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PARTCIPATORY LEARNING FOR ACTION (PLA)

PARTCIPATORY LEARNING FOR ACTION (PLA). CCIH CONFERENCE MAY 27-29, 2006 WORKSHOP Sri Chander WORLD VISION ASIA-PACIFIC REGION. PRESENTATION OUTLINE. HOW PLA IS UNIQUE COMPARED TO OTHER BASELINE TOOLS PLA REQUIRES A PARADIGM SHIFT

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PARTCIPATORY LEARNING FOR ACTION (PLA)

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  1. PARTCIPATORY LEARNING FOR ACTION (PLA) CCIH CONFERENCE MAY 27-29, 2006 WORKSHOP Sri Chander WORLD VISION ASIA-PACIFIC REGION

  2. PRESENTATION OUTLINE • HOW PLA IS UNIQUE COMPARED TO OTHER BASELINE TOOLS • PLA REQUIRES A PARADIGM SHIFT • EFFECTIVE USES OF PLA • ‘HOW-TOs’ OF BASIC PLA EXERCISES • ‘HOW-TOs’ OF 10-SEED METHOD EXERCISES • CONCLUSIONS

  3. “DO QUALITATIVE BEFOREQUANTITATIVE BASELINES” WHY ?

  4. QUALITATIVE METHODOLOGIES: • PLA—1 of most powerful tools • APPRECIATIVE INQUIRY (AI) • FOCUS GROUP DISCUSSIONS (FGDs) • IN-DEPTH INTERVIEWS (IDIs) • OBSERVATIONAL STUDIES

  5. TYPES OF DIFFERENT QUALITATIVE APPROACHES • PLA=an effective, low-cost, empowering, participatory method of gathering qualitative & semi-structured info (beliefs, behaviors) • Can discuss controversial/sensitive topics in a non-threatening way • Heterogeneous—in age, gender, income, religion, ethnicity, social class, etc • Flexible: people come and go--anything goes • No pre-set, leading questions • Who? What? Where? When? Where? How? • What else? What else? What else?....

  6. TYPES OF DIFFERENT QUALITATIVE APPROACHES 2. FGDs: • Homogeneous • pre-set questions • focused -- pre-assembled group -- time-limited

  7. TYPES OF DIFFERENT QUALITATIVE APPROACHES 3. AI • best practices/positive deviance • “what has worked best ?” • “promising practices” • success-oriented 4. IDI • focus on key people, information

  8. APPRECIATIVE INQUIRY (AI) • An envisioning, planning process • Asks: • What do we do well ? (current strengths) • What do we need to do better ?(future vision) • What is causing the gap ? (problem analysis) • How can we bridge the gap ? (strategy/action plan) • Focus on best practices, affirms strengths, builds on them to move to improve practices to create the desired future. ?

  9. PARTICIPATORY LEARNING FOR ACTION (PLA) • Needs a radical paradigm shift= a reversal of attitude, to learning from the community, of where they are at • Involves understanding the community from its world view in all its diverse complexity the restraints and limitations and the adverse environment which cumulatively result in POVERTY • Frequent triangulation needed to cross-verify info

  10. PARTICIPATORY LEARNING FOR ACTION (PLA) • Involves use of a sequence of exercisesto understand the community and its survival strategy • Start only: --after rapport established with community --after clearly explaining to community that we ‘outsiders’ are there to learn from them

  11. PARTICIPATORY LEARNING FOR ACTION (PLA) Is effective because it seeks to understand the SURVIVAL STRATEGY of the community, appraise it and show ways to enhance the capability of that effort to ensure sustainability

  12. PARTICIPATORY LEARNING FOR ACTION (PLA) • Sequence of PLA exercisesanalyses write a1-2 page storyof the community feedbackit to them for validation/ triangulation • Assist them to do a Capability/ Vulne-rability (C/V) Analysis of themselves • Facilitate them to develop a Community Development Resource Plan (CDRP)

  13. USES OF PARTICIPATORY LEARNING FOR ACTION (PLA) • A COMMUNITY MIRROR: BLIND SPOTS • IDENTIFY KNOWLEDGE-PRACTICE GAPS • ASSESS COMMUNITY CAPABILITIES/ VULNERABILITIES/POTENTIAL • DESIGN MESSAGES, IMAGES & MATERIALS FOR BCC & TRAINING • FACILITATE CLIENT APPRAISAL OF SERVICE QUALITY • DEVELOP MICRO-LEVEL RESOURCE/ SUSTAINABILITY ACTION PLANS

