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.
This book includes a wide ranging collection of papers which have been divided into sections dealing with communicating with children, gender empowerment, community interactive processes, approaches and insights, ethics and values of community participation and organizational capacity building.
This book presents issues and challenges facing those facilitating children's and young people's participation. The contributors come from a wide range of backgrounds including NGOs in development, children's agencies, academic insitutions and governments and provide case studies from the UK, Eastern Europe, asia, Africa, the Carribean and central and north America. Chapter 1 gives and overview to the main issues and concepts and chapters 2-7 each expand on a particular theme. The main issues discussed and analysed include: the ethical dilemmas facing professionals, the process and methods used in partlicipatory research and planning with children, the inter-relationship between culture and children's participation, considerations for instiutions and the key qualities of a participation programme.
This edition looks at interconnections between education and power. Articles cover: accountability of schools to communities, primary education for working children in India, theatre for development, participatory planning using Planning For Real, REFLECT, disability, gender, and more.
This document is a proposal by ActionAid and ProNet to add a child focus to the REFLECT process, a participatory approach to literacy and numeracy acquisition which has been geared to adults. The proposed location of the REFLECT youth club pilot program is the Dangme West District in the Greater Accra Region of Ghana. The goal is to help school and non-school going children to develop basic literacy and numeracy skills in their mother tongue and empower them to create social change. The proposal provides a detailed look at the program objectives, logistics, facilitation, implementation, and strategy.
This paper discusses the use of PRA applications in the area of education and addresses how useful participatory research is in this area. The author argues that the combination of participation and visual analysis a faculty for life analagous and complementary to linguistic and mathematical skills. He suggests that they should be part of curricula. Chambers also notes that balanced reversals in the flows of teaching and learning would be useful, with adults learning from children and policy makers from farmers. The report also describes the use of visual analysis in empowering children and the poor.
This edition of the quarterly selection of news clippings on children has a focus on participation. The articles in this section highlight the need for children's participation in development and include children's initiatives to save the environment in Bihar, India, and children's participation in radio in South Africa and Senegal, Africa. Other articles offer guidance on children's participation and outline various participatory methods that build on children's potential.
The purpose of this report is to share the way in which visuals have been used in a range of development and education projects, and to try and understand some of the benefits and difficulties of using a range of visual techniques. The report concentrates on visuals created by children within the projects visited during the 20 day study. It focuses on the use of visuals for analysing and learning as well as in terms of educational and research projects which enable children to influence adult decision makers. It shares these experiences of the use of visuals within the context of participatory appraisal, and shows how the original focus on the visual diagrams of PRA was broadened out to include role play, theatre, photography and games. The report includes discussions of these techniques and how they compare to, and are used with, non-visual forms of communication. It also evaluates methods with regard to their impacts on the development of learning and life skills, from the perspective of adult and child facilitators and child participants, and draws up a series of conclusions and recommendations.
It has been recognised that education is a powerful way of fighting poverty, and an empowering process, particularly with regards to the most marginalized groups of people such as poor women and girls. As a result, in Bangladesh, a literacy project is underway, with participants being poor women and girls. It is an ActionAid project, using the Reflect approach, which draws on the Freirean philosophy and facilitates a participatory learning process aiming to empower and promote social change.
This document is a review of the project so far. The first part describes the Reflect process and the perceived strengths of this approach to learning. The bulk of the document then consists of the review outcomes. The project is assessed on its impact on and benefits for participants, in terms of becoming literate, less marginalized and empowered to strive towards social change. It ends with a number of recommendations as to how the project can improve.
Forms part of a resource kit (see record no. 3377) and comprises 3 films entitled: 1) Participation and the World Bank's work: learning to get better at it. (28.50 mins) Interviews with staff and footage of participatory projects. 2) The poverty experts: a participatory poverty assessment in Tanzania. (44.08 mins) 3) Groundwork: participatory research for girl's education. (35.50 mins) See also record no. 2402 for manual to accompany original separate Groundwork video.
This research project explores how visual means could be used to improve communication amongst children and between children and adults in the primary school. Drawing on a methodology known as PRA (Participatory Rural Appraisal), the project encouraged children and teachers in three Norfolk primary schools to experiment with visual ways of enhancing communication, participation and decision-making within school council meetings. A research team from University of East Anglia worked in collaboration with teachers involved with the school councils in Hillside Avenue Primary School, Poringland Primary School and Tuckswood Community First School. The first phase of the project involved observation and documentation of current forms of communication and participation within the school and class councils.
Based on findings from phase one, PRA methods were adapted and new visual strategies were invented to facilitate discussion and decision making. In phase two the methods were implemented and discussed in workshops. Part one of the present report gives a critical account of the project. Part two is a guide for teachers in visual strategies for class and school councils, it looks at: visual approaches for generating new ideas for discussion (time lines, drawing, mapping, institutional diagramming and transect walks); ordering, ranking and prioritising issues, agenda items, problems or solutions (card sorting, voting with beans or counters); decision making tools (preference and matrix ranking); visual approach to agenda presentation and minute talking and elections; how visual strategies compare.
This draft report gives account of the Save the Children (UK) work on child protection 2001-2002, in the Kotkai afghan refugee camp, Pakistan. The work is described in three phases. In the first phase conventional methods of child protection monitoring were adopted, where outsiders were used. In the second phase a participatory monitoring strategy was introduced, using some PRA (Participatory Rural Appraisal) tools to collect information on the topics given in phase one. In the third phase (from April 2002 and onwards) the participatory Reflect-Action approach was used to monitor the child protection issues. The methodology was used to monitor child protection concerns, and childrenÆs taking a leading role in advocating the protection concerns speeded up the response. The service delivery agencies took immediate actions in almost every concern raised by the children. Lessons learned from the approach are highlighted. Impacts of the Reflect-action approach are detailed in the context of empowerment, change in social behaviour, and capacity building. The processes of the different Reflect-Action circles (focussing around education system, children under stress, school drop outs, disease, water shortage, needs, drug addiction, shelter, and early marriages) are described briefly in separate sections specifying diagrams used for visualisation, e.g. sketches, cause and effect charts, pair-wise ranking, maps, and matrix ranking charts. The implications of scaling up child protection monitoring are discussed and a future strategy for child protection in Pakistan is presented. Three annexes are included which detail the issues identified through the three phases of the project. A brief note describing PRA is also incorporated.