10. Training module on PRA tools

The selection and use of training tools must match the training needs and type of training.

The major challenges are:

a) sensitization to bring about attitudinal and behavioural change; and

b) using participatory techniques to build rapport, elicit support, information and participation of the people in their own development.

Importance of participatory techniques

Participatory techniques aim to ‘break the silence’ of the poor and disadvantaged sections, recognize the value of popular collective knowledge and wisdom and legitimize the production of knowledge by the people themselves.
Participatory approaches seek to be catalysts enabling and empowering the people.
These have internalized some key techniques in adult training for learning such as

a) linking learning to problems,
b) linking learning to people’s goals and visions, and
c) giving trainees control over decisions on training.
The participatory approach emphasizes flexible learning, is adaptable to the pace set by the learners/trainers and tailored to needs expressed by participants themselves.

Participatory rural appraisal

Participatory rural appraisal (PRA) is a methodology to enhance

the development agent’s understanding of the rural reality for the planning and development of projects; and
the feeling of a greater degree of ownership and responsibility in the rural poor for better results and social acceptance of the programme.

The effectiveness of participatory approaches has led donors, government organizations and NGOs to use PRA in their programmes. Participatory training is based on the belief that

learners with their life experiences are themselves a rich source of learning;
learning cannot be imposed; the learner can only be encouraged to learn;
learners learn best by doing or practising an activity; and
learning is facilitated by a positive/successful activity/experience resulting in further achievement, thereby building up a ‘virtuous circle’.

Aims of participatory methods

Different participatory methods are used for different ends. Sometimes participatory approaches are the means and ends as well.

In the case of decentralized development, the ends are:

peoples’ active participation in prioritizing needs/micro-planning;
activating the key Panchayati Raj institution - the Gram Sabha; and
attitudinal and behavioural change in the bureaucracy.

Since village panchayats have to play an active role in initiating the micro-planning exercise, they need a locally relevant database that is validated by the local people. This will form the basis for setting local priorities. This should help, in turn, in the formulation of local action plans in the form of development activities/projects/programmes.

Scope of PRA

PRA is used

To ascertain needs
To establish priorities for development activities
Within the scope of feasibility studies
During the implementation phase of projects
Within the scope of monitoring and evaluation of projects
For studies of specific topics
For focusing formal surveys on essential aspects, and identifying conflicting group interests.

Areas of application

Natural resource management
Agriculture
Poverty alleviation/women in development programmes
Health and nutrition
Preliminary and primary education
Village and district-level planning
Institutional and policy analysis.

Table 12.1 Participatory rural appraisal

*Principles and methods*		*Benefits*
From ‘they learn from us’ to ‘we learn from them’.	. From ‘we let them participate’ to ‘they take command of their own process’.	Empowering the poor and weak to assert their priorities, make demands and act.
From ‘we’ve done a PRA’ to ‘we admit being corrected by people’.	From ‘we use instruments from our toolbox’ to ‘they can map, model, estimate, score, analyse, plan themselves’.	Expression and harnessing of local diversity.
From ‘we share our knowledge analysis with them’ to ‘we enable them to learn from each other and conduct their own analysis’.	Offsetting biases: spatial, project, gender/elite, seasonal calendar.	Community participatory appraisal, planning, implementation, monitoring and evaluation.
Rapid progressive learning, which is flexible, exploratory, interactive and inventive.	Triangulation: using different methods, sources and disciplines, and a range of informants in a range of places and cross checking to get closer to the truth through successive approximations.	Identification of research priorities; experts more receptive to the ability of rural poor to design, implement and evaluate.
Facilitation: to enable people to do more or all of the investigation themselves and own the outcome.		Insights gained from PRA leading to policy change.
Sharing: a culture of sharing information, methods, field experiences among NGOs, government and villagers.	Behaviour and attitudes: critical self-awareness in external facilitators, learning from errors.	A culture of open learning among govt., NGOs and community.

Table 12.2 Tools of PRA

Diagram

Priority matrix

Seasonal calendar

Time trends

Venn diagram

Map

Provides alternative database

Depicts differing local perception of local problems/needs

Transect

Builds rapport with locals

Supports maps of local resources/needs

Entire community involved in prioritizing needs and development initiatives

Helps to identify lean periods for resources and timing of supply of key farm inputs

Provides local perspective on time changes in natural resources/ecology/etc.

Helps to identify marginalized individuals and groups within the village

For details of PRA tools, please see Annex VII.