  14. PLA TEAM MEMBERS • FACILITATOR • RECODER • ‘FILTER”

  15. SOME COMMON PLA EXERCISES (1) • TIME LINE • TREND ANALYSIS • SEASONALITY DIAGRAMS • WEALTH (OR WELL-BEING) RANKING • CAUSAL DIAGRAMS • MATRIX RANKING • CHAPPATI DIAGRAM • PROFILE OF WOMEN’ WORK DAY • TRANSECTS

  16. SOME COMMON PLA EXERCISES (2) • CONFLICT ANALYSIS • BODY MAPPING OF A WOMAN • LIVELIHOOD ANALYSIS • PATTERNS OF LAND USE

  17. INTEGRATED OUTPUTS OF PLA EXERCISES • ONE-PAGE STORY • VILLAGE/COMMUNITY RESOURCE DEVELOPMENT PLAN

  18. TIME LINEGOOD ICE-BREAKER AS 1ST EX AIM: HISTORICAL REVIEW—MAJOR EVENTS AND THEIR IMPACT; THEIR SURVIVAL STRATEGY TO ADAPT TO CHANGE METHOD: ASKOLDER FOLKS HOW VILLAGE GOT ITS NAME; OTHERS JOIN IN; ASK ABT MAJOR EVENTS; APPROX WHEN? OUTPUT: CHART: APPROX YR (1 SIDE)+ EVENTS ON OTHER SIDE

  19. TREND ANALYSIS AIM: UNDERSTAND HOW AGRICUL- T URE, FORESTS, HEALTH, SEXUAL PATTERNS, WORSHIP, EDUCATION, etc, HAVE CHANGED OVER YRS METHOD: ASK THEM TO DRAW CHANGES IN PATTERNS FROM TIME THEY WERE YOUNG UNTIL NOW OUTPUT: RECALLABLE TRENDS INDI- CATE CHANGES IN ATTITUDES/ ACTIONS

  20. SEASONALITY DIAGRAM` AIM: UNDERSTAND HOW SEASONS (r/f) DETERMINE VILLAGE ACTIVITIES LIKE AGRIC, EMPLOYMENT, MIGRATION DISEASES, LOAN REQUIREMENTS, FESTIVALS, etc METHOD: ASK TO IDENTIFY NAMES OF MONTHS, USING 12 STONES. USE SEEDS & ASK TO SHOW MONTH OF R/F, AGRIC, WORKLOAD, DISEASE INCIDENCE, FESTIVAL SEASON, SEASONS OF INCOME, LOAN NEEDS OUTPUT: IDENTIFY CRISIS PERIODS NEED-ING OUTSIDE HELP; SEASONAL MIGRATION WHEN TO START NEW PROG/MODIFY CURR PROG-epI CALENDAR-DIARHHEA/MALARIA

  21. WEALTH (OR WELL-BEING) RANKING AIM: TO LOCATE POOREST OF POOR , USING COMMUNITY’S ANALYTICAL POWERS TO COMPARE PRODUCTIVE PERSONS WITH LESS LAND WITH PERSONS W/ MORE LAND BUT LESS PRODUCTIVE METHOD: • WRITE HH HEADS’ NAMES: PAPER SLIPS • PROFILE TYPES OF WEALTH GROUPS∞FOOD INTAKE, AGRIC, SOWING CAPACITY, FMILY SIZE, PROPERTY, USE OF VEHICLE/LUXURY ITEMS • CLASSIFY PAPER SLIPS∞WEALTH GRPS • CAN FURTHER CLASSIFY IN SERIAL ORDER OUTPUT: • IDENTIFY POOREST OF POOR WHO NEED HELP 1ST FOR CHILD SPONSORSHIP/ MED

  22. CAUSAL DIAGRAMS AIM: UNDERSTAND: • HOW THINGS LINK WITH EACH OTHER & WHAT THEY LEAD TO • CHANGES NEEDED TO REVERSE PROCESS METHOD: • IDENTIFY MOST IMPT PROBLEM: put in center • LIST CAUSES/TRACE BACKWARDS W/ ARROWS • FIND WHAT HAPPENED? • RESULT: MAZE OF CIRCLES & ARROWS OUTPUT: • USE TO DISCUSS HOW TO OVERCOME PROBLEM Eg HIV/prostitution/’hidden’ diseases/malnutrition & service quality/abortions/barriers to FP/Bs, night blindness in children and pregnant women, TB in children

