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1
Participatory
Learning and Action
(PLA)
2
Participatory Rural Appraisal
□ An approach that
■ ensures participation of local communities and groups
■ understanding them and learning from them
□ A set of
■ participatory processes,
■ people oriented principles, attitudes, behaviours and methods
■ congenial to learning and participation
□ A menu of methods which enable local people to
■ participate in knowledge building exercises,
■ investigate and analyze their problems,
■ evaluate constraints and opportunities and
■ take informed decisions for pursuing goals of sustainable
development
3
Participation
Participation in Procedure [Lowest degree]
Participation in Decision Making
Participation in Decision Implementation
Participation in Sharing the Benefits [social/
individual]
Participation in Planning, Implementation,
Monitoring and Evaluation
Control and Ownership and Faith in the
Philosophy of Participation [Highest degree]
Ladder of participation
5
RRA/PRA/PLA
: Rapid Rural Appraisal
: Participatory Rural Appraisal
: Participatory Learning & Action
6
RRA/PRA/PLA
□ People centered Approach and method to learn
about rural life and conditions FROM, WITH & BY
PEOPLE (Robert Chambers 1992)
□ Rural people do much of the Investigation, presentation,
Analysis, Planning and Evaluation of the study
□ Aims to incorporate the knowledge and opinions of
rural people – Indigenous technical knowledge
(ITK) in the planning and management of
development projects and programmes.
□ Investigators as facilitators enable local people to
share, enhance and analyze people’s knowledge of
life and conditions and to plan, act, monitor and
evaluate
7
Origin and History
□ Developed as a research approach in late 80s
□ As a response to the failures of the development
plans and approach – top-down approach
□ By the early 1980’s, there was growing
dissatisfaction among development experts with
both the reductionism of formal surveys, and the
biases of typical field visits.
□ In 1983, Robert Chambers, a Fellow at the Institute
of Development Studies (UK), used the term Rapid
Rural Appraisal to describe techniques that could
bring about a 'reversal of learning‘.
□ He is considered the father of PRA
8
Origin and History…
□ In 1985 the first international conference in Thailand
to share experiences relating to RRA
□ This was followed by a rapid growth in the
development of methods that involved rural people
in examining their own problems, setting their own
goals, and monitoring their own achievements.
□ By early 1990’s, the term RRA has been replaced by a
number of other terms including ‘Participatory Rural
Appraisal (PRA)’ and ‘Participatory Learning and
Action’ (PLA).
□ Participatory Action Research (PAR) and
Participatory Community Based Action Research
(PCBAR) are in currency
9
RRA To PRA
RRA
□ Late 70s
□ University/research
based
□ Users: funding
agencies/universities
□ Resource: local
people’s Knowledge
□ Innovation in methods
□ Extractive
PRA
□ Late 80s
□ NGOs based
□ NGOs/CBOs & Govt.
□ Local people’s
capabilities
□ Innovation in
behavior and action
□ Facilitating &
participatory
10
The roots:
□ Can be traced to the activist adult education
methods of Paulo Freire (Brazilian
educationist and activist: 1921-1997)
■ Pedagogy of the oppressed (1968)
■ Cultural Action for Freedom (1970)
□ In his view, an actively involved and
empowered local population is essential to
successful rural community development.
□ PRA owes much to the Freirian theme, that
poor and exploited people can and should
be enabled to analyze their own reality.
