Resources

This paper considers ways in which farmers' own analysis, method and scope, can be documented and explored. It draws out the partially complementary nature and some of the differences with regard to PRA and FPR (Farmer Participatory Research). PRA methods tend to emphasize the visual, while FPR methods are more verbal and observation based. Visual methods have strengths. Farmers have greater capacity to diagram and analyse than most outsiders have supposed, and farmers are proving to be good facilitators of analysis by other farmers. The challenge is to further develop, spread, test and improve farmers' analysis through these and other methods.

This paper establishes models for the collection and analysing of data for the Papua New Guinea Tree Crops Study. Four schemes of rural data collection are distinguished: pure monitoring; research for large-scale projects; research that is participatory and small-scale; and, research that strikes a balance btween the second and third schemes. The paper states that the Papua New Guinea Export Tree Crops Study requires characteristics from all of these schemes and attempts to provide a sythesis of "top down" and "bottom up" approaches for this study.

This is a midterm participatory evaluation report of a watershed programme in Tiruchirappalli, South India. The project used PRA techniques (integrated with other methods) in the planning and impact evaluation stages. The report includes a detailed background to the programme and quantitative findings. No detail is given on how the PRA activities were carried out as the emphasis is on the information collected, including case-studies on the impact on women's status.

Conference paper argues that participation can leave decision making largely in the hands of middle class elements and not with the peasant mass. Participatory approaches also favour the internationalisation of authority, diluting standards of national accountability. The approaches are based on a hierarchy of values and attitudes and not on the promotion of a truly representative democracy.

This journal article presents a case study of the Social Forestry Support Programme in Vietnam, in which Participatory Curriculum Development (PCD) plays a fundamental part. Beginning with stakeholder identification and analysis, PCD provides an overall framework for educational development. Recognising constraints associated with the process, the paper describes strategies aimed at capacity building, management of stakeholder involvement and planning and evaluation. As different stakeholders learn to learn together through discourse and interaction, the chances of sustainable outcomes from the PCD process should be improved. The dynamic and flexible nature of PCD suggests that there is considerable potential for its adaptation and application in a range of different contexts.

A two week course was held for government and NGO participants in El Obeid, Sudan, to "explore some of the issues around PM&E and introduce a selection of possible PRA methods". This report briefly describes the actual course and analyses certain problem areas that arose - attitude to villagers, use of symbols and the difficulty of focusing on PM&E within a PRA course. Tools found most useful for evaluation were: impact diagrams, impact matrices and evaluation matrices (visual examples of each are given). Participants were asked to give a personal evaluation of the course using symbols only.

A rapid food security assessment was carried out in Eastern Shewa and Western Hararghe to determine what CARE food-assisted projects have been undertaken, and what impact they have had on the participants. To determine whether the projects were properly designed, a rapid assessment of the household food security situation in each project area was carried out. Peasant Associations were selected on the basis of accessibility, main economic activity, distance from main roads, and history of food assistance. Two villages in which CARE assistance was not provided were surveyed in order to compare project areas with nonproject areas. Information sources included a document review, semi-structured interviews and focus group discussions. Other interviews were conducted with government agencies, and collaborating institutions such as United Nations organizations and other NGOs.