Using Rapid Rural Appraisal for Project Identification. Report on a training exercise in Jamare local government area, Bauchi State, Northern Nigeria
A pilot course on project identification was run for 24 heads of local government departments in several states in Northern Nigeria. The first course was based on fieldwork and focussed on applying RRA techniques for the purpose of project identification. This report evaluates the training programme from a methodological perspective, pointing out mistakes that were made, such as using a questionnaire instead of a checklist. The analysis also shows the importance of working out participants' specific training needs and developing a model to meet these. PRA activities are not described, but some findings are given
This guide is for training research and extension personnel in rapid appraisal for development of agroforestry in peasant land use systems. The introduction outlines the training course and the key principles underlying the methods used: learning by interaction with farmers, experiential learning, interdisciplinarity and an understanding of the conflicts over access to productive resources. The remaining chapters follow a course outline, including briefings and background talks on agroforestry, activities involving secondary information review and analysis of social and environmental change. Section 3 presents workshops on RRA methods researching with farmers, including interviews, resource classification, soil characterisation vegetation surveys, land use mapping, and erosion hazard mapping. Sections 4 and 5 discusses agroforestry interventions, how to appraise, plan, and consult with farmers. The guide is illustrated throughout with material from Zimbabwe, and is presented in a systematic and accessible manner.
A comprehensive and clear guide to training, with techniques aimed at all types of participatory training. It opens with a discussion of some concepts commonly considered as 'participation', and discusses their perceptions of participation and the ideas behind participatory training. This is contrasted with traditional teaching methods. All stages are discussed - from the planning and design of the workshop to techniques available. This is exemplified by field examples. The bulk of the book is devoted to short descriptions of different training methods. These include ways of forming groups and ways of 'waking' participants up during long sessions. There are also details of different techniques which can be used to introduce the concepts of participation and dialouge, such as Johari's window, and other behavioural 'games'. Each technique is clearly illustrated, with diagrammes and focusing on visual and participatory methods.
The community's toolbox: the idea, methods and tools for participatory assessment monitoring and evaluation in community forestry
Outlines the ideas and concepts of PAME, its benefits and applicability to community forestry programmes, including discussions on the definition of community forestry. The second section is divided into participatory assesment, baselines, monitoring and evaluation, describing methods, purposes and benefits for each. The use of participatory, predominantly visual, techniques, their efficiency and openness to the community is discussed, along with presentation within the community through photos, diagrams, theatre, charts - presentation to groups, by groups. Finally the tools themselves are illustrated, recognising that within each situation, there will be different applications. Twenty-three tools are described, with mention of their purpose, benefits, uses and the precautions that must be taken in their use.