Participatory mapping is used as a way of collecting complex socio- economic and bio-physical data needed to understand the relationships between farming and forests. This has been used in Nepal where there is little other information available to fieldworkers. boundaries, features and uses of forests can be recorded, although field workers have a tendency to construct sketch maps themselves with little consultation with villagers. Participatory mapping overcomes the problem of fieldworker bias and allows a much greater amount of information to be portrayed on the map. Different user groups or key informant can produce different maps depending on their perception and use of the forest. Participatory maps are generally more accurate than fieldworker produced maps. They are considered to be detailed, non threatening, reliable and cost effective.
The Pollards Hill Building Connections Single Regeneration Budget Scheme will run for five years with a budget of ú5 million. It aims to improve access to education, training and employment, develop local enterprise, strengthen healthcare and improve the quality of life in the local community. This needs assessment was carried out as part of the "strengthening health care" theme and focused on residents views of life in Pollards HillI. Involving 550 people across a spectrum of ages, it captured their experiences, thoughts, ideas and suggestions for improving the quality of life for local people.
This paper presents the findings of a research project that examines the use of visual methods of participatory appraisal and how they are used with children in the fields of education and development. The work assesses the role and potential of visual methods for children's education and empowerment. It challenges the ideology that has elevated writing as the central most important form of visual literacy, thereby undermining and marginalising children's communication, expression of ideas and learning.
The article explores the idea of PRA as a new literacy and examines how far the visual language of PRA can be considered to be neutral and empowering for non-literate people. Using concepts from the New Literacy Studies, it looks at the process whereby new skills of mapping and diagramming are introduced to non-literate villagers. With specific examples it shows that many of the assumptions of PRA practitioners regarding peopleÆs understanding are supported by research into visual literacy and ethnomathematics. It argues that the extent to which PRA can be an empowering process depends on social factors, such as the way activities are facilitated and the familiarity of the setting. It concludes that, with the ænewÆ literacy users, PRA facilitators need to ensure that the visual activities of PRA are helping to extend people's visual literacy by building on the skills they already have, and making the most of the existing local visual literacy and numeracy systems. In particular, the making of diagrams needs to seen differently from the interpretation of diagrams, if PRA activities are to lead to action.
The author describes the use of video blogging by the Ghana Information Network for Knowledge Sharing (GINKS). Similar to a blog, a video blog û or vlog for short û contains short segments of video content. Usually in the form of interviews, these vlogs help members to share information about work and experiences. The author also considers the potentials of vlogging for advocacy puposes, as well as the challenges inherent in using Web 2.0 tools in countries such as Ghana, where Internet access in still mostly limited to urban areas.
While the rational allocation of educational facilities may help bridge the gap of physical distances between learners and the school, it may still leave out a large number of children from the purview of primary education. This is the case with respect to Rajasthan, India - the barrier is not one of physical distance, but of social, economic and cultural blocks. Thus, if bringing all children to school and ensuring that they complete the whole cycle of primary education is the objective, merely preparing distance matrices through school-mapping exercises will not solve the problem. School-mapping is a set of techniques and procedures used to plan the demand for school places at the local level and to decide the location of future schools and the means to be allocated at the institutional level. Lok Jumbish - 'the People's Movement', launched in 1989 to mobilise support and participation at the grassroots, of the rural community in primary education programmes - attempts an elaboration of school-mapping to base both diagnosis and decision-making on local community parameters, in addition to distance and economic rationale. The approach used pays particular attention to mobilising demand; it specifically emphasises the need to articulate formal and non-formal education to satisfy specific demands. The basic principle defining the approach relies on genuine participation at the local level and empowerment of the members of the community. The book examines this broadened approach to school-mapping, as adopted under Lok Jumbish. It looks particularly at the process of preparing the school map and the role the community plays in it. The first chapter introduces the study and specifies the methodological details. The next chapter is a conceptual analysis of the framework of school-mapping in Lok Jumbish. The following three chapters contain empirical data and their interpretation on the three major dimensions of school-mapping: school-mapping processes, community participation and the changing scenario of primary education. The last chapter presents a summary of the entire study, highlighting some major findings and conclusions.
Lok Jumbish was launched in 1989 to work at a grassroots level, mobilizing support and participation of the rural community in the programme of primary education. By revitalising the existing programme it aims to be more responsive and inclusive of all, and school mapping is considered to be a powerful instrument in the pursuit of these objectives. The purpose of the study is to analyse and understand the way school mapping has been conceptualised and implemented under Lok Jumbish and its relationship with the goal of achieving universal primary education in Rajasthan.