This video is one product of a participatory appraisal training workshop held in Hull, England. Following classroom-based learning of methods, participants applied these methods to projects in local communities. The first application shown aimed to help a parish council to understand the leisure needs of teenagers to improve the planning of a youth centre (4). The appraisal team met with the parish council to understand what they wanted to know (6). They then met with groups of teenagers on the streets and used mapping, and matrix scoring and ranking methods to elicit their preferences for the design and operation of the proposed youth centre (10). These were then reported to the parish council who also used participatory methods to help them understand the report (19). The second application concerned preferences of shoppers and supermarket staff regarding Christmas opening times (22).
RRA techniques are taught as part of the three month course on "Rural Research and Rural Policy" at the Institute of Development Studies, UK. This article describes two exercises that were introduced to provide practical "field" experience: an RRA of IDS and a visit to a local farm. Most of the course participants were from 'Southern' countries and the "individual exercises were conducted almost exactly as they would be in a Third World village". The differences between conducting the farm study in 'Northern' and 'Southern' countries are briefly mentioned - including the fee paid to the "Northern" farmer!
A training programme for GTZ staff ("to let them have a taste for real life application of PRA techniques") focused on an area of the Austrian Alps undergoing rapid change due to tourism and infrastructure development. The "learning insights" from doing this exercise in the North are summarized as twelve points suggesting how PRA can help in 'Northern' countries and how PRA training in the North for aid personnel can be more effective than if held in 'Northern' countries. Advantages cited include : "the transfer of a number of critical insights from the First to the Third World and vice versa" and greater involvement and awareness of the ethical issues around research when using one's own language and cultural context.
Ohio University has been offering in-class training sessions on RRA. This account briefly describes an attempt to carry out RRA training in the "field", with poor rural communities in the U.S. The organisation and topics covered are described, but no details of RRA methods or findings given.
This eight day workshop on PRA integrated practical community placements in Guelph to provide use for the techniques acquired during the theoretical sessions. The report highlights constraints around timing and venue when organizing a workshop in a 'Northern' country, and gives ideas for fieldwork.
This report discusses the administration of a student-initiated PRA workshop in the North. The workshop combined theoretical discussions with practical community placements. The report does not deal specifically with PRA methods or their use but lists some initiatives which grew out of the workshop. These are: establishing a network of people interested in PRA methodologies and their diffusion; training members of the "Green Plan Project" to use PRA techniques; starting a "PRA Notes Canada"; integrating PRA techniques into a specified Guelph community project; introducing PRA methodologies to London-based medical students; creating a strategy for developing trainers; and, creating a strategy for supporting trainees.