  23. MATRIX RANKING OR SCORING AIM: • UNDERSTAND RATIONALE OF VARIOUS CHOICES OF COMMUNITY • IDENTIFY REASONS FOR CHOICE OF CROPS, ENTERPRISE, HEALTH-SEEKING, BORROWING INTEREST RATES, EXPENDITURE PATTERNS,etc METHOD: USE TEN-SEED METHOD TO SCORE CHOICES OUTPUT: PIE CHART/RANK LIST OF CHOICES

  24. CHAPPATI (VENN) DIAGRAM AIM: UNDERSTAND • WHICH INSTITUTIONS/GRPS ARE IMPT TO COMMUNITY • LEVEL & FREQUENCY OF INTERACTIONS METHOD: • LIST IMPT PERSONS/INSTITUTIONS-- INT/EXT • PREPARE COLORED PAPER CIRCLES OF DIFF SIZES—LARGER=MORE IMPT • PLACE DOT IN CENTER OF FLOOR/WHITE PAPER • PLACE CIRCLES∞IMPT/FREQ OF INTERACTIONS • MORE IMPT/FREQ= PLACE IN CENTER • STICK TO WHITE PAPER AFTER CROSS-CHECK • DSICUSS CORELATION OF CIRCLES OUTPUT: CHAPPATI DIAGRAM OF POWER RELATIONSHIPS & DISCUSS WHICH/HOW INSITUTIONS TO STRENGTHEN

  25. PROFILE OF A WOMAN’S DAY AIM: UNDERSTAND WORKLOAD OF WOMEN & DRUDGERY THEY FACE. METHOD: MAINLY WITH WOMEN; MAN CAN BE HINDRANCE. START WITH WAKE TIME TO SLEEP TIME. USE DIFFERENT OBJECTS TO REPRESENT DIFFERENT ACTIVITIES OUTPUT: CHART OF WOMAN’S WORK DAY. WOMEN-SENSITIVE PLANS FOR SUITABLE TIME/DAY/PLACE FOR MEETING, TRAINING, STARTING OF PROG (eg—reaching SWs in Mumbai)

  26. TRANSECTS AIM: QUICK ANALYTICAL STOCK OF COMM RESOURCES, PROBLEMS FACED, & POTEN- TIAL OPPORTUNITIESFOR INTERVENTION METHOD: • DRAW RESOURCE MAP—MARK PATH THRU’ MOST RESOURCES EN ROUTE=TRANSECT • WALK ALONG ROUTE—OBSERVE& ASK SOIL & LAND TYPE, CROP CULTIVATION IN DIFF SEASONS, TREES, ANIMAL HUSBANDRY, FISH, PROBLEMS, OPPORTUNITIES OUTPUT: DETAILED INVENMTORY OF RESOURCES MATCHED WITH SPECIFIC PROBLEMS AND POTENTIAL OPPORTUNITIES FOR DEVELOPMENT

  27. CONFLICT ANALYSIS AIM: • UNDERSTAND LOCAL CAUSES OF CONFLICT & MEANS OF RESOLVING THEM • BE SENSITIVE TO POWER STRUCTURES METHOD: (BEST 2ND OR 3RD DAY OF EXs) • LIST ALL CAUSES OF CONFLICT • IMAGINE ALL CONFLICTS EQUAL TO 1 Rp • MARK OUT CHUNKS TO REPRESENT # OF paise TO INDICATE PART PLAYED BY EACH CAUSE OUTPUT: • PIE DIAGRAM • DISCUSS HOW TO RESOLVE CONFLICT

  28. BODY MAPPING OF A WOMAN AIM: HELP WOMEN UNDERSTAND BODY PARTS & FUNCTIONS METHOD: PREFERABLY WITH MARRIED WOMEN ONLY • ASK TO DRAW OUT PICTURE OF WOMAN • LABEL BODY PARTS • DISCUSS FUNCTION OF EACH PARTS OUTPUT: PICTURE WITH BODY PARTS KEY FUNCTIONS AND KEY PROBLEMS DISCUSSED; LOCAL TREATMENT OF HIDDEN WOMEN’S DISEASES DISCUSSED

