Resources

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PRA training in a UK-based rural development course

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Authors: 
Howes, M.
1994

Abstract

RRA techniques are taught as part of the three month course on "Rural Research and Rural Policy" at the Institute of Development Studies, UK. This article describes two exercises that were introduced to provide practical "field" experience: an RRA of IDS and a visit to a local farm. Most of the course participants were from 'Southern' countries and the "individual exercises were conducted almost exactly as they would be in a Third World village". The differences between conducting the farm study in 'Northern' and 'Southern' countries are briefly mentioned - including the fee paid to the "Northern" farmer!

Some insights into training for rapid and participatory appraisal in a Northern setting

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Authors: 
Kievelitz, U.
Forster, R.
1994

Abstract

A training programme for GTZ staff ("to let them have a taste for real life application of PRA techniques") focused on an area of the Austrian Alps undergoing rapid change due to tourism and infrastructure development. The "learning insights" from doing this exercise in the North are summarized as twelve points suggesting how PRA can help in 'Northern' countries and how PRA training in the North for aid personnel can be more effective than if held in 'Northern' countries. Advantages cited include : "the transfer of a number of critical insights from the First to the Third World and vice versa" and greater involvement and awareness of the ethical issues around research when using one's own language and cultural context.

Entering the Woman's World. PRA Exercise with Women in Village Nana Kandhasar

Authors: 
Bilgi, M.
1991

Abstract

PRA activities were conducted in Gujarat with a group of village women whilst men observed in the background. The women counted the number of families in each caste and the class-wise distribution of farmers, then used circles to construct a chart showing their debts. Finally, they estimated how many hours they spent on various activities each day, using twigs on a chart. This report is written as dialogue between the participants so shows clearly how activities were introduced and discussed.

Publisher

VIPP: Visualisation in participatory programmes : a manual for facilitators and trainers involved in participatory group events.

Authors: 
UNICEF Bangladesh. Programme Communication and Information Section
UNICEF New York. Training and Staff Development
1993

Abstract

This manual is intended as an introduction to VIPP (Visualisation in Participatory Planning), a system whereby groups plan together using colour coded cards to brainstorm and prioritise options. VIPP is described as more democratic than ZOPP but, unlike PRA, is intended for use by literate planners rather than villagers themselves. Some of the VIPP techniques are similar to PRA, such as 'single or multi-dot questions' as a form of ranking. Drawing is used as a technique to discuss what development means. The manual includes detailed instructions on 'icebreakers' as well as information on equipment and training methods used within VIPP.

Publisher

UNICEF

Dhaka, Bangladesh
http://

Balangay: resource manaual for Barangay Governance

Authors: 
Institute of Politics and Governance [Philippines]
2002

Abstract

This training manual is designed for members of Philippine local government units (LGUs) and civil society groups to increase their knowledge of participatory local governance. It responds to the prevailing view in the Philippines that decentralisation has not changed institutional arrangements at the local level, but has devolved rent-seeking. Decentralisation and citizen participation in local governance are seen to be key to citizen and barangay empowerment. The manual seeks to fill the knowledge gap in LGU officers and citizen organisations, about the opportunities, rights and duties pertaining to citizen participation and barangay governance. The topics included are concepts and processes of participatory governance, decentralisation and features of the 1991 Local Government Code and administration of LGUs, features of barangay governance, revenue and fiscal concerns, participatory development planning (with PRA methods) and budgeting and barangay (village) enterprise development. Mainstream development theories are challenged, and alternatives for sustainable local development through sustained community organisation are proposed, to address gender and other inequalities.

Publisher

IPG

Quezon City
http://

Sharing our limited experience for trainers: participatory rural appraisal or participatory learning methods

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Authors: 
Fernandez, A.
Mascarenhas, J.
Ramachandran, V.
1991

Abstract

MYRADA, an NGO working in Karnataka, India, has been using PRA/PALM (Participatory Learning Methods) since 1988. This article reflects on their learning experiences, concentrating on the organisation and approach needed when carrying out PRA activities in a village. PRA/PALM should be "more than a training for outsiders" - the purpose of the exercise should be clear to all. PRA activities tend to "focus upon issues that can yield hard data rather than touch upon relationships". Other reflections include: the composition of the groups of PRA facilitators and of villagers, how to enter the village and "fit in", materials required, duration and timing of training.

PRA learning methods in agricultural policy analysis: implications for training

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Authors: 
Gill, G.
1994

Abstract

Using PRA techniques to collect information for the purposes of policy analysis, raises different issues from using PRA in an NGO project context. Training exercises for policy-oriented PRA need to be "custom-designed" for government staff who tend to have a more "top-down" approach, work in discrete departments and have restricted time for learning PRA. The article suggests how to plan a training programme in view of these points.

RRA training in a US Master's Programme: the director's view

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Authors: 
Howard, S.
1994

Abstract

Ohio University has been offering in-class training sessions on RRA. This account briefly describes an attempt to carry out RRA training in the "field", with poor rural communities in the U.S. The organisation and topics covered are described, but no details of RRA methods or findings given.

PRA in Malda District, West Bengal: Report of a Training Workshop for ActionAid India and Tagore Society for Rural Development

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Authors: 
Joseph, T.
Joseph, S.
1991

Abstract

A detailed account of a five day training course in PRA for NGO staff working on a project in West Bengal. After a day's introduction to PRA techniques, the field work in Kharamdanga village began: descriptions of each day's activities are given, with methodology used and findings. Time line, social map, transect and resource map are illustrated visually. The report concludes with a list of PRA methods found useful to the NGOs involved.

PRA training for church workers: an example from Tanzania

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Authors: 
Kroeck, T.
1994

Abstract

Munguishi Christian Training Centre provides training in theology and rural development to people from rural parishes. As part of the training course, a one week PRA was conducted in Kiru-Dick village, Babati District. The team consisted of twenty people, including thirteen members of the village. This report describes briefly the organisation of the fieldwork and comments on the PRA methods used.

Some reflections of a new PRA participant: the development manager

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Authors: 
Kulkarni, M.
1994

Abstract

This provocative article reflects on the experience of conducting PRA exercises in Madhya Pradesh, India. The issues relate to Kulkarni's role as "development manager" in the context of villagers working directly with government officials. The ethical, political and methodological dimensions of PRA (specifically wealth ranking and social mapping) are all brought out in the discussion.

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