Dassalami soce PACA Presentation


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  • During my first three months in village, I have used observation and the organization of meetings with community members (school officials, village chiefs and Imams, matrons, ICP, ASC, etc.) as my PACA tools to assess the trends of living of my community, analyze the discrepancies of the needs and resources in Dassalami, and to gain a better understanding of the Senegalese culture.
  • OusmaneNdiaye is the founder of Dassalami Soce. He comes from Missirah, a small village near Toubacouta. OusmanNdiaye established himself in Dassalami Soce because he felt its fertile soil would contribute to the rapid growth of the village.
  • My work is represented in three villages: Dassalami Soce, Saroudia and Boutilimite. In my village, there are more youths than older people.
  • The two separate villages are referring to the one located on the road and Saate Baa, the village behind it. There are two schools in Dassalami: The Arabic school which comprises of the elementary and the primary school and the French school which has an elementary school
  • Take notes of some of the weaknesses, strengths and opportunities of the village looking at your notes-One of the major weaknesses of the village is that people tend to think of themselves instead of doing activities for the well-being of the whole community. This is an opportunity for me to create or devise projects where the community will be more involved in the decision making of the process. Most of the time, you have to go from house to house to talk to them about what you are trying to do in the village. I want to make sure that the project ideas is representative of the needs of the whole community. This is important to talk to men and women and get their opinions on their needs. In terms of the engagement of the community members in the decision making of project ideas, I usually -Talk about the meetings you have had with the Arabic and French School. Their main needs are in terms of school supplies for the students and teachers (books, dictionaries, etc) and infrastructure (construction of latrines and provision of safety to the schools) Discuss briefly about the needs of the Arabic School and French School if there is enough time. It might be a topic of discussion at the end of the presentation.
  • In general, the key community members I have met are very open to my ideas upon the observations and the questions I have asked them during meetings. They understand the equal benefit of our collaboration.
  • The disadvantage of working with women associations in my village is that they cannot be grouped together during the rainy season because they mostly work in the fields. They can only be grouped during the dry season. As a result, the key community members I was able to connect with were mostly men. Although they seemed knowledgeable about the needs of the community in context such as in school and the health setting, I am still going to investigate the opinions of the women’s associations in September. This might account for some interesting insights and lay the ground rules for comparing/contrasting the needs of the women and the men.
  • I had asked if they create a table with the overall illnesses per year for the villages but my counterpart said to me that they only compile the number of patients, divided by age group, who have certain illnesses. It is easier to do it this way but I wonder if the lack of the annual information of illnesses at the health hut helps in the long run because by not having this information, you will not be able to determine if the health strategies you are utilizing are working or not. It also does not help you see overall the area where people would need more intervention (ex: if malaria is the leading cause of cases seen at the health hut than other diseases, then it might be suggested to focus a bit more on malaria activities.Looking at the tables, on average, the age group (0-5ans) are the group most at risk for IRA and other illnesses. This is an opportunity to create causeries on those following illnesses and to work with mothers. In a given month, the health hut accounts for between 24-100 patients. Note: “Autres” includes fièvre, céphalus, plaie, conjonctivitis, règlesdouloureuses, parantosé, uthérie, varicelle, maux de ventre et fatigue
  • The primary crop cultivated in my village is rice. They use it to feed their families. My village owns about 40 hectares of rice fields. Some people cultivate in the same parcel or they have their own piece of land to cultivate.
  • If we look at the household as a system, women tend to be the caregivers and the husbands tend to be the providers and decision makers. Although some women cultivate and sell cashcrops, the financial responsiblilty lies mostly on the men. This has made me reflect that if I wanted to apply behavior change on a particular health issue, I would have to sensitize the men and the women, with a particular emphasis on the men because women follow orders from them.
