ADD0806_ICDP_SEPP%20PRA%20Facilitator%20Manual%20(Aug07)

8/8/2019 ADD0806_ICDP_SEPP%20PRA%20Facilitator%20Manual%20(Aug07)

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P a r t i ci p a t o r y R u r a l Ap p r a i sa l M a n u a l

S o c io -E c o n o m i c P l a n n i n g P r o c e s s

The Comm un e/War d/Town Socio-Economic Plan nin g Pr ocess (SEP P)in Qua ng Ngai Pr ovince merges household and comm un ity needswith a vailable Progra ms, Pr ojects a nd fun ding sour ces. This P a r -t i c ip a t o r y R u r a l Ap p r a i s a l M a n u a l is us ed by Comm un e P eoplesComm itt ees, Distr ict Peoples Committ ees an d F acilita tors. ThisMan ua l out lines the ba sic Pa rt icipat ory Rur al Appraisal (PRA) toolsapplied in SEP P a nd facilita tion techn iques when condu ctin g PRAField E xercises with households.

P a r t ic ip a t o r y R u r a l Ap p r a i sa l

M a n u a l

Q u a n g N ga i P r o v i n c e 2 00 7


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The Commune/Ward/Town Socio-Economic Planning Process (SEPP) aims to improve plan-ning in Qu an g Ngai Pr ovince th rough m erging comm un ity needs with a vailable projects, pr o-gram s an d funding resources. SEP P Gu idelines were developed an d appr oved by the P rovin-cial P eoples Comm itt ee on 06 J uly 2007 (PP C Decision No. 1514/QD-UBN D). SE PP will beconducted in all Communes, Wards and Town in the 12 mainland Districts, Ly Son Island

and Quang Ngai City in Quang Ngai Province in 2007. Eight Steps are conducted underSEPP:

S t e p 1 : Collection of Commu ne ba sic inform at ion a nd P RA Field E xercises

S t e p 2 : District and Commune Orientation Plan Workshops to outline availableprojects, programs and funding sources for Communes for the following year

S t e p 3 : Reports on the implementation of estimates of the Socio-Economic Planof the curr ent year a nd pr ojections for t he n ext year

S t e p 4 : Village/Household Group Planning Meetings (Village Meetings) held to

identify priority household an d comm un ity problems a nd a ctivities S t e p 5 : The Commu ne P eoples Comm itt ee fina lises th e Comm un e Socio-

Economic Plan a t a Comm une Plan Pr eparat ion Meeting and submits th e Plan t oth e Distr ict P eoples Comm itt ee. The Commu ne P eoples Comm itt ee also pr e-par es a list of priority projects t ha t h ave not been fun ded yet

S t e p 6 : The Comm un e Plan is submit ted t o the Distr ict Peoples Comm itt ee viathe District Planning and Finance Division for consideration and assignments of the Socio-Economic Plans to the Communes/Wards/Towns

S t e p 7 : Implementat ion of th e Comm une P lans S t e p 8 : Monitoring, evaluat ing and r eport ing of th e Comm un e Plan by the Com-

mu ne Peoples Comm itt ee

This P a r t i c i p a t o r y R u r a l A p p r a i s a l M a n u a l was prepared for conducting ParticipatoryRural Appraisal (PRA) Field Exercises conducted under SEPP. Guidance is given on PRAField Exercises, PRA tools, facilitation skills and the analysis of PRA results. PRA resultsare presented to households at Village Planning Meetings and form a foundation for theprepa ra tion of the Comm un e Socio-Economic Plan .

S o c i o -E c o n o m i c P l a n n i n g P r o c es s

F O R E W O R D

Q u a n g N g a i R u r a l D e ve l o p m e n t P r o g r a m R U D E P

Funded by th e People of Viet N am and A ustralia

37 Pham Van Dong Street

Quang Ngai City

Quan g Ngai Pr ovince

Socialist Republic of Viet Nam

Telephone: 055816 265

Fa x: 055-816 260

Email: adm inqnr [email protected] .vn

Website: www.rudep.org

D e p a r t m e n t o f P l a n n i n g a n d I n v e s t m e n t D P I

96 Nguyen Nghiem Str eet

Quan g Ngai City

Quan g Ngai Pr ovince

Socialist Republic of Viet Nam

Telephone: 055055822 868

Fa x: 055-825 701

Email: skh dt@qua ngnga i.gov.vn

Website: www.quangngai.gov.vn

Th e printing of this Man ual w as fund ed by the Quan g Ngai Ru ral Development Program. All illustrations were draw n by Mr. Duong Huu Nghia.
mailto:[email protected]://www.rudep.org/mailto:[email protected]://www.quangngai.gov.vn/http://www.quangngai.gov.vn/mailto:[email protected]://www.rudep.org/mailto:[email protected]


