This document provides information about Participatory Rural Appraisal (PRA) techniques for data collection. It discusses several PRA techniques including focus group discussions, social mapping, historical profiling, seasonal calendars, wealth ranking, Venn diagrams, SWOT analysis, and impact diagrams. The document also provides examples of how these techniques can be applied, such as using a SWOT analysis to assess strengths, weaknesses, opportunities, and threats to address drought risk reduction in a village in Sri Lanka. The overall document serves to describe PRA techniques and how they can be conducted to ensure reliable community-level information is collected.

1. Rajarata University of Sri Lanka
P.B. Dharmasena
0777-613234, 0717-613234
dharmasenapb@ymail.com, dharmasenapb@gmail.com
8. Participatory Rural Appraisal
Rajarata University of Sri Lanka
P.B. Dharmasena
0777-613234, 0717-613234
dharmasenapb@ymail.com, dharmasenapb@gmail.com
https://independent.academia.edu/PunchiBandageDharmasena
https://www.researchgate.net/profile/Punchi_Bandage_Dharmasena/contributions
http://www.slideshare.net/DharmasenaPb
LESSON
EIGHT
EMGT 3172 (1:15)
B.A. (Special) Degree Program
Monday 10.30 am – 12.30 pm
Hall: EML

2. Participatory Rural Appraisal (PRA)
Lesson-8
There is a general impression that
getting data is a complicated
process such as formal survey,
questionnaire, analysis etc.
Although there is truth in this
statement, data can also be
collected from simple methods
such as talking to the people,
walking through the community,
observation etc. There are many
ways of gathering data. This lesson
is included to make the point that
informal methods are as good as
sometime better than formal
methods
LESSON
EIGHT

3. RESEARCH METHODOLOGY
Learning objectives
1. Understand the PRA techniques
and their importance in the
data collection process
2. Describe and understand the
various types of PRA techniques
for different objectives.
3. Explain how to conduct PRA to
ensure reliable information
Lesson-8
LESSON
EIGHT
PARTICIPATORY RURAL APPRAISAL (PRA)

4. Participatory Rural Appraisal (PRA)
Focus Group Discussion (FGD)
1. A focus group discussion (FGD) is a group discussion of 6-12 persons guided
by a facilitator, during which group members talk freely and spontaneously
about a certain topic. The purpose of an FGD is to obtain in-depth
information on concepts, perceptions, and ideas of the group. It aims to be
more than a question-answer interaction.
2. FGD techniques can be used to:
1. Develop relevant research hypotheses by exploring in greater depth
the problem to be investigated and its possible causes.
2. Formulate appropriate questions for more structured, larger scale
surveys.
3. Supplement information on community knowledge, beliefs, attitudes,
and behaviour already available but incomplete or unclear.
4. FGDs are not used to test hypotheses or to produce research findings
that can be generalized.
Lesson-8

5. Participatory Rural Appraisal (PRA)
Focus Group Discussion (FGD)
Functions of the facilitator:
1. Introduce the session
2. Encourage discussion
3. Encourage involvement
4. Listen carefully and move the discussion from topic to
topic. Subtly control the time allocated to various topics so
as to maintain interest.
5. Take time at the end of the meeting to summarize, check
for agreement and thank the participants.
In general, the facilitator should not act as an expert on the topic.
His or her being there is to stimulate and support discussion.
Lesson-8

6. PRA
Social Mapping
Social mapping is one of the most commonly
conducted mapping exercises in
participatory methodologies. In this
exercise, a group of people who are
familiar with the area and who could
understand the mapping objective and,
are willing to participate is selected from
the community.
A trained facilitator directs them to draw a
sketch of the particular village marking the
general features such as houses, existing
infrastructures, available resources etc.
Also, the map should include other important
aspects, which are already determined in a
check-list prepared according to the
objective.
In this way, a social map can be used for
special analysis of a wide range of topics
and identification of key elements
important to different groups of people.
Lesson-8

7. PRA
Historical Profile
Historical profile is also a participatory technique that has been
used widely at present. The purpose of using this tool is to
create the basis for discussing the negative impacts on the
people lived in a particular situation over a period of time. In
order to facilitate the exercise, a structured format is prepared
including sub topics such as years of the drought or flood or any
other disaster records, magnitudes of damages, No. of days the
event prevailed, No. of persons / families affected, damage to
physical assets, problems / constraints experienced, actions
taken to overcome the problems, supporting persons or
organizations intervened and the assistance received. The
resource persons represent the community in this exercise may
mostly be older people who could recall their minds on past
disaster events. Lesson-8

