Concept of Participatory Resource Appraisal, Role of community in resource appraisal is also discussed. Impact of Participatory Resource Appraisal is also mentioned
Participatory Learning and Action is a family of approaches, methods, attitudes, behaviors and relationships, which enable and empower people to share, analyze and enhance their knowledge of their life and conditions, and to plan, act, monitor, evaluate and reflect.
This slide contains information regarding PRA and RRA tools. This can be helpful for proficiency level and bachelor level nursing students. Your feedback is highly appreciated. Thank you!
Concept of Participatory Resource Appraisal, Role of community in resource appraisal is also discussed. Impact of Participatory Resource Appraisal is also mentioned
Participatory Learning and Action is a family of approaches, methods, attitudes, behaviors and relationships, which enable and empower people to share, analyze and enhance their knowledge of their life and conditions, and to plan, act, monitor, evaluate and reflect.
This slide contains information regarding PRA and RRA tools. This can be helpful for proficiency level and bachelor level nursing students. Your feedback is highly appreciated. Thank you!
Presentation by Jemimah Njuki at the FAO-ILRI Workshop on Integrating Gender in Livestock Projects and Programs, ILRI, Addis Ababa, 22-25 November 2011.
Space related tools and techniques of participatory rural appraisalDudaRam1
To study the Space related tools and techniques of participatory rural appraisal. By Duda Ram Gurjar, M.Sc (Agriculture) Final year, SKN college of agriculture jobner jaipur
rapid rural appraisal and participatory rural appraisalpooja garg
Rapid Rural Appraisal consists of a series of techniques for "quick and dirty" research that are claimed to generate results of less apparent precision, but greater evidential value, than classic quantitative survey techniques
A growing combination of approaches and methods that enable rural people to share, enhance and analyze their knowledge of life and conditions, to plan and act and to monitor and evaluate.
This is the third lecture delivered at the Training Workshop on Participatory Land Use Planning through Participatory Rural Appraisal Tools – 6th – 7th December 2021 at SLFI, Colombo
Association rules are the main techniques to
determine the frequent item set in data mining. Apriori
algorithm is the classic algorithm of association rules, which
enumerate all of the frequent item sets. If database is large, it
takes too much time to scan the database. The improved
algorithm is verified, the results show that the improved
algorithm is reasonable and effective, and can extract more
valuable information.
Presentation by Jemimah Njuki at the FAO-ILRI Workshop on Integrating Gender in Livestock Projects and Programs, ILRI, Addis Ababa, 22-25 November 2011.
Space related tools and techniques of participatory rural appraisalDudaRam1
To study the Space related tools and techniques of participatory rural appraisal. By Duda Ram Gurjar, M.Sc (Agriculture) Final year, SKN college of agriculture jobner jaipur
rapid rural appraisal and participatory rural appraisalpooja garg
Rapid Rural Appraisal consists of a series of techniques for "quick and dirty" research that are claimed to generate results of less apparent precision, but greater evidential value, than classic quantitative survey techniques
A growing combination of approaches and methods that enable rural people to share, enhance and analyze their knowledge of life and conditions, to plan and act and to monitor and evaluate.
This is the third lecture delivered at the Training Workshop on Participatory Land Use Planning through Participatory Rural Appraisal Tools – 6th – 7th December 2021 at SLFI, Colombo
Association rules are the main techniques to
determine the frequent item set in data mining. Apriori
algorithm is the classic algorithm of association rules, which
enumerate all of the frequent item sets. If database is large, it
takes too much time to scan the database. The improved
algorithm is verified, the results show that the improved
algorithm is reasonable and effective, and can extract more
valuable information.
The abnormal condition of electrical activity of
the heart given by ECG (Electrocardiogram) shows the cardiac
diseases affecting the human being. The P, QRS, T wave shape,
amplitude and time intervals between its various peaks contains
useful information about the nature of disease.
This paper presents wavelet technique to analyze ECG signal.
Discrete Wavelet Transform (DWT) is employed as noise
removal and feature extraction tool to achieve efficient design.
Daubechies wavelet of order 10 has been designed using Verilog
Hardware Description Language (HDL) and ModelSim Altera
6.4a is used as simulator. MIT-BIH database has been used for
the analysis
As we know polyester is a synthetic fiber and has
more crystalline structure than natural fibers. In continuous
dyeing of polyester by pad-Thermosol process, there are many
advantages such as bulk production, low-cost, good efficiency etc.
