Participatory development of a irrigation scheme: The Nyandusi Women Horticultural Scheme, Nyanza Province, Kenya
This paper presents an analysis of the Nyandusi horticultural scheme in Nyanza Province, Kenya. The focus is on how the women members, landowners and agency staff participated at crucial stages of the scheme's design and implementation. Key issues discussed: Lessons for future farmer participation in design and implementation of schemes by themselves; effect of farmer participation had on the final outcome of the scheme; the complexity of the the factors involved in such design.
This study investigated rural livelihood systems and the response of local communities to changing resource conditions in two communities in Machakos District, a semi-arid region in Kenya. A section on methodolgoy outlines the methods used during the research, which included PRA techniques as well as more conventional approaches. Among the PRA techniques used were spatial methods such as village transects or mapping, methods focused on time-related data such as time-lines or seasonal calendars, and those focusing on social data such as household interviews and group meetings to discuss village institutions. Several of the techniques were easily modified for gathering gender-differentiated data. It was found that there had been a significant and rapid change in the lives of people living in the region as the livelihood base shifted from cattle rearing to coffee growing. The changes have had particularly adverse impact on the lives of women, particularly poor women, in the area.
This case study examines gender roles and rural livelihood systems in Pwani, a recently populated resettlement village on the western edge of Lake Nakuru Park in Kenya. The objective of the research was to understand the ways in which natural resources are managed in the community and within the household, with emphasis on the institutions and individuals who make and carry out management decisions, particularly as distinguished by gender. PRA was one of several methodologies used to carry out the research. Spatial data was obtained through transects, village sketch maps and farm sketches. Time lines, trend lines and seasonal calendars provided time-related data. Social data was gathered through household interviews and diagrams of village institutions. By linking gender-focused research and PRA it was possible to learn about gender within the context of the community's history, its future aspirations and its resource management and development problems.
RRA can be used as a tool for training development workers to address the issues of "gender and health at grassroots level". Four steps show how various RRA exercises were used for training purposes : 1. Analysis of Difference - trainees are asked to explain the differences in seasonal calendars drawn by separate groups of men and women in Sierra Leone. Their first response was to say the men's maps were simply "better". 2. Health versus Wealth - a problem priority matrix ranking exercise from Bangladesh shows how landless women were more concerned with income than health issues. 3. A Better Understanding - development workers learn to use RRA techniques to explore options in more depth with the community. 4. A Better Response - "the increased empathy with villagers" generated by these RRA activities has allowed workers to explore more sensitive health issues.
This paper raises issues around PRA as an empowering process. For the poor, product matters more than process and "it is the functional, material gain which is the entry point, not the empowerment". PRA can be seen as "Orwellian manipulation" from the point of view of "elaborate processes imposed to secure participation". In practice, those "least familiar with Western cultural processes will be the most excluded and manipulated" - usually the women of a community. Any approach or technique has "differing meanings in differing geographical, cultural and temporal contexts", so PRA should also be seen as "context limited and context enhanced".
This is a newsletter which describes the formation of the Midnet PRA group and includes a number of very short articles and thoughts on practitioners experiences with PRA in Southern Africa. Experiences shared include working with young people, in education, with periurban communities, for catchment management and for land reform. The methods used are discussed with details of venn diagrammes for community organisation, historical time lines. There are reports from trainings in Namaqualand and Namibia. The thoughts that emerged from evaluation/ reflection and planning meetings included the ideas of rapid learning and sharing and the need for more training. The final article summarises the PRA and gender workshop held at IIED in December 1993.
"Investing in education for girls is the single most important thing a country can do...it leads to faster economic growth, higher family incomes, lower infant deaths and in many, many ways a better life for this generation and the next." Yet in most parts of the developing world girls receive much less education than boys. The film shows a PRA exercise which was carried out in a village in Gambia to investigate the constraints to female education and what might be done to improve access to education for girls. The methods used during the PRA included village mapping to establish which households had children attending or not attending school (06); pi-charts to show village income and expenditure (08.30); matrix ranking of problems and solutions (09); and card sorting to identify rich and poor households (12). Information from the ranking and the map were then compared and checked for discrepancies (13). However, it was only discovered by accident that 25% of girls did not appear on the map. These were girls who had never been to school or were about to get married (15). It was found that two of the major constraints to educating girls were the expense and demands for their labour at home. Cost was an important deterrent, particularly as the largest school expenses occurred just before harvest when people had no money. In addition, the demand for girls' labour in the fields was heaviest at the busiest time of the school year, while the demand for boys labour at that time was light (16). All the problems the villagers had identified were then ranked in pairs by different age-groups of women and men (18). An inventory of village associations was also made using venn diagrams to show the relationship between them (20). Having identified the problems and the resources available within the village, in the last phase of the PRA the villagers met to decide what action to take (23). The video concludes by discussing some of the wider applications of PRA (25) as well as some of the dangers (26).
Divided into 4 regional and one worldwide section, this bibliography includes a wealth of material on all aspects of PRA. The first section, on Nepal, includes a number of titles in Nepali and includes publications by local organisations and Nepalese branches of international ones, as well as work within Nepal carried out by other agencies and individuals. For Nepal, there is a focus on forestry issues. In all sections, the subject matter covered ranges from forestry, agriculture, methodology, health, training, gender, women, evaluation, etc. The titles within each regional section are not ordered, but each item is described systematically. Articles are defined as thoeretical or practical, by region, by subject matter, classification, tools, a summary and key words.
This four-part video aims to merge recent developments in PRA with existing conceptual frameworks on gender to provide a practical and thorough approach to gender analysis in natural resource management. It is intended as a training tool to enable fieldworkers to understand and incorporate gender issues in their work. The first section gives a summary of the analytical framework subsequently illustrated by three case studies. It is structured as a series of short themed segments (2-10 mins) which allow trainers to select what suits their specific training objectives and to stimulate discussion on related topics. The trainers' guide provides extensive suggestions for the use of each segment (34 mins). The following sections present three case studies from different cultural and environmental contexts. They demonstrate several PRA methods in detail and can be used in a training context as fieldwork examples, or for more in-depth exercises. The case studies are accompanied by hand-outs in the trainer's guide. The first case study looks at the use of coastal mangroves and other natural resources by women and men in two neighbourhoods near Karachi, Pakistan. The methods demonstrated include natural and social resource mapping, venn diagrams, a matrix of income sources, a pie diagram of fuel use, and a matrix of fuelwood types (28 mins). The second study of natural resource use and management issues in two villages in Burkina Faso shows seasonal calendars, transects, a matrix of land-use types, natural and social resource mapping, and a flow diagram (28 mins). The third case study explores biodiversity in forests and agriculture, historical change, and land use and management issues in Brazil. It demonstrates the use of seasonal calendars, transects, flow diagrams on deforestation and the impact of medicinal plants on local work, and a matrix of maize varieties (28 mins).
Brief note on results of internal evaluation regarding the use of PRA by The Community Action Programme in Uganda. In the programme trained community facilitators used PRA techniques with partner communities to develop micro-projects. The report outlines some of the short-comings of the facilitation process based on the results of a survey of a random sample of the partner communities. The survey examined, attendance by men and women of PRA sessions, PRA tools remembered by participants and aspects learnt, the relationship between men and women's main problems and the final choice of micro-project and their level of agreement with it.