8. PRA
Seasonal Calendar
Main purpose of using this tool is to identify the
pattern of the fluctuations of significant factors
such as rainfall, wind, drought, cold, income,
expenditure, births, deaths, diseases, etc. that
happened / took place in a periodic manner
through discussions carried out on a monthly
basis for a period of one year. In this exercise
the community participants are allowed to
undergo a brainstorming session to visualize
trends and changes occurred with the past
disaster events on their lives and environment.
One of the outcomes of this work is to disclose
how they could experience various constraints
such as less income, diseases, food shortage,
lack of drinking water etc. during high risk
times and effect of such factors on the lives of
the people.
Lesson-8

9. PRA
Wealth Ranking
Wealth ranking is a PRA method that
determines the economic attributes of
households in a village. It shows information
on the relative wealth and well being of
households in a village. It helps in
determining the social and economic status
of households in a village. The information
generated by the wealth ranking exercise
helps in identifying the poor households in
the village. Ranking is done by villagers
themselves. It serves as baseline and as an
opportunity to identify indicators for
planning, implementation, monitoring and
evaluation of village development activities
(including selection of village organizing
strategy).
Lesson-8

10. PRAVenn Diagram
• Venn diagram is a participatory tool that is
commonly used to assess relationships among
various actors / stakeholders who hold a task /
responsibility / stake in order to address / attend a
given issue or a situation.
• It is of twofold; first is a comparative assessment
among identified set of stakeholders & institutions
in terms of their importance in addressing a given
situation or issue. Second is also a comparative
assessment about the quality of service delivery of
the same stakeholders or institutions.
• Once the stakeholders & institutions are identified,
the discussion takes place to rank these according to
the value / importance of the services delivered in
relation to the situation or issue needing attention.
• Once the ranking is complete, the second stage of
the discussion on closeness / satisfaction begins.
Each of the stakeholder / institution will be assessed
in terms of satisfaction of the service they deliver
and the closest ones will be kept very close.
Lesson-8

11. PRA
SWOT Analysis
• SWOT analysis is a tool that is commonly used to assess options available to
overcome identified impacts/ effects prior to determining an action / solution for
these. The term ‘SWOT’ stands for Strengths, Weaknesses, Opportunities and
Threats respectively.
• Strengths & weaknesses are the internal assessment, where the reflection would
focus on ‘what are the strengths within us that we can use to overcome / address a
certain issue’ and ‘what are the weaknesses lie within us that hinder overcoming /
addressing a certain issue’. Likewise Opportunities & Threats are the external
assessment, where the reflection would focus on ‘what are the opportunities that
are there in our environment, that we can use to overcome / address a certain
weakness lie within us’ and ‘what are the threats that are there in our environment
that are beyond our control’.
• Ultimately, this analysis allows a self-reflection on the possibility of acting on /
overcoming a certain issue, thus enables finding feasible solutions for
implementation.
• In this study, SWOT analysis is used to reflect on the current situation prior to
determination of action for implementation, to reduce the effect of negative
impacts on lives of people.
Lesson-8

12. Family
Institutional Framework
Community
Community
Institutional Framework
Strengths
and
weaknesses
Threats and
Opportunities
Lesson-8

13. Family
Institutional Framework
Community
Community
Institutional Framework
Lesson-8

14. Bundala Model on Drought Risk Reduction
• Strengths
– There are 16 small tanks in the Bundala cascade.
– There are agricultural lands. The community has the knowledge
and expertise on farming under the harsh climate conditions.
– The village is close to sea and the bay, so that people can easily
earn from fishing.
– The village is close to a wetland of national as well as international
importance.
– People have the unity to face together at any disaster situation.
– There is a saltern. People are working in the saltern on permanent
and temporary basis.
– People are engaged in various income generation activities such as
handicraft industry, growing medicinal plants, making flower pots
etc.
– The area is attractive to tourists.
– Labour force in the village is an strength for them.Lesson-8