But during dyeing process there is a severe problem occurs that
is dye migration .in order to control the dye migration different
migration inhibitors are used in this project. Both natural and
synthetic migration inhibitors are applied on the 100% polyester
fabric in order to compare that which migration inhibitor hives
better results on the pad-Thermosol process.
After comparing the different properties of the both migration
inhibitors the synthetic inhibitors found more efficient then the
natural one. The following tests were conducted during project:
Migration test, tensile strength, color strength, bending length,
light fatness.
Synthetic migration inhibitors gives better results for the tests
which were conducted .but there is a problem that the synthetic
migration inhibitors are not environmental friendly and they are
costly then natural migration inhibitors.
An experimental study was carried over a
period of 42 days using 160 day-old commercial broiler chicks
(Ven Cobb) to study the effect of copper and flavomycin as feed
additives on growth performance in broiler chicken. The birds
were divided into four groups with four replicates of ten chicks in
each replicate. The treatment (T1) was control with standard
broiler ration and Cu as CuSO4 at 100 ppm, 200 ppm and
flavomycin at 10 ppm were supplemented in the basal diet to
form treatment 2 (T2), treatment 3 (T3) and treatment 4 (T4)
respectively.
The chemical composition of T1, T2, T3 and T4 rations
contained 15.43, 106.49, 212.54 and 18.69 ppm of Cu in broiler
starter and 12.67, 101.13, 202.72 and 20.20 ppm of Cu in broiler
finisher, respectively. The results of the present study revealed
that the supplementation of Cu as CuSO4 (100 and 200 ppm) or
flavomycin (10 ppm) showed no significant difference among the
treatment groups with regard to the feed consumption, body
weight gain and feed conversion ratio up to six weeks of age. The
carcass weight, slaughter weight, dressing percentage and giblet
yield were not influenced by dietary supplementation of either
Cu or flavomycin. It was concluded that dietary supplementation
of broiler chicken with Cu up to 200 ppm and flavomycin at 10
ppm did not have any adverse effect on production performance
of broiler chicken.
To get a greater understanding of the fashion industry, about how the different types of users work with both trends and inspiration, what their work process looks like and where the friction points are. To learn about the competition; who they are and what differentiates The Swedish Fashion Council. We also wanted to know what they know about The Swedish Fashion Council, how they perceived and interacted with them.
Iris recognition is a method of biometric identification.
Biometric identification provides automatic recognition of an
individual based on the unique feature of physiological
characteristics or behavioral characteristic. Iris recognition is a
method of recognizing a person by analyzing the iris pattern.
This survey paper covers the different iris recognition techniques
and methods.
This study aimed to assess the nature of stress, and
coping styles among rural and urban adolescents. Methods: 200
students in 10+2 and graduation first year of both genders in the
age range of 16-19 years were assessed with the Adolescent Stress
Scale, and a self-report coping scale. Results: The Result of
present study reveals that in both environmental settings male
reported more stress than their counterparts girls, however, to
utilize coping strategies female adolescents are in higher in
number than male adolescents. Conclusions: It is important for
research to examine how adolescents suffering from typical
stressors such as school examination, family conflict and poor
peer relations. Social support is likely one of the most important
resources in their coping process.
Nowadays digital cameras are equipped with a
single sensor (CCD/CMOS), to reduce the size and cost of the
camera. The color filter array (CFA) is used to cover the sensor
and it consist of three primary colors such as red, green and blue
and it samples only one color component at each pixel location.
The process of estimating the other two missing color components
at each pixel location is known as demosaicing. The proposed
algorithm uses the directional color difference and multiscale
gradient method for green plane interpolation, this type of
interpolation method is used to reduce the artifacts and improve
the image quality. The red and blue plane are interpolated using
the estimated green plane, the bayer pattern is used for the
interpolation technique. The performance of the image is
measured using the CPSNR value
- This experiment was conducted to study the
chronological relationships between estrus onset, time of LH
surge and ovulation time in does synchronized with chronogest
or CIDR. Forty six desert goats were divided into 2 groups (A,
and B). Induction of oestrous was carried out using
intravaginal sponges impregnated with 40 mg fluorgestone and
CIDR for group A and B respectively. At time of sponge or
CIDR removal, the animals were injected with 300IU eCG.