  • Based on my observation, I have noticed that people tend to behave the way you approach them. If you approach them negatively, they will tend to neglect you. Greetings are an important part of the Senegalese culture so one has to learn to take the time to greet people. It is a sign of respect. Although villages vary in size and density, because you are living in such a close-knit community, people tend to be very engaged in others’ lives versus like volunteers placed in towns where you seem to pass unnoticed. Talk a little bit about the strategies I developed during the first three months I have been in my village
  • Talk a little bit about how you approached the meetings you have had for the past three months. Before each meeting, the Imam or a respective community member prays to bless the meeting. I usually ask open questions so that they provide more information. I have noticed that people talk in context because I always speak using “we” rather than “I”. For example, I will say phrases like “As you mentioned in our previous meeting” and that will put the focus on them. As a result, they feel this is their initiative, which facilitates the conversation between us. This strategy puts them in charge of the decision making and the direction of the meeting. Members are more willing to share ideas and ask questions. The meetings are conducted in Wolof and Mandinka and translated to me by my counterpart. I set up the meetings as an exchange between both groups. Both sides are able to ask questions and debate on the best outcome they would want to see in the village. I put them in charge of the decision-making of the meeting. I have noticed that I would jump into the next question and they would immediately tell me that they have not settled on the first question. They view this behavior as a sign of impatience. Therefore, they need to all come into agreement on their answers before moving into the next question. The exchange also allows them to give me insights of the bigger picture of a theme (i.e. education in Senegal). I listen more than I talk. Silence almost follows between each question. In the end of the meeting, we summarize the next plan of actions my counterpart and I will take to start the process. I also tell them that I would keep in touch with them of each phase I take. In my village, if you say that you will do something, you have to keep your word and do it because that increases your PCV credibility in the community. Overall, their attitudes towards foreigners are positive as long they see the equal benefit of the collaboration. They will conform themselves depending on how you approach them.
  • All these crops are sold except rice which is used to feed the families.
  • The village owns about 40 hectares of rice used to feed the families. Some people cultivate on the same parcel of land while others had their own land. Rice is not sold in the market.
  • The principal activities in the villages are agriculture during the rainy season. During this time, both men and women go the fields to cultivate cashcrops. Maraichage is the cultivation of legumes during the rainy season.Women and men engage in these activities for subsistence and income-generating labor. Most of these men and women are not literate so their technical skills are limited to agriculture The only difference noted in the village is that women mostly do all the work and do not rest because they are responsible for the household chores as opposed to the men who get to rest when they come back from the fields.
  • Dassalami soce PACA Presentation

    1. 1. Dassal am Soce iPA A A C ssessm ent Venchele Saint Dic 08.23.2012
    2. 2. Par t i ci pat or y Anal ysi s f or C m t y Act i on (PAC om uni A)Pur poseThe m n goal of PAC i s t o l ay t he gr oundw k f or ai A ort he com uni t y t o det er m ne i t s ow needs and w m i n hati t w s t o addr ess. antThe devel opm ent w ker est abl i shes a par t ner shi p ort o assi st t he com uni t y t o det er m ne w m i hat i t w s, antnot w hat i s di ct at ed f r om out si de.The PAC m hodol ogy ai ds t he devel opm A et ent w ker orto f aci l i t at e r epr esent at i ve gr oups w t hi n t he icom uni t y’s ow assessm m n ent of t hei r ow needs. n
    3. 3. H st or y iFounder : O ane usmN aye diYear : 1920Successor s:M adou N aye, am diSi dy N aye, diSekoun D aye, iM adou N aye, am diM oudj i N aye ar di(cur r ent vi l l agechi ef )
    4. 4. D ogr aphy emDassal am Soce = 826 i 0-5yrs : 245 hbtshbt s 6-14yrs : 640 hbtsSar oudi a = 276 hbt s 15-49yrs : 290 hbtsBout i l i m t e = 138 hbt s i 50yrs + : 65 hbtsTot al Popul at i on =1240 hbt s