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TAB L E O F C O N T E N T S

What is PRA? 5

PRA Fa cilita tors 6

Pr epar at ion for PRA Field Exercises 7

P R A To o ls a n d P R A F i e l d E x e r c i s e R e v i e w 9

PRA Tools an d Pu rp ose 10

Hist orical Timelines 11

Seasonal Calendar s 19

Village Resource Mapp ing 13

Tra nsect Walks 15

Wealth Ranking 17

Linka ge Diagram s 21

Mat rix Scorin g an d Rank ing 23

Pr oblem-Cau se-Effect -Solut ion Trees 25

Reviewing an d Concludin g th e Result s of PRA Field Exer cises 27

P R A F i e l d E x e r c i s e R e v i e w M e e t i n g 2 9

I n t r o d u c t io n t o P R A 4

Table of Contents


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In t r od u c t ion t o P R A


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Wh a t i s P R A?

Wh y is P R A U s e d ?

P a r t i c ip a t o r y R u r a l Ap p r a i sa l (P R A) is a s e t o f t o o ls a n d t e c h n i q u e s u s e d w i t hh o u s e h o ld s t o g a t h e r a n d a n a l y se in f or m a t i o n o n c om m u n i t y r e s o u r c e s, p r o b le m s ,p o t e n t i a l a n d n e e d s.

H o w is P R AC o n d u c t e d ?

Analyse the curr ent situat ion a nd potential in a Vil-lage or Commu ne

Ana lyse problems an d th eir cau ses Support households t o identify activities th at re-

spond to difficulties an d opport un ities

PRA is cond ucted wit h a group of househ olds from aVillage or H am let t ha t work with Fa cilita tors

Fa cilita tors work with groups of households

PRA is not tea ching or lectu ring: Households and F acilita tors learn t ogether Fa cilita tors work with an d listen t o house-

holds

Wh y is P R AC on d u c t e d inS E P P ?

Underst and t he cur rent situat ion, problems and op-port un ities a ccordin g t o households

Ana lyse cau ses of par ticular issues or pr oblems As a tool to identify and design im plementa tion ac-

tivities with households a nd groups of households PRA builds facilita tion a nd comm un ity developmen t

skills

Wh a t a r e P R A To ols ? PRA is many different exercisesthese are calledPRA tools:

Ea ch exercise is condu cted differen tly an d h as

a different pur pose an d out come Fa cilita tors work with t he household/comm un ity

groups t o condu ct t he P RA Tools

Wh a t i s a P R A F i e ldE x e r c i s e ?

A PRA Field Exer cise is conducted wit h h ous eholdsin a Village or Ha mlet

The h ouseh olds an d Fa cilita tors condu ct some of th ePRA Tools in groups a t t he P RA Field Exer cise

The resu lts of th e PRA Tools ar e reviewed at th ePRA Field Exercise and pr esent t o households at th eVillage P lann ing Meetings


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P R A F a c ili t a t o r s

Wh o a r e F a c ili t a t o r sfo r P R A?

Distr ict Peoples Comm itt ee Officers Commu ne P eoples Comm itt ee Officers Commune Mass Movement Representatives Village and Ha mlet Leader s Households

Wh a t a r e Be h a v io u r so f a GoodF a c i l i t a t o r ?

Enthusiast ic Respect ideas r aised by h ouseh olds En cour age women an d t he poor t o voice th eir ideas Man age t ime effect ively Create a warm atm osphere Ha ve a sense of hu mour PRA is enjoyable!

Wh a t a r e t h e R e s p on -s i b i li t i e s o f F a c i li t a -t o r s ?

Wh a t S h o u ldF a c i li t a t o r s Av o id ?

Pr ejudicing or possessing a negat ive at tit ude t o-war ds people

Using complex ter ms wit h h ouseh olds Pr ojectin g ones own idea s all t he t ime Lectu rin g or tea ch h ouseholds

Fa cilita tors a re people th at guide discussion betweenhouseholds during PRA exercises

Fa cilita tors ar e not teachersthey guide househ olddiscussion

Wh a t a r eC h a r a c t e r i st i c s o f aG oo d F a c i li t a t o r ?

En cour age th e par ticipat ion of househ olds An effective comm un icat or Someone people like an d r espect Some ba ckground knowledge of the people and th e

Commune

Underst and a nd respect t he comm unity cultur e A good listen er a nd is willing to lear n


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P r e p a r a t i on fo r P R A F i e ld E x e r c is e s Pr epar at ion is requ ired before condu ctin g PRA Field Exercises. Good pr epar at ion will helpma ke th e PRA Field Exercises run well.

