This document discusses participatory action research (PAR) being implemented as part of an existing project called SRI-LMB in 4 Southeast Asian countries. PAR involves iterative cycles of planning, action and reflection with farmers. In the first cycle, implementation of PAR varied by country and yielded some lessons. Changes are planned for the second cycle to make PAR more needs-based, improve experimental designs, and encourage local adaptation of practices. Continued evolution of PAR through stakeholder review and involvement of additional partners is needed to fully institutionalize gains and ensure economic sustainability for farmers.

1. Existing and evolving platform for farmers
participatory action research with reference to SRI-
LMB
PRABHAT KUMAR
Regional Review and Planning Workshop
02-03 June, 2015
City Angkor Hotel, Siem Reap, Cambodia

2. Presentation scheme
Understanding Participatory Action Research using local innovation
platform
How PAR is being implemented in all countries
Is it evolving?
Points for reflections
Take home message

3. Understanding Participatory Action Research

4. PAR (Participatory Action Research)
Many divergent views on how PAR fits into agriculture
But broader agreement that
PAR is participatory, inclusive and in essence could act as
bridge for a range of stakeholders for a common cause

5. Action Research is cyclic
The PAR process is characterized by iterative
planning-action-reflection cycles (German et al.,
2008) that often result in identification of local
capacity limitations for which external forms of
support are necessary (e.g. knowledge,
technologies and financial resources).
The SRI LMB design therefore recognized such PAR
attributes as critical for building adaptive capacity
of farming communities

6. What is PAR
Peter Reason and Hilary Bradbury:
“A participatory, democratic process that seeks to bring together
action and reflection, theory and practice, in participation with others,
in the pursuit of practical solutions to issues of pressing concern to
people in their communities.”
It is a learning process that focuses on
learning by planning, doing, observing and reflecting.
Provides opportunity for developing location specific technological suits
using SRI principles
Not Dogmatic rather Pragmatic
(What is possible and what is not??)

7. Substitution versus complementarity
In traditional research, the researcher is an external observer who
proposes theories, while in participatory action research (PAR) the
“objects of research”, or the community, are integral parts of the
research as they generate their own living theory of practice.
Participatory action research claims that this methodology “researches
with, rather than on, people”
In reality both are needed
Complementarity

8. Local Innovation Platforms
Establishment of LIPs at provincial level are integral part of SRI LMB with
the two broader purpose:
- stimulating learning for innovation, and
- transforming the context so that the gains made from learning
can be institutionalized

9. PAR in SRI LMB Design

10. PAR in SRI LMB
Main vehicle of engagement with rice smallholders
Selected Smart Farmers are trained in a season-long 4 intensive
training of trainers in problem identification, prioritization, utilizing
problems to develop locally appropriate research protocol or
demonstrations, develop objectively verifiable plant growth and
development and economical observation points, share the results
and ideas with their communities
In reality the FPPARs are being implemented differently in all 4
countries owing to varied capacities and experiences of the project
management units and other stakeholders

11. Schematic Representation
Farmer Participatory Action Research
CFPAR
District
DistrictDistrict
1st FPAR,
2 FT
2nd FPAR,
2 FT
3rd FPAR,
2 FT
4th FPAR,
2 FT
4th FPAR,
2 FT
1st FPAR,
2 FT
2nd FPAR,
2 FT
3rd FPAR,
2 FT
1st FPAR,
2 FT
2nd FPAR,
2 FT
4th FPAR,
2 FT
3rd FPAR,
2 FT

12. PAR implementation (First cycle)
Thailand Laos Cambodia Vietnam
5-6 meetings need
based
Planned to be 5-6
meeting based with
some additional
learning sessions
13 meetings FFS
based
FFS based
Majority of single
factor experiments
and some full set of
SRI
Majority of single
factor experiments
and some full set of
SRI
Lean curricula
focusing on project
objectives and local
needs
Broader curricula
included many areas
may or may not be
relevant for the
location

13. FPAR implementation (first cycle)
Thailand Laos Cambodia Vietnam
RCBD
experimental
design with 4
replications
CFPAR – RCBD 9n
4 reps
RCBD
experimental
design with 4
replications
CFPAR – RCBD 9n
4 reps
CFPAR and FPAR
organized in diff.
time
Same time
Preparatory
activities
undertaken well
in advance
Parallel to CFPAR
preparatory
activities
undertaken
Systematic
observation
Need more
backstopping

14. FPAR implementation (first cycle)
Thailand Laos Cambodia Vietnam
Staff drop out created
confusion among
farmers
Lesson from other
should be taken into
account
Adequate
backstopping to CFPAR.
Better backstopping
needed form PMU to
FPARs
Fewer backstopping
form PCU to CFPAR
Higher yield and
income observed
FTs and PMU need to
take all experience into
account on
observations
Yield and income
increased
Rainfed areas farmers
are committed and this
year more PAR are
being planned

15. Evolution of the concept

16. What is evolving
Researcher focused to Need
and capacity focused
First cycle FPAR was thoroughly reviewed and
changes are planned for second cycle
implementation

17. What is evolving
Area of experiment – from smaller (e.g. 4x4x4 = 64 sq. meter) to
1600 sq meter (to build confidence on results obtained)
The single plot will be considered one replication for detail analysis
For local comparison – observation will be made form nearby field
with similar method of plant establishment and variety (agronomic
and economic observation)
Simplified and need-based data sheets
Farmers are locally adapting SRI in their own ways (LMU and PMU
loosening itself) like Line sowing by Kubota machines in Thailand,
developing SRI Organic and SRI GAP

18. Suggestions for improvement
Lean and need based learning and research focus
How :
Problem identification and establishment in a village and
consensus on it as research issue
Critically evaluating the curricula and weeding out ‘imaginary
issues’
Encouraging framers to apply the SRI principle in their own way
and at the same time making sure that they understand reasons
Critically evaluating areas where cost-cuts are possible or
rationalization of input use is possible e.g. Fertilizer applications

19. Suggestions for improvement
Institutionalization of the gains made at LIPs
Involvement of other projects, partners, business organizations (marketing)
Enabling policy environment
Integration with local government efforts and work plan alignment
Creating niche for economic sustainability
Inclusive for all women and men farmers

20. Summary

21. Summary
Action research started with good beginning and evolving to cater
local needs
Continued interest from smallholders in rainfed areas
Continuous review and evolution of action research and stakeholders
needed
New and niche product ensuring economic sustainability
Regular communication among various stakeholders to learn and
exchange
Active participation and learning sharing and exchange with policy
makers for institutionalization of Innovation Platform

22. Thank you
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http://www.sri-lmb.ait.asia/
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