes interesting comments on mapping and modelling exercises by different groups (e.g. men and women), involving much innovation by villagers. Maps included information on categories of residents, health specialists. Interviews about changes in diet, livestock preferences, seasonality, and matrix ranking for health treatment are also described.
This report presents the results of a PRA focusing on natural resources management in Kenya. It contains descriptions of historical background on the locality, natural resources, water and soil conservation, agricultural practices, discussions of key social issues and infrastructure (health and education) and analysis of institutions and local leadership. Problems and opportunities are identified, and a village resource management plan was devised. Action by the community and other actors as a result of the PRA is discussed, and some problems in implementation are noted. The report ends with reflections on PRA and the participatory planning process. Positive reflections include enabling the community to undertake their own analysis, promoting an integrated view of development, and development of the village plan. Problems included insufficient participation by marginal groups and by women, and the feeling that PRA is inappropriate to statistical analysis.
This article discusses opportunities for NGOs to work towards sustainable development in Africa. NGOs can facilitate strengthening institutional capacities at the local level. But NGO effectiveness can be constrained by the need for autonomy and government need for control; problems of scaling up and confusion over appropriate roles. The article addresses these issues in the context of two case studies of NGO activity: an environmental NGO in Zimbabwe and a PRA approach in Kenya involving international and national NGOs and the Kenyan government. it suggests that NGOs can be more effective if they move from a project orientation to an enabling role. They must also move beyond individual agendas and established roles to identify new approaches to local development and resource management which increase their capacities for flexible, innovative action.
Despite large investments in rural energy projects in Africa, deforestation continues to be a major problem. This article assesses the macro view of fuelwood and energy practices in Africa, with particular attention to Kenya. It considers ways in which PRA can be used to ease resource degradation in marginal ecozones by structuring popular participation, systematising rural information systems, and helping communities develop their own resource management plans, including energy needs. Two brief case studies from Kenya illustrate this process.
This is the report of visits to the Participative Integrated Development of Watersheds (PIDOW) project which aims to promote resource management by direct users (communities), and to elaborate participative strategies that integrate regeneration of degraded common lands and increase productivity. The visit aimed to learn about the project approaches and to discuss experiences and achievements. The report discusses environmental compatibility of grassroots resource management; the importance of technical and institutional development, particularly the participative approaches; investment in environmental regeneration and monitoring of environmental impacts and impacts of participative approaches.
These notes outline the principles of PRA and potential applications, and discuss a number of PRA methods. For each method it briefly notes what the method can be used to understand and gives a few tips to remember. The methods discussed include time lines, transects, historical transects, mapping, wealth ranking, seasonality diagrams, matrix ranking, Venn diagrams, linkage charts, trend diagrams, and comparative charts. No examples are given.
This reports a PRA to plan a micro watershed in India. Aspects of rural livelihoods learned through the PRA are listed. It also notes that the PRA resulted in budget planning and watershed programme planning.
This letter from Jimmy Mascarenhas of MYRADA includes interesting comments on a PRA in India. What has been assumed to be a homogeneous community was revealed to have hierarchical castes within it. Farmers also have their own institutions which are separate from formal institutions: village leadership rests with revered elders or dynamic youngers. Women also had a 'shadow' committee comprised of the wives of the informal male committee. Information revealed by a mapping exercise and the mapping process are also described.
This brief article describes the experience of a NGO in India in establishing village development workers in Begunia region. Since the VDWs were Christian, they initially met with resistance. Mapping by low caste tribals was found to be an empowering technique, in which they drew their village as it is now and as they would like it to be. This led to villagers demanding a road be built to their village. Other activities included cleaning the areas round their houses, forming a credit association and securing pensions for the elderly.
This paper discusses the experiences of ActionAid (India) in providing PRA support to various government agencies in Madhya Pradesh, India. Their involvement with forestry, administration and education departments is described. The author offers summaries of the varying status of institutionalisation of PRA. The informal and formal processes of feedback are critical to implementation and sustainability. Perceptions of field staff are central to feedback. Informally elicited perceptions are discussed. Error should be embraced and sharing encouraged. Personal commitment of staff, resource persons and institutions are also identified as important.