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.
Impacts and institutions, partners and principles : third review of the development and use of Participatory Rural Appraisal and planning by Redd Barna, Uganda.
In 1994 Redd Barna Uganda started developing an approach to community-based planning using PRA (PRAP) that placed children and their issues at the centre of the planning process and that also aimed to recognise differences within communities. This report is based on discussions involving project staff, members of three partner organisations and villagers from seven communities. The discussion reflected on the PRAP process to examine which aspects were proving beneficial and for whom and those that were proving problematic with an aim of identifying areas for improvement.
Strategies for scaling up the work are also examined and prospects for encouraging more community based monitoring of the PRAP process as a strategy for strengthening impact.
This describes a Participatory Poverty Assessment (PPA) undertaken by the Government of Kenya and the World Bank during Febuary-April 1994. It had three primary objectives; to understand poverty from the perspective of the poor, to start a process of dialogue between policy makers, district level providers and the poor and to address the issue of the 'value added' of the PPA approach to understanding poverty. Methods used included mapping, wealth ranking, seasonal analysis, trend and price analysis, focus group discussions, key informant interviews; visual card methods, gender analysis, understanding health seeking behaviour; and incomplete sentences. Statistically the findings of the PPA and the Welfare Monitoring Survey based on an established poverty line were strikingly similar. The study also found a gap in the perception of poverty between the poor themselves and district officials. Separate chapters look at poverty in urban Nairobi and Mandera district.
This article describes how forest user groups have been involved in designing and adapting a monitoring and evaluation system that enables the involvement of both literate and non-literate people. The system is linked to goal development, analysis of local resources and institutions and action plan formulation.
A group of development analysts had a dialogue about labour market, trade and poverty issues in 2004. They preceded the dialogue with exposure to the realities of the lives of six women from the Self-Employed Women's Association (SEWA) in Gujarat, India. The struggles faced by these women provided the frame for the technical dialogue that followed. This is a compendium of personal and technical reflections of the analysts involved in the exercise. While the personal reflections focus on the experience of the participants, the technical reflections give an economic analysis of the situation of the women. The exercise was part of the Cornell-SEWA-WIEGO exposure and dialogue programme aimed at starting a dialogue between mainstream economists, SEWA activists, and WIEGO (Women) researchers around key assumptions of neo-classical economics and neo-liberal economic policies, which trouble ground level activists and researchers working on issues of employment and labour. This project is described in an appendix in this document. An epilogue examines the use of exposure methodology for dialogue and key issues.
After four years of implementing REFLECT in Uganda, this article examines some of the issues REFLECT participants have discussed including, children's education and the giving of food to relatives and friends after a good harvest. The impacts the approach has had are briefly outlined.
The use of drawing in the development of a gender-sensitive training methodology in the Natal/Kwazulu area
This paper argues for 'a more exploratory use of drawing as a participatory training method than currently seems to be used'. Drawing on her experience of organising workshops for craft producers (mostly poor rural women), the author discusses how drawing can serve as a 'dynamic, process of reflection, questioning and transformation'. Most traditional learning techniques are still predominantly verbal, neglecting the artistic and intuitive skills of the right side of the brain. A distinction is made between using drawing diagrammatically to summarise an idea, and 'metaphorically' to express emotions and the individual's experience. The latter is particularly relevant for discussing gender issues. One example of metaphorical use of drawing in training is: asking group participants to draw a self portrait, adding in how they felt as a result of working as a group of women. Although initially no groups asserted that gender issues were a problem, discussion of gender subordination arose through the process of drawing.