There was no significant difference in the estrus onset, estrous
duration, ovulation time and time of LH surge in does
synchronized with either chronogest or CIDR. Ovulation was
detected 54 hours post sponges or CIDR removal. LH surge
occurred 28 hours post removal of sponge or CIDR. No
significant difference was detected with regard to the time
taken from oestrus onset to ovulation time (25.4 and 23.5 hours
respectively). Also, there was no significant difference in the
time taken from LH surge to ovulation time in does
synchronized with chronogest and CIDR (25.6 and 25.3 hours)
respectively. In conclusion, findings observed pertaining to
estrous onset, time of ovulation and the time of onset of the LH
peak could be of value in timing AI or mating for maximum
conception in goat breeding programs when CIDR or sponges
were used with 300IU eCG.
Dr Margo Greenwood (March 2017) Community- Based Participatory Research: A S...Sightsavers
This presentation was delivered at IAFOR’s Asian Conference on Education and International Development (ACEID) 2017 in Kobe, Japan.
Presentation abstract:
Community-based participatory research (CBPR) in an education context equitably involves teachers, pupils, community members, organisational representatives and researchers, with a commitment to sharing power and resources and drawing on the unique strengths that each partner brings. The aim through this approach is to increase knowledge and understanding of a given phenomenon and integrate the knowledge gained into interventions, policy and social change to improve the health and quality of life of those in the school community. Sightsavers, a disability-focused iNGO, has been implementing a community-based participatory research approach (CBPR) within its education and social inclusion research in the global South. This paper describes the CBPR methodology, how it works within international development, and its impact on Sightsavers interventions in schools. Specific reference will be made to working with teachers as peer researchers – including those with disabilities, training material for peer researchers, CBPR ethical principles, and community analysis of data.
This research was based on the primary data. the main concern was to know and explore the roles of NGO in the rural areas and the awareness spread by them in the most outward and backward areas.
Brief Introduction to PRA
PRA originally stood for Participatory Rural Appraisal, but its applications are in many, many contexts besides rural, and good practice is far more than just appraisal.
PLA stands for Participatory Learning and Action. As a term it is often used interchangeably with PRA.
Appraisal – The finding out of information about problems, needs, and potential in a village or in any settlement. It is the first stage in any project.
Brief Introduction to PRA
PRA originally stood for Participatory Rural Appraisal, but its applications are in many, many contexts besides rural, and good practice is far more than just appraisal.
PLA stands for Participatory Learning and Action. As a term it is often used interchangeably with PRA.
Appraisal – The finding out of information about problems, needs, and potential in a village or in any settlement. It is the first stage in any project.
There is growing global recognition that violence against women and violence against children, and in particular intimate partner violence against women and violence against children by parents or caregivers, intersect in different ways. As global evidence of and interest in these intersections continue to grow, strategies are needed to enhance collaborations across these fields and thus ensure the best outcomes for both women and children. In response, the Sexual Violence Research Initiative (SVRI), the UNICEF Innocenti – Global Office of Research and Foresight, and the UNDP/UNFPA/UNICEF/WHO/World Bank Special Programme of Research, Development and Research Training in Human Reproduction hosted by WHO’s Department of Sexual and Reproductive Health, partnered to coordinate a global participatory process to identify research priorities that relate to the intersections between violence against children and violence against women.
While priorities are important, the way in which these priorities are determined is also crucial, especially for ownership, contextualization and use. Inclusive, participatory research-setting, such as used in this work, serves to promote a diversity of voices – especially from low- and middle-income countries which have historically lacked representation – and minimize the risk of bias when establishing research priorities.
This report describes the process used to determine the priorities for research on the intersections between violence against children and violence against women, and the top 10 research questions identified.
Presented June 21, 2012 - Part of 2012 Collaborative Mentoring Webinar Series
Education Northwest/National Mentoring Center, Friends For Youth, Indiana Mentoring Partnership, Kansas Mentors, Mass Mentoring Partnership, Mentoring Partnership of Minnesota, Mentor Michigan, Mobius Mentors, Oregon Mentors and other partners are working together in 2012 to deliver this free monthly webinar series for mentoring professionals.