The Shift
□ Development - Empowerment
□ Top down - Bottom up
□ Experts - People
□ Control - Participative
□ Individual - Group/Team
□ Measuring - Meaning/Comparing
□ Reserve - Rapport
□ Boring - Fun
□ Verbal - Visual
11
12
Characteristics
□ Multidisciplinary Team:
■ having different skills and backgrounds;
different viewpoints for deeper and
comprehensive insights
□ Mix of techniques: to be tailored to the
specific requirements of the study
□ Flexibility & Informality:
13
We They
□ Establish rapport
□ Convene
□ Catalyze
□ Facilitate
□ Enquire
□ Choose
□ Adapt
□ Watch
□ Listen
□ Learn
□ Map
□ Show
□ Quantify
□ Score
□ Explain
□ Analyze
□ Model
□ Rank
□ Inform
□ Discuss
□ Plan
14
The Features
□ Participatory
□ Empowering
□ Flexible
□ Interactive
□ Exploratory
□ Enabling
□ Semi structured
□ Adaptive
□ Inventive
15
Four pillars of PLA
Process
Methods
Sharing
Attitudes,
beliefs &
behaviour
16
Behavior and Attitude
⌦ Participation
⌦ Hand over the stick
⌦ They can do it / accepting the creativity of the People
⌦ Respecting the views of others
⌦ Listen more, speak less
⌦ Unlearn – de schooling
⌦ Embracing Errors
⌦ Building rapport with the people
⌦ Openness, objectivity, critical self-evaluation
Methods
Three types:
1. Space Related
2. Relation Based
3. Time Related
17
Space Related PRA
Time Related PRA
Relation Based PRA
Methods and Tools
1. Observational:
■ Participant/Non-participant observation,
Transect Walk etc
2. Visual:
■ Mapping, Seasonality calendar, Venn
Diagram Daily routine etc
3. Discussion
■ Focus Group Discussion, Case study, Semi
Structured Interviews
21
22
Sharing
• Sharing of each one’s knowledge & experiences
• Analyzing together
• partnership
• Collective learning and action
• Presentations
23
Principles of PRA
● Reversal of Roles [ Learning from the
People]
● Rapid and progressive learning
● Offsetting Biases
● Optimal ignorance
● Triangulation
● Seeking diversity
● Handing over the stick
● Critical self awareness
● Sharing
● Learning by Doing
24
Principles of PRA
Reversal of Roles
❖ The emphasis on learning from
the local people and gaining
insights into the social,
economic, political, technical,
physical etc. indigenous
knowledge of the people
25
Principles of PRA
Learning Progressively
❖ By using appropriate and
flexible methods in a
sequential manner instead of
a blueprint learning program.
❖ The participant will logically
interact in the collective search
26
Principles of PRA
Offsetting biases
❖ Listening not lecturing
❖ probing not passing on
❖ seeking out those who are marginalized,
isolated and remote
❖ Learning their concerns and priorities
❖ Comfortable with limited convenience
❖ Giving priority to the convenient time and
place of the participant
27
Principles of PRA
Optimal ignorance
❖ Optimizing the learning
❖ Not learning more than necessary,
❖ Not measuring what need not be measured
etc.
28
Principles of PRA
Triangulation
❖ Cross checking
❖ To validate the idea and
information
❖ It is done at three levels
29
Team
Multi
disciplinary
Insiders
&
outsiders
Men
&
Women
Methods
and
Tools
Interviews
&
Discussions
Observations
Sources
and
information
Events
&
Process
Places
Diagrams
&
People
Secondary
data
30
Principles of PRA
Seeking diversity
❖ Seek complex and diverse
information.
❖ Looking for and learning from
exceptions, contradictions and
differences.
31
Principles of PRA
Handing over the stick
❖ Building confidence in the
capability of people becoming
facilitators – facilitating
investigations, analysis,
presentation
❖ Learning by local people
themselves so that they generate
32
Principles of PRA
Self critical Awareness
❖ Continuous and critical
examination of one’s own
behavior by embracing errors,
learning from failure and mistakes
33
Principles of PRA
Sharing
❖ Sharing of information, ideas
and knowledge among local
people, facilitators,
bureaucrats, elected leaders,
experts, professionals and
gaining insights for planning
34
Principles of PRA
Learning by Doing
❖ Most of the information,
knowledge and ideas generated by
doing, performing and strictly
focusing on the interactions,
participation, application of
methods etc.
35
Hence the Process involves
□ Listening & Learning
□ Offsetting biases
□ Utilization of precious community time
□ Seeking diversity (greater the diversity of events and
processes, better the understanding of reality)
□ Cross checking
□ Optimal ignorance (knowing only what is worth knowing)
36
□ Interacting with local communities
□ Establishing rapport
□ Clarifying objectives
□ Identifying sources of local knowledge
□ Developing insights into local culture
□ Understanding the indigenous knowledge base
□ Brainstorming information, ideas, anxieties etc
□ Learning through observation, case studies
etc..