15. Bundala Model on Drought Risk Reduction
• Weaknesses
– Village economy is poor. People cannot practice both
agriculture and livestock successfully due to droughts. Their
home gardens are also not much productive. Many lands are
abandoned due to salinity.
– Village is lacking adequate machinery for agriculture. They
have to higher tractors from out side. This difficulty leads to
delay the cultivation and increase the cost of cultivation.
– Community leaders irrespective of their roots work together
in development activities. This situation is sometimes
disturbed due to conflicts occurred among them.
– There is no carrier guidance program for the community.
– Young generation is facing lot of economic problems, which
frequently lead to delay marriage or cause family problems.
– Irrigation system is under the reconstruction stage.Lesson-8

16. Bundala Model on Drought Risk Reduction
• Opportunities
– Activities of various societies - There are several
organizations such as Farmer Organization, Women
Organization, Care Sri Lanka, Bundala Heritage Conservation
Organization, Funeral Society etc. Community potential is
exploited through these societies for community
development. Development programs can be implemented
through these societies. These societies are used to build up
social relationship among families.
– Tourist industry - Tourists come to watch Bundala bird
sanctuary and they travel across this village. Thus, villagers
have the opportunity to develop the village as a tourism
destination. They can start industries related to tourism.
– Small irrigation tanks - There are 16 small tanks. These tanks
can be well fed from the feeder canal after rehabilitation.
Lesson-8

17. Bundala Model on Drought Risk Reduction
• Threats
– Wild animal’s problem - Cultivated lands and houses are damaged by
Wild animals. Animals cross the roads during night. Damage is severe
during dry period due to scarcity of food and water for animals.
– There is no market for selling produce and medicinal plants.
– They are discouraged in medicinal plant cultivation due to drought and
as no market to sell.
– Fishery is dominated by outsiders
– Drinking water is saline.
– Working in the saltern is limited to a few months in the year.
– Difficult to obtain Palmyra leaves for handicraft works from others’
lands. They spend additional time and money to collect leaves from other
areas.
– The village land area is limited due to the sanctuary.
– Service of the Government Officers is not satisfactory.
– Salt mixed dust damaged electricity supply wires causing frequent power
failures.
– There is an environmental issue emerged from invasive plants like
pathok and katuandara Lesson-8

18. Lesson-8
Disaster
Management
Cycle
Mitigation
Preparedness
Response
Recovery

19. Lesson-8
Type of
measure/
strategy
Activity Effective
phase
Economic Save money in banks to utilize during
recovery time
preparedness
Register in insurance schemes preparedness
Promote coconut cultivation by providing
finance, planting materials, manure, crop
management guidance etc.
mitigation
Provide public donation during rising tides
period (warakan)
recovery

20. Lesson-8
Type of
measure/
strategy
Activity Effective
phase
Social People should be educated to avoid blocking
the water flow for catching prawns such as
madu gaseema
mitigation
Educate people to alert on animal behaviours,
which are said to be early warning signals.
preparedness
Provide proper carrier guidance for
uneducated young generation (train for self
employment)
mitigation
Provide the access to pipe borne water to the
entire community
mitigation
Provide sufficient health facility by
establishing a health centre for Kahawa –
Uduwaragaoda area
preparedness

21. Lesson-8
Type of measure/
strategy
Activity Effective
phase
Livelihoods Provide training to the community on
construction of buildings (carpentry,
masonry etc.) to repair their houses by
themselves after a disaster event.
preparedness
Provide credit facility schemes from
banks or other organizations.
recovery
Promote coir industry and establish a
marketing mechanism
mitigation
Initiate fresh water fishery programs to
promote inland fish industry
mitigation

22. Lesson-8
Type of
measure/
strategy
Activity Effective
phase
Institutional Draw adequate attention to operation and
maintenance of the Rangalla Anicut, so
that excess flow would be properly
regulated.
mitigation
Protect the coral reef in order to reduce the
severity of the tidal waves.
mitigation
Establish a well trained disaster
management committee.
preparedness
Form a volunteer group to act at any
emergency occasion
preparedness
Provide deeds to assure the ownership for
the land.
mitigation
Establish effective early warning systems preparedness