For updates about upcoming webinars, join and follow the Mentoring Forums at http://mentoringforums.educationnorthwest.org.
Bringing Sexuality And Rights Out In The Open Building A Platform In BangladeshIDS
This presentation was delivered by the James P Grant School of Public Health to a workshop at the Liverpool School of Tropical Medicine on improving the use of research in policy and practice.
An evidence gap map: bringing the research to you
In this session we will be presenting our recently produced evidence gap map of research on intergenerational interventions. The map contains all the published and unpublished studies evaluating the effectiveness of intergenerational interventions using a randomised controlled trial design. The map contains 500 studies.
1. Workshop Participatory Learning
Action Research ToT
Photo Mercy Corps: EX LRA youth playing Central African RepublicPhoto Mercy Corps: EX LRA youth playing Central African Republic
9-11 February 2015, Bujumbura, Burundi9-11 February 2015, Bujumbura, Burundi
2. Agenda Day 1
09.00 Welcome
Introduction (objectives, outcomes, planning)
Agenda
Introduce to each other
Decide on ground rules together
09.45 What is a Participatory Learning Action
Approach? (PPP)
10.15 Coffee Break
10.30-12.30 Opening word by Berlinda Nolles
(background research and theme CARE)
Objectives & Planning of this PLA
3. Agenda Day 1 Part II
12.30-13.30 Lunch
13.30-13.45 Energizer & short wrap-up first part
13.45-14.45 Introduction & group work PLA Exercise I
24-hour cycle
14.45-16.30 PLA Exercise II Mapping of local youth
social space
Coffee tea available during exercise
16.30-17.00 Wrap-up, Questions & planning for day 2
4. Agenda Day 2
09.00-09.30 Wrap up- yesterday
09.30-10.45 Continue with PLA exercises & research
questions: Gender Norms
10.45-11.00 Coffee break
11.00-12.45 Two PLA exercises in two groups:
Snapshots of a man’s/ woman’s life &
Respect and relationships
12.45-13.45 Lunch
13.45-14.15 Voting with your feet (statements on
violence & gender)
14.15-15.30 PLA Exercise on forms of violence
15.30-15.45 Coffee break
15.45-16.30 Wrap-up, evaluation planning last day
5. Agenda Day 3
09.00- 09.30 Discuss most important outcomes/
lessons from yesterday (exercise)
09.30-10.30 Continue with PLA exercises & research
questions (drivers of violence FGD)
10.30-10.45 Coffee break
10.45-11.15 PLA exercise (influence/Power Diagram)
11.15-12.45 Practical planning session fieldwork in
Burundi & South Sudan
12.45-13.45 Lunch
13.45-14.45 Continue with planning ( role task division,
deadlines, get a draft framework)
15.00-15.30 Action planning for change?
15.30-16.15 Wrap-up – end of Session
6. OBJECTIVES
Objectives of this Participatory Learning Action (PLA)
workshop
• I Get familiar with PLA methods and different exercises &
practise them yourselves
• II Prepare the planning and implementation of the PLA
field research
• III Exchange lessons learnt & experiences amongst
CARE staff and between Bujumbura & Juba office staff
7. Three Questions about PLA
• What is Participatory Learning Action? (PLA)
• Can you give three examples of PLA tools/ exercises?
• Can you give two or three characteristics of a successful
participatory field research?
8. • PLA is an umbrella term
for a wide range of
similar methodologies
(approaches, methods
and behaviours),
• The common theme to all
these approaches is the
full participation of
people in the processes
of learning about their
needs and
opportunities, and in the
action required to
address them.
What is Participatory Learning Action?
9. History in a nutshell
A brief history of Participatory Approaches for
Sustainable Development:
• 1960s Farming Systems Research Farmers
participation in research development in
complex, diverse and risk prone farming
systems
• 1968 Activist Participatory Research - Paolo
Freire Dialogue and joint research for political
empowerment.
• Late 1970 / '80s Rapid Rural Appraisal (RRA)
Offset anti-poverty biases of rural development
tourism (to avoid large questionnaires).
Relevance and timeliness of information.
Outsiders get insights into local conditions.