    5. 5. 1920-Pr esent• Act i vi t i es f or m and w en have en om st ayed t he sam except f or t he e m er i al s used at w k at or• I ncr ease of popul at i on – D vi si on of popul at i on i n t w separ at e i o vi l l ages• Educat i on l evel has augm ed am ent ong t he peopl e i n t he vi l l age – I ncr ease of t he num ber of par ent s who send t hei r chi l dr en t o school
    6. 6. Saat e Baa
    7. 7. Pr i or i t i es1. Case de Santé2. Ar abi c and Fr ench School s3. El ect r i ci t y
    8. 8. St r engt hs C m t y m ber s open t o om uni em col l abor at i on bet w een vi l l age and vol unt eer Abi l i t y t o pr ovi de r esour ces vol unt eer s needs t o per f or m w k or Engagem ent of com uni t y m ber s i n m em t he deci si on-m ng of pr oj ect aki i deas Weaknesses Oppor t uni t i esLack of educat i onr esour ces i n school s C onst r uct i on of bi gger heal t h hutLack of heal t h r esour cesi n heal t h hut Pr ovi si on of educat i onal r esour cesPoor i nf r ast r uct ur e of t o school st he heal t h hut Pr ovi si on of heal t h Sel f -cent er ed r esour ces i nper spect i ve causer i es
    9. 9. Key C m t y M ber s om uni em
    10. 10. W en & M Associ at i ons om en
    11. 11. H t h St at i st i cs eal• The m n i l l nesses i n D ai assal am ar e: i – I R (cough) A – D ar r hea i – O her s (fièvre, céphalus, pl ai e, t conj onct i vi t i s, règles doul our euses, parantosé, uthérie, var i cel l e, maux de vent r e et f at i gue)
    12. 12. H t h St at i st i cs eal June 2012Age Malaria IRA Diarrhea Other Total0-5ans 00 07 06 11 246ans- 00 00 02 05 0714ans15ans+ 00 01 01 08 10 41 Jul y 2012Age Malaria IRA Diarrhea Other Total0-5ans 00 21 08 21 506ans- 00 02 02 06 1014ans15ans+ 00 03 01 18 22 82
    13. 13. Gender R es ol
    14. 14. Typi cal D of W en ay om Typi cal D of M ay en• D aw w er f or dai l y r at • G t he m o osque ear l y i n act i vi t i es t he m ni ng or• C ean & C l ook • G to w k o or• Take car e of chi l dr en – M ost m ei t her w k i n en or t he f i el ds and sel l t he• Tal k w t h ot her w en i om cashcr ops i n t he vi l l age OR – M l y dur i ng cer em es ost oni They w k i n m or asonr y (bapt i sm R adan, nam ng s, am i cer em es and w oni eddi ngs) • D i nk t ea i n t he r af t er noon af t er t he pr ayer • Tal k t o ot her m i n en t he vi l l age i n t he eveni ng
    15. 15. C t ur al N m 1 ul or s• W en ar e consi der ed t he backbone of t he f am l y om i – t hey ar e r esponsi bl e f or t he educat i on and t he w l - el bei ng of t he ent i r e f am l y i – They ar e expect ed t o f ol l ow t he r ul es of t he husband m l y i n f i nanci al m t er s ost at – They depend on t hei r husbands f or t hei r needs and t he chi l dr en• M ar e t he pr ovi der s and deci si on m en aker s of t he f am l y i – They ar e expect ed t o pr ovi de f or t he f i nanci al w l - el bei ng of t he f am l y iN e: I n vi l l ages, t he r ol e of m can be m e ot en orcom i cat ed w pl hen he i s i n a pol ygam ousr el at i onshi p. Most of t he j obs t hey hol d ar eseasonal . Ther ef or e, dur i ng t he r ai ny season, most
    16. 16. C t ur al N m 2 ul or s• G eet i ngs ar e ver y i m t ant r por• M ar e t he i ni t i at or s w en hen gr eet i ng w en om• W en ar e not al l ow t o t al k back t o om ed t hei r husbands.N e: The peopl e i n t he vi l l age r espect otand consul t t he I m . H has t he hi ghest am eaut hor i t y and i nf l uence i n t he vi l l age.
    17. 17. M i ngs eet1. Pr ayer bef or e and af t er m i ngs eet2. Par t i ci pant s w l l t end t o f ocus on i one subj ect at a t i m e - To j um t o anot her t opi c w l e havi ng p hi not r eached a deci si on on t he pr i or t hem i s consi der ed di sr espect f ul e3. M ual agr eem ut ent on deci si on4. Fol l ow-up
    18. 18. Agr i cul t ur e
    19. 19. M n C ai ashcr ops1. Cashew N s ut (C assul l o)2. Tom oes (M enj o) at ent3. Sour Tom oes at (Jaat o)4. R ce (M i anno)5. Peanut s (Ti o)6. Pepper s (C ) ano7. Eggpl ant s (Patansé)8. C al ou (C o) al anj
    20. 20. Vi l l age Act i vi t i es1. Agr i cul t ur e (r ai ny season onl y)2. Sel l i ng of cashew nut s (dr y season onl y)3. M ai chage (r ai ny season onl y) arN e: The f i el d i s a l ar ge f i el d otcom i si ng of each f am l y’s l and. Each pr if am l y ow t hei r par cel of l and i n i nsw ch t hey cul t i vat e di f f er ent cashr ops. hi
    21. 21. Thank you f or your at t ent i on