F a c i l i t a t o r s You can not cond uct t he P RA field exercises with outFa cilitat orsma ke sure t hat you a rr ange Fa cilitat ors

to at tend! Inform Fa cilita tors a few days before t he P RA Field

Exercises so th at th ey ar ra nge time to come

It is best when one Fa cilita tor work s with between48 peoplehowever situations may vary

Some F acilitat ors might be good a nd can work

with large gr oups of households Some F acilitat ors m ight be not be familiar

with some of th e PRA Tools an d sh ould work with sma ller group of households

It is genera lly best not to invite m ore t ha n 25 house-holds t o par ticipat e in P RA Field Exercisesif youha ve 25 households then you would need a ma ximu mof 5 Fa cilita tors

L oc a t i o n o f t h e P R AF i e ld E x e r c is e s

PRA Field Exer cises sh ould be cond ucted in th e Vil-lage in a locat ion n ear wher e th e households live

Ther e is no need t o conduct P RA Field E xercises in aClassr oom or Meet ing Roomyou can conduct t heField E xercises at someones h ous e

Try t o choose a locat ion or house t ha t ha s a lot of room out side an d is sh adymost exercises a re con-ducted outside and t here a re sometimes ma ny groups

H ow m a n yH o u s e h o ld s a n d H o wM a n y F a c i li t a t o r s ?

Ma t e r ia ls a n dE q u i p m e n t

PRA Field Exercises dont requir e m uch equipm entor ma terials

Sm all pieces of colour ed pa per (car ds) ar e us e-fulpictu res can be dra wn on th em or th eycan be labeled to repr esent t hings

Some A0 Paper an d pensth ese are used t orecord the results of exercises

A4 folders , A4 paper an d colour ed pens a r eneeded for F acilita tors t o record t he r esults

Cha lk can also be useful for m ak ing dra wingson t he ground


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P r e p a r a t i on fo r P R A F i e ld E x e r c is e s You now will ha ve chosen your PRA Field Exercise locat ion, a rr an ged Fa cilita tors an d h ouse-holds an d prepar ed some of th e equipm ent a nd m at erials needed. You n ow should prepa re asma ll out line with Fa cilita tors for th e Field Exercises.

H o w L o n g S h o u l dt h e P R A F i e ldE x e r c is e s Ta k e ?

PRA Field Exercises should only tak e a ha lf day if

you pr epare well and wat ch t he time

D o w e h a v e t o u s e a llP R A To ols a t e a c hP R A F i e l d E x e r c is e ?

If you only ha ve a sm all nu mber of Facilitat ors orsm all n um ber of househ olds, you sh ould choose someTools ra th er t ha n condu ct all Tools

Some Tools dont n eed t o be condu cted in every Vil-lagefor exam ple, it is oft en n ot necessar y to conductHistorical Timelines in each Village

Ea ch group should condu ct no more t ha n 2 PRA Toolsin a mornings P RA Field E xercisesrem ember tofocus on quality rat her t han quant ity

P r e p a r i n g a n Ag en d a

fo r t h e P R A F i e ldE x e r c i s e s

A small agenda should be prepared with th e Fa cilita-

tors before you st ar t t he P RA Field Exercises The t ime activit ies will be cond ucted a nd com-

pleted Which Fa cilita tors will condu ct differen t PRA

Tools The a genda sh ould m ake tim e for th e following:

Welcome to people, int roduction to SEP P an dPRA Field E xercises10 min ut es

Int roduce th e activities th at will be condu cted,th e Facilitat ors a nd t he household groups10minutes

PRA Field Exercises in groups with Fa cilita -tors2-3 hours

Pr esenta tion and discussion of resu lts with a llpar ticipan tsup to 1 hour


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P R A Too ls

P R A F ie ld E x e r c is e R e v i e w


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P a r t ic ip a t o r y R u r a l Ap p r a i sa l : Tool s


P RA TOOLS P U R P O S E

Hist orical Tim elines

Un derst an d th e history of th e Village an d Com-mune

Identify key event s an d tr ends th roughout h istoryof th e Comm un e or Villageeith er p osit ive ornegative

Discus s t he effect ( influences ) of key event s in h is-tory

Village Resour ce Mapp ing

Visual m ap t o repr esent th e Village, different re-sour ce types and how these ar e used

Identify resour ces tha t a re scar ce or a bundan t a ndpr opose opport un ities t o develop

Tran sect Walks

Fa cilita tes discussion on t he sta tu s, problems an dpoten tial of differen t land types

Discuss problems an d t he causes of problems asso-ciated with lan d use

Wealth Ran king

Iden tify hous ehold perceptions of wealt h classes ina Village or Ha mlet

Ident ify th e resources and cha ra cter istics of eachwealth class

Wealt h class of individua l househ olds in a Village

Seasonal Calendar s Exercise to ident ify an d discuss seasonal events

an d activities (cr oppin g, livestock, migra tion, in-come/expenditure)