10. History in a nutshell
• 1980s Agro-Ecosystems analysis Analysis of patterns of space,
time and relationships, relative values and decisions.(Mapping,
transects, diagramming, scoring, ranking)
• & Applied anthropology Participant observation, attitudes and
behaviour.
• Late 1980s / '90s Participatory Rural Appraisal (PRA)
'Participatory' applied to RRA
• 1995 Participatory Learning & Action (PLA) Combination of
approaches focusing on emancipating disempowered people, thus
focusing on diversity: participation (P), adult education (L) and action
research (A).
11. Principles of PLA Approach
1. Involve people in identification and resolution
2. Learn from people and their experiences, and for
facilitators (staff) to “ hand-over the stick” so people
share, analyse and determine outcomes of the
information themselves
3. Approach based upon insights and information of
the people involved ( flexible)
4. Field work is mainly listening, probing, but not
imposing
5. No exercise in the guideline is a blueprint, just
guidelines, trust your own judgment, a discussion can
also be a useful way to collect information
12. Participatory Learning Action (PLA)
Participatory Learning and Action is a
wonderful source of practical ideas and
experience about participatory learning,
action, approaches and methods. It
manages brilliantly to be at once serious,
critical, readable, practical and accessible.
For participation, I know of no other
periodical in the world to touch it
Robert Chambers, Institute of
Development Studies, Sussex, UK
13. Overview of PLA Techniques
The various PLA techniques and tools can
be divided in four main categories:
• Group dynamics: learning contracts, role
reversals, feedback sessions
• Sampling: transect walks, wealth ranking,
social mapping
• Interviewing: focus group discussions,
semi-structured interviews, triangulation
• Visualization: Venn diagrams, matrix
scoring, timelines
14. PLA Techniques (characteristics)
The first principle is full participation of all people:
To ensure that people are not excluded from participation,
these techniques avoid writing wherever possible, relying
instead on the tools of oral communication like pictures,
symbols, physical objects and group memory.
15. Background of the theme: Engaging Men and Boys for
Gender equity- Berlinda Nolles
1515
Why?
By engaging men and boys in our work we seek to transform and
address gender inequalities that social, cultural, economic, religious and
political systems perpetuate.
A)Gender is relational; we need to work with all people in the system.
B)We want to build sustainable approaches that are a win-win situation
for all,
C)Outcomes can be improved when men and boys are engaged,
D)
16. Engaging Men and Boys for equity
February 8, 2016February 8, 2016
1616
Main elements of this type of work:Main elements of this type of work:
-Gender Socialization and MasculinityGender Socialization and Masculinity – what does it mean to be a– what does it mean to be a
man. Many harmful gender norms that lead to future gender inequalitiesman. Many harmful gender norms that lead to future gender inequalities
are taught to boys and girls through their interaction with family, friendsare taught to boys and girls through their interaction with family, friends
and community. (reflecting on hegemonic masculinity in a culture)and community. (reflecting on hegemonic masculinity in a culture)
-Care giving and Fatherhood –Care giving and Fatherhood – shared responsibility in the household –shared responsibility in the household –
good effect on women as well as children.good effect on women as well as children.
-Power and ViolencePower and Violence – awareness of GBV and the underlying inequitable– awareness of GBV and the underlying inequitable
gender norms. (communication and conflict-addressing skills trainings)gender norms. (communication and conflict-addressing skills trainings)
17. Masculinity violence and youth
February 8, 2016February 8, 2016
1717
CARE set up the Young Men Initiative, Western Balkans, in Bosnia and Herzegovina,
Croatia, Montenegro and Serbia, to promote gender equality, violence-free relationships
and the health development of adolescent boys aged 13-19.