Process (Contd.)
37
Why?
What?
How?
Who?
Where?
When?
Use 6 helpers..to learn realities..
?

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PRA -i.pdf

  • 2. 2 Participatory Rural Appraisal □ An approach that ■ ensures participation of local communities and groups ■ understanding them and learning from them □ A set of ■ participatory processes, ■ people oriented principles, attitudes, behaviours and methods ■ congenial to learning and participation □ A menu of methods which enable local people to ■ participate in knowledge building exercises, ■ investigate and analyze their problems, ■ evaluate constraints and opportunities and ■ take informed decisions for pursuing goals of sustainable development
  • 3. 3 Participation Participation in Procedure [Lowest degree] Participation in Decision Making Participation in Decision Implementation Participation in Sharing the Benefits [social/ individual] Participation in Planning, Implementation, Monitoring and Evaluation Control and Ownership and Faith in the Philosophy of Participation [Highest degree]
  • 5. 5 RRA/PRA/PLA : Rapid Rural Appraisal : Participatory Rural Appraisal : Participatory Learning & Action
  • 6. 6 RRA/PRA/PLA □ People centered Approach and method to learn about rural life and conditions FROM, WITH & BY PEOPLE (Robert Chambers 1992) □ Rural people do much of the Investigation, presentation, Analysis, Planning and Evaluation of the study □ Aims to incorporate the knowledge and opinions of rural people – Indigenous technical knowledge (ITK) in the planning and management of development projects and programmes. □ Investigators as facilitators enable local people to share, enhance and analyze people’s knowledge of life and conditions and to plan, act, monitor and evaluate
  • 7. 7 Origin and History □ Developed as a research approach in late 80s □ As a response to the failures of the development plans and approach – top-down approach □ By the early 1980’s, there was growing dissatisfaction among development experts with both the reductionism of formal surveys, and the biases of typical field visits. □ In 1983, Robert Chambers, a Fellow at the Institute of Development Studies (UK), used the term Rapid Rural Appraisal to describe techniques that could bring about a 'reversal of learning‘. □ He is considered the father of PRA
  • 8. 8 Origin and History… □ In 1985 the first international conference in Thailand to share experiences relating to RRA □ This was followed by a rapid growth in the development of methods that involved rural people in examining their own problems, setting their own goals, and monitoring their own achievements. □ By early 1990’s, the term RRA has been replaced by a number of other terms including ‘Participatory Rural Appraisal (PRA)’ and ‘Participatory Learning and Action’ (PLA). □ Participatory Action Research (PAR) and Participatory Community Based Action Research (PCBAR) are in currency
  • 9. 9 RRA To PRA RRA □ Late 70s □ University/research based □ Users: funding agencies/universities □ Resource: local people’s Knowledge □ Innovation in methods □ Extractive PRA □ Late 80s □ NGOs based □ NGOs/CBOs & Govt. □ Local people’s capabilities □ Innovation in behavior and action □ Facilitating & participatory
  • 10. 10 The roots: □ Can be traced to the activist adult education methods of Paulo Freire (Brazilian educationist and activist: 1921-1997) ■ Pedagogy of the oppressed (1968) ■ Cultural Action for Freedom (1970) □ In his view, an actively involved and empowered local population is essential to successful rural community development. □ PRA owes much to the Freirian theme, that poor and exploited people can and should be enabled to analyze their own reality.
