This is a digital resource that allows users to direct and monitor their learning on facilitation at their own pace. It has been compiled for use by a diversity of people who have different levels of understanding and practice of facilitation, and comprises two CDs. The first is designed to give the user a choice of learning pathways appropriate to their interest or needs. These include personal assessment and reflection, interactive games and exercises, video clips and stimulating questions to challenge and probe the learnerÆs thinking processes. The second CD is aimed at those who would like to think about training others to become better facilitators and includes a comprehensive set of training materials and some video material of other trainers in action.
Forms part of a resource kit (see record no. 3377) and comprises 3 films entitled: 1) Participation and the World Bank's work: learning to get better at it. (28.50 mins) Interviews with staff and footage of participatory projects. 2) The poverty experts: a participatory poverty assessment in Tanzania. (44.08 mins) 3) Groundwork: participatory research for girl's education. (35.50 mins) See also record no. 2402 for manual to accompany original separate Groundwork video.
This video provides a good introduction to the potential benefits of PRA in implementing projects which benefit those normally excluded by conventional approaches. It contains interesting interviews with villagers who had previously participated in a PRA process. It also uses dramatised scenes to emphasise aspects of PRA, mostly concerning behaviour and attitudes. Which scenes have been scripted is sometimes confusing. Key points made are that marginalised people are usually not reached by conventional development approaches (03, 05, 30). The attitudes and behaviour of development workers and academics contributes to this (13, 37). PRA facilitates outsiders learning from villagers (08, 18) and overcomes conventional biases (34, 38). This is shown through the experience of Paraikulan villagers who worked with an NGO, SPEECH, to reclaim barren land. The outputs of PRA methods shown include mapping (19), wealth ranking (25), seasonality analysis (26), matrix ranking of problems (28), oral history (29), and Venn diagrams (32). Women were included in village development activities, through literacy classes and increased access to agricultural inputs (34). Villagers reflect on the subsequent activities to reclaim barren land and its impact on their lives (42), both in terms of production and increased confidence (44). A resident of another villager reports that the experience of Paraikulan set an example for other villagers (46).
This video shows Sudanese refugees in a refugee camp discussing gender relations and gender activities of their livelihoods. This is done through explanations by men and women of diagrams drawn on the ground, and by role play and dramatisations. The latter highlights the issue of girlsÆ education, discussing issues such as pregnancy and the effect of domestic work on school performance.
The video "draws out the key lessons of education reform in South Korea. The education system helped the nation achieve economic growth and make great strides in alleviating poverty. It is useful in training sessions with policymakers worldwide."
The video "examines the work of an NGO and its cooperation with the government of Balochistan, Pakistan. It identifies the steps taken by the NGO and the successes which benefited thousands of girls in Balochistan. The story is told through the eyes of one female teacher.