Following the PLA research, the YMI developed the following activities:
The “Masculinities” Lifestyle Campaign
A school-based lifestyle campaign focused on confronting rigid norms of masculinity (“Real
Man” clubs, messaging)
The “Muski” Educational Workshops Program
Education and skill development, covering topics, such as gender-based violence, conflict,
sexuality, fatherhood and gender roles, sexual health, HIV and AIDS, emotions and
18. PART II Process & Planning of this PLA
• Introduction –Context of Burundi and a region in South
Sudan ( Jonglei)
• Objectives of this PLA
• Research questions for fieldwork ( & match with tools
from the PLA guide)
• Process: before, during and after fieldwork & debriefing
• Lessons learnt from Sarajevo
19. Context of Burundi & South Sudan
• Root causes of violence in Jonglei, South Sudan
(2:54)
https://www.youtube.com/watch?v=uTDm0ioYKHY
• Once enemies, now friends, Burundi (8:30)
https://www.youtube.com/watch?v=lQUWWyp-hF0&list=PL18FD
20. Objectives of this PLA Research
• I determine specific gender norms and expectations that
contribute to violent behaviour among young men in
south Sudan and Burundi
• II contribute to designing interventions focused on young
men most effective at reducing levels of (gender based)
violence and increasing gender-equitable behaviours
• III development of capacities to engage in learning
reflection and action related to masculinity, GBV and
youth.
21. Research Questions
• I What are the current social constructs, attitudes and
experiences for young men in relation to gender and
masculinities?
• II What are the ranges of young men’s attitudes and
behaviour toward women and their relationships with
women?
• III How do social institutions such as media, school,
religion, families and peers influence social constructs of
masculinity?
22. Research Questions II
• IV How are social constructs of masculinity related to
men’s violent use of power?
• V For men who are not violent what are influencing
factors and consequences?
These questions have been formulated and tested in
different contexts, and with the same guide of tools.
Discuss if questions are clear, and go through the guide
23. Different tools in line with questions
RQs Tools
What are the current social constructs,
attitudes and experiences for young men
in relation to gender and masculinities?
24-hour cycle ( mapping /listing of all
activities of youth on a week day)
Mapping of local youth space ( draw)
What are the ranges of young men’s
attitudes and behaviour toward women
and their relationships with women.
Gender norms ( draw ideal characteristics
of a “real” man and a real “women”)
Respect & relationships (friendship,
romantic relation)
How do social institutions such as media,
school, religion, families and peers
influence social constructs of masculinity?
Snapshot of a men/woman’s life ( social
rites and institution that influence
expectations
How are social constructs of masculinity
related to men’s violent use of power?
Identify forms of violence
Discuss PLA exercise guide ( & FGD)
Power Map Diagram
For men who are not violent what are
influencing factors and consequences?
FGD and discuss & present a case of your
experience
24. Process: before, during and after fieldwork day
• Before the field exercise – using the participant form to
note critical socio-demographic information on
participants involved in the PLA exercise.
• During the field exercise – with your field team
member(s) elaborate on points that were noted quickly
during field work and fill in any gaps of information in your
notebooks.
• After the field exercise – with your fellow field team
members, collaborate on writing a daily report. Ensure all
visuals have participant information noted, and attach
visuals and other outputs to the daily report.
25. Before field session
Prepare the session well with your
team
• In a practical sense ( make sure you
have all resources, paper, markers
etc. you need)
• Role and task division, be clear on
who does what, ( from facilitation to
note taking)
• Which PLA tools will you use,
prepare to explain them to your
target group ( and keep in mind the
16 tips of the PLA guide)
26. During the field Session
To the best of his/her ability the documenter should:
• Record participant information on the back of each visual
produced during the exercise.
• Record the discussion, including the probe questions.
• Take notes on how the group interacts, cooperates,
participates and if it is lively or silent, is being dominated
by one or two people, etc.
• Important to listen to the participants and help the
facilitator keep the objectives of the exercise in mind.
27. After the field session
It is easy to forget much of the information that is generated
during the field exercise and your thoughts and
impressions, if they are not recorded immediately.
The field team should sit down together as soon as
possible after the exercise, and:
•Fill in details and gaps on the visuals, expand notes on
discussion and any other key points of that exercise;
•Take notes on your ideas, impressions, assessment of the
session;
•Take notes on what are the most important points to relate
to others at the debriefing session.
28. Debriefing
Debriefing session at the end of
each day:
•to report on and share your field
exercises and experiences;
•to discuss and synthesize information
from the entire group and come up with
common themes, problems and issues
that have emerged thus far;
•to identify additional issues you might
want to explore or to identify issues that
you might need clarification on;
•to determine activities for the next day.