  29. LIVELIHOOD ANALYSIS AIM: UNDERSTAND COMMUNITY OPTIONS TO EARN A LIVING METHOD: USE TEN-SEED METHOD TO SCORE CHOICES (SIMILAR TO MATRIX RANKING EXERCISE) OUTPUT:PIE CHART/RANK LIST OF CHOICES

  30. PATTERNS OF LAND USE AIM: UNDERSTAND HOW COMMUNITY HAS MADE USE OF ITS LAND RESOURCES METHOD:USE TEN-SEED METHOD TO SCORE CHOICES (SIMILAR TO MATRIX RANKING EXERCISE) OUTPUT:PIE CHART/RANK LIST OF CHOICES

  31. TEN-SEED TECHNIQUES FOR HIV PROG: • ESTIMATING MULTI-PARTNER SEX IN THE COMMUNITY • KAP/RISK PERCEPTION--HIV/AIDS/STI --IN COMMUNITY --IN SEX WORKERS --IN SEX WORKERSS’ CLIENTS • ESTIMATING ALCOHOLISM, esp OF SW CLIENTS & HUSBANDS • CONDOM USE/ACCESS/PREFERENCE • SEX WORKER PATRONAGE—FREQ, COST & REASONS • HH FOOD SECURITY & HIV VULNERABILITY

  32. TEN SEED METHOD FOR CS/RH PROGRAMS • ASSESS WOMEN’S DEMAND FOR BIRTH SPACING/FAMILY PLANNING • AS PRACTICE OF USING ABORTION AS A FERTLITY CONTROL METHOD • K & A OF LEADERS TOWARDS ABSTINENCE & OCs for BS/FP • ASSESS P OF COLOSTRUM FEEDING, EBF, WEANING FOODS FROM 7TH MTH • COVERAGE WITH IMMUNIZATION AND VITAMIN A IN KIDS

  33. ONE PAGE STORY—TYING IT ALL UP AIM: EXEC SUMMARY OF BACKGRD, PROBLEMS, SURVIVAL STRATEGY & POTENTIAL OPPORTUNITIES METHOD: • 1ST:ALL GRPS MAKE PRESENTATIONS • ALL MAKE OWN OBSERVTNS/ NOTES • GRPs PREPARE OWN 1-PG STORY CRITERIA: ONE PAGE, 3 PARAGRAPHS ONLY • HISTORY/PAST CRISES/KEY EVENTS • LIST MAJOR CAPABILITIES/VULNERABILITIES (C/V) • COMMUNITY SOLUTIONS TO OVERCOME VULNERABILITY PROCESS: • EACH GROUP READS 1-PAGE STORY • SELECT BEST & MOST CONCISE 1 PAGE STORY • READ PARA 1+ 2 TO COMMUNITY—ASK TO ADD, CORRECT OR MODIFY OUTPUT: SUMMARY FINDINGS BASED ON ALL EXERCISES CONDUCTED

  34. COMMUNITY RESOURCE DEVELOPMENT PLAN PROCESS: • COMPLETE ALL BASIC PLA EXs • MEET COMMUNITY AT CENTRAL LOC • DISCUSS FINAL PLA FINDINGS • ASK COMMUNTIES TO IDENITFY CAPABILITIES/VULNERABILITIES (C/V analyses) • ENCOURAGE DEV PROG PLANNING: --PREPARE ROUGH POA LIST --SORT SEQ: No cost/no tech Low cist/local tech Medium cost/medium tech high cost/high tech --ENSURE ,OST ACTIVITIES BENEFIT POOREST OF PRROR AND MOST OF COMMUNITY --FILTER OUT ‘LOUD MOUTH’ VOICES • RE-DISCUSS SPECIFIC ACTIVITIES IN THEPOA • COMMIUNITY CHOOSES PERSONS RESPONSIBLE • COMMUNITY SELECXTS REVIEW TEAM TO TRACK PROGRESS • MARK/ASSIGN PLANS THAT NEED OUTSIDE HELP • ASSIST COMMUNITY TO DEVELOP COSTS/BUDGET

  35. TIME HAS PROVEN(And if we are honest we would also admit) That The community members are THE BEST MANAGERS OF SCARCE RESOURCES EXTERNAL EFFORTS JUST COMPLEMENT & ENHANCE THESE EFFORTS

  36. PARTICIPATORY LEARNING FOR ACTION (PLA) Is effective because it seeks to understand the SURVIVAL STRATEGY of the community, appraise it and show ways to enhance the capability of that effort to ensure sustainability

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