23. Lesson-8
Type of
measure/
strategy
Activity Effective
phase
Physical Remove debris in all canals and streams mitigation
Construct stone bunds or gabion structures to divert flow along the
Lanka Ela canal at the Akurala bridge to get rid of flooding the land
nearby
mitigation
Construct a community hall near Jayanthi temple or at Weeragoda
temple as a resilience center to use at any emergency. The place should
have water and sanitary facilities.
preparedness
Construct stone bunds across the shore line at an angle to reduce the
velocity of tidal waves
mitigation
Construct a building complex with houses, assembling hall, toilets,
bathrooms, kitchen etc. in a safer location (at least 400 m away from
the beach)
preparedness
Arrange to distribute hazard bags, where they could keep medicine,
certificates, and valuable good
preparedness
Construct a bridge across Mahawela using available materials in order
to create escaping routes from the disaster.
preparedness
Repair all damaged roads recovery
Widen Lanka Ela bridge and construct two more small bridges across
the Lanka Ela canal
preparedness
Prepare coconut trees with ladder cuts (hara gaseema) preparedness

24. Lesson-8
Type of
measure/
strategy
Activity Effective phase
Environmental Establish plant barriers along the
shoreline using species such as
wetakeya, muudilla etc.
mitigation
Construct toilets on raised platforms
to avoid spreading diseases during
the flood and tsunami periods
mitigation
Provide effective drainage for rapid
disposal of excess water by removing
debris in all canals and streams
including Lanka Ela
mitigation
Impose restriction to use of plastic
materials
mitigation

25. Lesson-8
Economic
Social
Institutional
Environmental
Physical
Build up capacity of the community based
organizations
Make Palmyra fence in zigzag form around the
village to protect from wild elephants
Obtain technical advices to reduce salt condition
of the soil
Remove invasive plants of the area plant suitable tree
species
Establish wind belts to reduce wind velocity and dust
problem
Rehabilitate feeder canal to feed tanks
Develop a community water supply scheme with a
water filtering plant to obtain salt free water
Repair drainage canal of Baminiyawa tank and
construct an irish culvert
Planning and Implementation of Bundala Model
Develop community grass lands and cattle sheds
Prepare bathing places in the Panu tank
Increase livelihood programs and encourage
people for self employment
Livelihoods

26. PRA
Impact Diagram
• The participatory tools/ exercises discussed above are
used to generate a situational analysis, which is then used
as a base to discuss impacts/ effects of the issue on
people’s lives. ‘Impact diagram’ is the tool that was used
for this purpose.
• Impact diagram is used to identify the psychological and
physical damages as well as other losses of the affected
people due to a disaster in selected locations of the five
districts. Further, the diagram could reveal the negative
effects socially and culturally faced by the people due to
the disaster.
Lesson-8

27. Lesson-8

28. PRA
Case Studies
A case study means a review of past event, which needs special attention or
differs from standard way/ system. It is an in-depth discussion on a
particular event with the people who experienced it.
In case of disasters topics of major concern are how they identify the warning
signals of the disaster, how they could respond to or face the disaster, and
what changes occurred with respect to social, economic and environmental
situations etc.
Most important part of the exercise is to identify desirable and undesirable
features they had in the past and ways and means to improve the situation,
so that the community could respond the disaster with minimum effect to
them from the disaster.
However, there is a need to consider the changes occurred with time and
discuss how they could adjust to the present time.
The group selected for the discussion should be the people who really were
affected by the disaster. In the discussion the most familiar questions are
begun with what?, how ?, when ?, where?, who? and why?.
Lesson-8

29. PRA
Case Studies - steps
• Preparation of a semi-structured format.
• Introduce the objective of the discussion correctly.
• Encourage more detailed descriptions than short
answers
• Review of social status before the disaster
– Land area, population, houses etc.
– Agricultural and economic status
– Public facilities (transport, health, education etc.)
• Reasons for occurrence of disasters
– Environmental factors
– Human activities
Lesson-8

30. PRA
Case Studies - steps
• Pre-disaster signals
– Days/ hours before the disaster occurs
– Just before the disaster
• Preparedness for the disaster
– Storing food, water etc.
– Collection of medicines
– Attention to pre-disaster warning signals (natural/ media)
– Preparation of temporary huts, required implements etc.
• Response to the disaster
– Protection from and been organized for the disaster situation
– Taking affected people to a safe place
– Seeking assistance from Government and other organizationLesson-8

31. PRA
Case Studies - Steps
• Situation after disaster
• Rehabilitation activities
• Relief aids/ support services
• Recovery of the losses.
• Damages due to disaster
• Social (families, houses, life and properties)
• Economic (agricultural and economic losses)
• Damage to public properties (canals, bridges etc.)
• Duration for restoration
• Time spent
• Amount of restoration
• Amount not being restored
• Suggestion to reduce the effect of disasterLesson-8