29. Lessons learnt from Sarajevo
• Be aware of your role as facilitator ( don’t be judgmental)
• Important to create a safe space where every one feels
comfortable to share their personal opinions and feelings
• The exercise of “gender norms”- many characteristics will
come out, but focus on two or three of them and use that
also in the rest of the field work (like strong, providers for
families)
• On the outcomes: Think of what could happen if some of
the youth refuse to fight after the workshop? Will they be
put in danger
• Peer pressure plays an important role ( be conscious)
• Role of parents, if parents don’t join in the change of
thinking not much will happen..
• sometimes outcomes not clear and youth feels excluded
30. Part III Practical Planning of the field research
• Roles of the field work teams
Three main roles of each field work team:
1.Facilitator; leads the discussion, explains the use of
methods, and probes whenever necessary
2.Reporter; documents all participant information,
discussions and information related to visual outputs
( flip-overs, maps, drawings etc.)
3.Observer: observes the process, non-verbal
communication, atmosphere, tensions etc. The observer
also assists the other two when needed.
31. Researchers
• The research process will be overseen by a Core Team
and a Lead Researcher. They are responsible for:
• Planning and assigning the activities with the team for
each day
• Reviewing the reporting of exercises and making
necessary changes
• Ensuring that the research will go as planned ( deadlines,
info, feedback, etc.)
• Ensuring adequate probing during the exercises
• Translating and maintaining documentation of each days’
outputs
32. Planning of the field work
• Prepare an agenda for five days field work
• Divide roles and tasks of each team member
• Make a schedule on dates, places, and participants
• Make a list of materials needed for each exercise
33. Example Framework Planning
Dates
fieldwork
Roles of team Materials
needed
Support from
HQ,
consultant?
1.
2.
3.
4.
5.
You can decide on deadlines, each of the team members can prepare its role and needs for that day
34. Moving toward change
• To summarise learning and insights into masculinity,
violence and youth
Listing:
• What have you learned about masculinity and violence
over the past three days?
• Which aspects of society’s ideas on masculinity would
you like to keep or strengthen? Which ones would you
like to change?
• Discuss the cartooning for fieldwork and Action Plan.
35. Wrap-up & Closure
• Discuss Expectations of Day 1
• Please respond to the three questions of Day 1
• A round of impressions of the workshop
CLOSURE
Editor's Notes
Statements on Violence & Gender
If someone insults me, I will defend my reputation, with force if I have to
There are times when a woman deserves to be beaten
It is okay for a man to hit his wife if she won’t have sex with him.
Record the number of people who agree/disagree
Ask why why not to some of the participants.
Please write down ( anonimously) what you know. At the end of the session I will ask these questions again.
Bottom-up, self-reflection and analysis,
Make use of benefits of other approaches. Flexible and cost-effective trade-offs between quality, accuracy.
Participation is not application of methods, but is part of a process of dialogue, action, analysis and change
One of the first pioneers and critics of the RRA- ownership, communities capacities should be central
Chambers has been one of the leading advocates for putting the poor, destitute and marginalised at the centre of the processes of development policy. In particular he argues they should be taken into account when the development problem is identified, policy formulated and projects implemented, so in each step of the process.
He popularised within development circles phrases as "putting the last first"
In the next days we will discuss some of the exercises, and we will practise some exercises to get you familiar with the different methods to collect information.
Colleague has been in touch with the groups of youth that took part in the field research. They had feedback for you as facilitators who will go in the field and work with youth groups.
We all have opinions on issues of sexuality and roles of men and women.. But if you share your opinion in the group it could withhold people from speaking up openly
Feelings but also insecurities of youth. It happened in Sarajevo in five days that the groups became really close and there was solidarity amongst each other.
- Peer pressure: around the youth, but also within the group: As a facilitator it is good to be aware and observe the group very well. Who are the leaders, who are quiet.
Youth feels used: they have been participating in this field research for a whole week, and then what? Facilitators should be clear, on what will or will not happen with the data, and how they can remain involved in the process? ( open for discussion)
Jean will hopefully also share some experiences of the field work in Burundi which was done with youth in school in Burundi and the DRC.
All exercises will be carried out by a team. Roles will be rotated among the team leaders, so that all individuals have an opportunity to learn from each of the roles.
Berlinda: goed om dit voor te bespreken, en aan te passen naar wens… wat moet de output zijn van deze workshop?