Resources

Es un resumen de un taller sobre los alcances y aplicaciones de mÚtodos de DRP utilizado para elaborar una lÝnea de base para el proyecto PN-23 de Care-Bolivia. El taller se realiz¾ el 30 y 31 de agosto 1994, y fue facilitado por profesionales de la Universidad Nur en Santa Cruz. Se realiz¾ un anßlisis de las fortalezas, oportunidades, amenazas y debilidades en relaci¾n al proceso de implementaci¾n de la lÝnea de base del proyecto; y se present¾ el trabajo de los grupos.

El Proyecto de Recursos Naturales Renovables en Chuquisaca Centro tuvo su inicio en Julio 1993, y se espera que continuarß por lo menos hasta junio de 1999. Se inici¾ el proyecto con el dise±o e implementaci¾n de un estudio para elaborar una lÝnea de base a partir de datos recogidos con mÚtodos participativos. Las ßreas estudiadas fueron: agricultura a secano, conservaci¾n de suelos, almacenaje y pÚrdidas post-cosecha, foresterÝa y agroforesterÝa, manejo del ganado, manejo de pasto, organizaci¾n comunitaria, uso del tiempo en actividades diarias del hombre y de la mujer. El estudio fue implementado en 23 comunidades. Comenz¾ con la elaboraci¾n de mapas comunales y familiares y calendarios agrÝcolas en cada comunidad. DespuÚs se realizaron en cada comunidad dos o tres estudios sobre temas especÝficos que, en la medida de lo posible, reflejaron las preocupaciones especiales de las comunidades participantes. Los problemas claves que se presentan como fruto del estudio son la presencia de abundantes plagas y enfermedades en los cultivos y el ganado. La infertilidad del suelo constituye otro problema crÝtico expresado por muchos participantes.

This manual is designed for the implementers of the PIDA (Participatory and Integrated development Approach) pilot projects in Kilifi district, Kenya. The eighteen steps of PIDA include a PRA training workshop but place greater emphasis on the follow-up phase. This manual introduces PRA theory and methods, as well as sessions on skills appropriate to follow-up, such as 'reader-friendly writing' and 'drafting the proposal'. Instructions for each PRA activity are given, followed by a description of how the activity worked in the project area, including what went wrong. Seasonal calendars, transects etc prepared as part of the project are also illustrated. This manual is clearly laid out but the detailed written instructions may prove too lengthy for readers with English language difficulties.

This assessment of the current state of PRA opens with a discussion on the development of RRA and PRA from the 1970s. The key principles are highlighted in box 1, with emphasis in the text on facilitation, sharing and behaviour and attitudes. The differences between RRA an PRA are primarily ones of purpose, for example RRA is a way for outsiders to learn, while PRA refers to a process which empowers local people. PRA is spreading fast, and there is great potential and a huge number of opportunities. Benefits cited include: empowering the poor and weak; diversification; community process; research priorities; organisational changes and; policy review. There are however challenges problems and these are also mentioned. The boxes throughout this article touch on methods and continuation of the PRA process. Finally, ten "myths" of PRA are given - including myths such as that its quick or its easy.

Discusses some of the problems and opportunities presented by the increasing use of PRA on a large scale. Numerous examples are given of countries and organisations where PRA is being used on a large scale, and the trend looks set to continue. This presents dilemmas, particularly in the realm of quality assurance. Some of the shortcomings of scaling-up are discussed and suggestions are made of ways these can be overcome. The author presents his personal view of the options and the way ahead. He argues that "the benefits to poor people can be greater from doing less well on a wide scale than from doing better on a small scale". There may also be "benign viruses" in PRA which can gain a foothold in large organisations and then start to spread. The paper concludes by suggesting a programme of action for individuals and organisations in going to scale.

The study analyses a research and development project targeting poor farmers that is being implemented in southern Vietnam. The paper is neither a summary of findings nor a report on project activities. Rather, the focus of the paper is to reflect on issues which emerged as relevant in poverty alleviation, but which are generally ignored or forgotten in reports on development projects. The study highlights how different actors speak subjectively about poverty, and how images of the poor farmer are generated in rural development discourse.

PRA is set in the context of other participatory approaches to development, such as PAR. A table is used to present the varying ways of using "participation" showing to what extent local people are involved. This paper looks at PRA 'in terms of the potential it offers for colearning within a process oriented toward a goal of collective action'. Drawing on personal experiences, the process of using visualisations within PRA is analyzed in detail. Compared with conventional research methods such as interviewing, 'constructing a visual representation is in itself an analytic act'. The 'focus of activity shifts from the researcher to the representation' and the visualised product acts as a focus for discussions, a shared reference point. Difference can be explored by using visuals to extend focus group work, such as to discuss gender differences in separate groups of men and women. Visualisations can thus provide a way of discussing sensitive issues or points of conflict by moving the conversation to an object rather than to the individuals concerned. Drama, as a more dynamic visual form, offers creative potential to explore issues rather than the usual didactic theatre used in health education. PRA leads to a wider understanding of 'health' as being the result of issues such as inequality and poverty. Health workers can use the visual methods to 'bridge the gap between medical messages and local knowledge' and to change their role so they are learning from people's experiences.