Resources

This document outlines the content of a workshop held to examine the use of participatory methodologies in livestock projects, with a particular emphasis on the collection and use of ethno-vetinary information.

This paper is about the use of various methodologies such as PRA, basic communication skills, mediated learning experience and log frame in developing a community and group action plans. The use of these tools in the context of child support programmes, which aim at enhancing the development, survival, protection participation of children, are discussed. Redd Barna Uganda's experience in using a mix and match method and the process involved in it are explained. The complementarity between log frame and PRA methods, especially in the development of a community action plan after the local situational analysis is done, is emphasised for widening the scope of PRA. Questions are raised on some of the key issues, such as how to sustain community participation in the long run.

Starting with a question - can participatory learning and action methodologies be combined with more formal, academic approaches and still be effective?, this paper reflects on the methodological complementarity and compromise between PLA and other research methods. Numerous examples are drawn from participatory research and development practice which suggest that complementarity seems to be both essential and effective. The rationale for the creative combination of methodologies is discussed in the context of researchers seeking a more people-centered research approach and community development professionals seeking information that carries more clout in policy and planning. The paper concludes with the cautionary note that any methodological compromises and complementarity that undermines the philosophies of participatory learning and action approaches and simply fulfils the objectives of the outsiders also create new challenges, particularly for those interested in enhancing local participation throughout the research and planning process.

This book pays attention to the cultural and educational aspects of communication for development and would be useful for those deciding on appropriate PRA techniques to use in particular situations. The first part of the book includes an overview of the changes in development strategies over the last few decades and the effects these have had on the utilisation of communication approaches.
The second part of the book discusses the intricate link between communication and culture and the way it influences the practice of interpersonal and mediated communication. Part three deals with media and their educational potential. The last part considers the steps involved in the planning and implementation / production of communication events, programmes and materials.

A draft copy of a manual which seeks to address some of the factors causing low attendance, performance and participation of girls at school, by providing a means by which those involved in education can analyse interactions in the classroom, examine how instruction is differentiated by gender and identify gender-bounded attitudes and perceptions that influence learning , opportunities and achievement.
The first part of the manual describes techniques which can be used by teachers and inspectors to observe what takes place in the classroom as a basis for discussion and the second part concerns how Participatory Learning and Action (PLA) activities can build on this.