Resources

This report provides an assessment of the extent of and changes in poverty in Kenya during the '80s and early '90s. It uses data from different sources and of different kinds, including was a Participatory Poverty Assessment (PPA) and a Welfare Monitoring Survey (WMS). Interestingly, in three out of five districts the results yielded by the two approaches were almost identical. The PPA provided critical insights on a number of issues - people's perceptions of the extent and causes of poverty, the status of women, the extent of and reasons for low school enrolment, the reasons for not using public health facilities and the ways in which poor people cope with food insecurity and drought. Methods used included social mapping and wealth ranking, interviews and focus groups discussions. The different chapters present the findings of the study, focusing on economic development and poverty; revitalising the rural economy; structural transformation in agriculture; social sector spending (education and health); food security and nutrition; and targeted programmes and institutional factors. A strategy of programmes and policies for poverty reduction is suggested.

This paper reports on the experiences gained through the application of wealth ranking techniques in Zimbabwe. It is a study of household economics and livestock production. It considers the tools used; the results, historical, ecological and gender contrasts; the process of wealth ranking; and its usefulness as a RRA tool.

Two RRAs, each lasting five days, were carried out in two villages in the North of Cameroon, a CARE Canada project area. LEARN (Local Environmental Analysis and Assessment of Rural Needs) type of RRA was used to focus on the environmental problems. None of the team had used LEARN in the field, so this was very much a training exercise, with an honest account of failings as well as successes. A checklist covering "what needs to be known", "indicators" and "methods to be used" formed the basis for guiding activities, choosing respondents and topics of discussion. Field activities are described in detail, and methods (especially interviewing techniques) analysed. Specific characteristics of LEARN are evaluated, as well as the "reliability and representativeness" of the information gained. Findings of the research are given in sections 6 - 12 : sections 1 - 4 are devoted to methodology and training aspects.

The semi-structured interview is a vital tool in rapid rural appraisal, and one for which a number of guidelines have been drawn up. It is an important way of furthering our understanding of the lives of rural people, but it needs to be understood by its practitioners. It is argued that it can contain an inherent bias which often conflicts with the understanding rural people have of the nature of knowledge and information, and therefore the meaning of questions and answers. In a Sudanese example, though interviews with key informants indicated that relief seed had been fairly distributed, further interviews with other members of the community showed that seed had not been distributed equitably to all groups throughout the area. Other examples of interviews in Somalia and Ethiopia are presented and the article concludes that mis-hearing can be corrected by further probing, verification and interpretation.

This manual has been developed for facilitators working on ActionAid's pilot literacy programme in Bundibugyo, Uganda. Following on from the Freirian model of literacy teaching, the programme has introduced PRA techniques to strengthen the discussion stage. Rather than having a literacy primer, the course is based on thirty units each of which uses a specific PRA technique (eg Hungry Season Calendar) together with visual "symbol cards" to generate discussion. Each unit includes an information section (eg how to build a maize store) and details on how to teach the key word. Practical teaching tips, such as timing and what to do about drop-outs, are covered as well as the theoretical questions, what is literacy? and why teach literacy? The appendices include illustrated examples of PRA activities and "symbol cards", ideas for post literacy, indicators for monitoring progress and criteria for recruiting facilitators.