  • 11. The Shift □ Development - Empowerment □ Top down - Bottom up □ Experts - People □ Control - Participative □ Individual - Group/Team □ Measuring - Meaning/Comparing □ Reserve - Rapport □ Boring - Fun □ Verbal - Visual 11
  • 12. 12 Characteristics □ Multidisciplinary Team: ■ having different skills and backgrounds; different viewpoints for deeper and comprehensive insights □ Mix of techniques: to be tailored to the specific requirements of the study □ Flexibility & Informality:
  • 13. 13 We They □ Establish rapport □ Convene □ Catalyze □ Facilitate □ Enquire □ Choose □ Adapt □ Watch □ Listen □ Learn □ Map □ Show □ Quantify □ Score □ Explain □ Analyze □ Model □ Rank □ Inform □ Discuss □ Plan
  • 14. 14 The Features □ Participatory □ Empowering □ Flexible □ Interactive □ Exploratory □ Enabling □ Semi structured □ Adaptive □ Inventive
  • 15. 15 Four pillars of PLA Process Methods Sharing Attitudes, beliefs & behaviour
  • 16. 16 Behavior and Attitude ⌦ Participation ⌦ Hand over the stick ⌦ They can do it / accepting the creativity of the People ⌦ Respecting the views of others ⌦ Listen more, speak less ⌦ Unlearn – de schooling ⌦ Embracing Errors ⌦ Building rapport with the people ⌦ Openness, objectivity, critical self-evaluation
  • 17. Methods Three types: 1. Space Related 2. Relation Based 3. Time Related 17
  • 21. Methods and Tools 1. Observational: ■ Participant/Non-participant observation, Transect Walk etc 2. Visual: ■ Mapping, Seasonality calendar, Venn Diagram Daily routine etc 3. Discussion ■ Focus Group Discussion, Case study, Semi Structured Interviews 21
  • 22. 22 Sharing • Sharing of each one’s knowledge & experiences • Analyzing together • partnership • Collective learning and action • Presentations
  • 23. 23 Principles of PRA ● Reversal of Roles [ Learning from the People] ● Rapid and progressive learning ● Offsetting Biases ● Optimal ignorance ● Triangulation ● Seeking diversity ● Handing over the stick ● Critical self awareness ● Sharing ● Learning by Doing
  • 24. 24 Principles of PRA Reversal of Roles ❖ The emphasis on learning from the local people and gaining insights into the social, economic, political, technical, physical etc. indigenous knowledge of the people
  • 25. 25 Principles of PRA Learning Progressively ❖ By using appropriate and flexible methods in a sequential manner instead of a blueprint learning program. ❖ The participant will logically interact in the collective search
  • 26. 26 Principles of PRA Offsetting biases ❖ Listening not lecturing ❖ probing not passing on ❖ seeking out those who are marginalized, isolated and remote ❖ Learning their concerns and priorities ❖ Comfortable with limited convenience ❖ Giving priority to the convenient time and place of the participant
  • 27. 27 Principles of PRA Optimal ignorance ❖ Optimizing the learning ❖ Not learning more than necessary, ❖ Not measuring what need not be measured etc.
  • 28. 28 Principles of PRA Triangulation ❖ Cross checking ❖ To validate the idea and information ❖ It is done at three levels
  • 30. 30 Principles of PRA Seeking diversity ❖ Seek complex and diverse information. ❖ Looking for and learning from exceptions, contradictions and differences.
  • 31. 31 Principles of PRA Handing over the stick ❖ Building confidence in the capability of people becoming facilitators – facilitating investigations, analysis, presentation ❖ Learning by local people themselves so that they generate
  • 32. 32 Principles of PRA Self critical Awareness ❖ Continuous and critical examination of one’s own behavior by embracing errors, learning from failure and mistakes
  • 33. 33 Principles of PRA Sharing ❖ Sharing of information, ideas and knowledge among local people, facilitators, bureaucrats, elected leaders, experts, professionals and gaining insights for planning
  • 34. 34 Principles of PRA Learning by Doing ❖ Most of the information, knowledge and ideas generated by doing, performing and strictly focusing on the interactions, participation, application of methods etc.
  • 35. 35 Hence the Process involves □ Listening & Learning □ Offsetting biases □ Utilization of precious community time □ Seeking diversity (greater the diversity of events and processes, better the understanding of reality) □ Cross checking □ Optimal ignorance (knowing only what is worth knowing)
  • 36. 36 □ Interacting with local communities □ Establishing rapport □ Clarifying objectives □ Identifying sources of local knowledge □ Developing insights into local culture □ Understanding the indigenous knowledge base □ Brainstorming information, ideas, anxieties etc □ Learning through observation, case studies etc.. Process (Contd.)