Linka ge Diagram s

Ident ify and an alyse househ old far ming systems,resour ces and th eir uses

Ident ify options a nd activities t o impr ove house-hold far ming system s, resour ce productivity an dincome

Matr ix Scoring a nd Ranking

Analyse pr eferences of househ olds of differ ent in-come gener at ing activities an d r easons for prefer-ences

Analyse comm on problems or issu es an d score orra nk th ese in order of importa nce (e.g. health orsocial pr oblems)

Problem-Cause-Effect-Solution

Trees

Highlight s t he compoundin g cau ses a nd effects of a specific problems faced by househ olds in a Vil-lage

Pr opose activities t o overcome some of t he cau sesan d effects of problem faced by househ olds in aVillage


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1 : H i s t o r i c a l Ti m e l i n e s

Historical Timelines facilitate discussion on: Key positive an d negat ive event s an d tr ends in

hist ory in t he Village or Commu ne In fluen ces an d affects of key positive an d nega -

tive events an d tr ends

Wh a t a r e H i s t or i c a lTi m e l i n e s ?

H o w c a n y ou u s e H is -t o r i ca l Tim e l in e s ?

Hist orical Timelines can be used t o: Pr ovide orient at ion t o developmen t plans Learn lessons on events t hat have happened in

th e past and th eir effects Iden t ify issues a ssociat ed with livest ock/cr op

production a nd t heir a ffects Ident ify comm un ity vulner ability to events (e.g.

nat ur al disasters, etc) and th eir frequency

You can use H istorical Timelines when : Init iat ing plan ning activities with h ouseh olds

in a Comm une Looking at n at ur al disasters an d th eir influ-

ences in ord er t o develop coping st ra tegies Ana lysing t he causes of some pr oblems th at

ha ve occur red in t he past th at ha ve affectedlivelihoods

Wh e n c a n H i st o r i c a lTim e lin e s b e u s e d ?

Wh a t e ls e s h o u ld Ik n o w a b o u t H is t or i -c a l Ti m e l in e s ?

Hist orical Timelines ar e very int erestin g as we cancollect a lot of inform at ion on Village or Comm un ehistory

Show your inter est when you a re facilita ting!


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1 : H i s t o r i c a l Ti m e l i n e s L e t s l oo k a t a n e x a m p l e o f H i st o r i c a l Tim e -l i n e s !

S t e p 1 : Dra w a line on t he ground or use A0 pa-per

One end of th e line will be now Explain t o the households tha t t his is a

Timeline or H ist ory L ine

S t e p 2 : Ask t he h ouseholds to discuss t he cur-rent situat ion in t he Comm une (now)

Record th is inform at ion on a car d or visu-ally usin g symbols

S t e p 3 : Ask t he h ouseholds to think of the ear li-est known dat e or event th at th ey remember

What were conditions like at t his tim e? Wha t were some of th e effects on peoples

livelihoods?

S t e p 4 : Ask t he h ouseholds to recall key events(positive an d n egative) th roughout hist ory (fromth e earliest t o now) an d th e year th ey occur red

Place the event s and t he corr espondingdat es on t he timeline

Discuss with t he households about t heinfluen ces or effect s of t hese even ts(positive an d n egative

S t e p 5 : Fa cilita te discussion between th e house-holds on t he H istorical Timeline to ensur e allrelevant inform at ion is placed on t he tim eline

Discuss with households about fut ur e vul-ner ability to the event s listed on the t ime-line?

Are households st ill vulner able t o someevents?

What could be done to mitigate or pr eventsuch events ha ppening in t he futur e?

Ensu re th at one person r ecords t he results whenth e exercise is fully comp leted

Tr y T h i s !

You can discuss with t he households an d lear n lessons from t he past th at provide fut ur eor ient at ion on differen t t opics (e.g. economics, political, cult ur al, social, edu cat ion, et c.)


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2 . Vi ll a g e R e s o u r c e M a p p i n g

Wh a t i s Vi ll ageR e s ou r c e Ma p p i n g ?

Village Resour ce Mapp ing facilita tes d iscuss ion on: Different resource types and how these ar e

used

Resour ces tha t ar e scar ce or abu nda nt , identifyopport un ities a nd propose a ctivities to impr oveor develop t hese

H o w c a n y o u u s e Vi l-l a g e R e s o u r c eM a p p i n g ?

Village Resour ce Mapp ing can be used t o: Identify issues associated with local resources

and lan d types

Ident ify appropriat e solutions an d opport un i-ties to impr ove land use ma na gement Develop simple lan d use ma na gement pla ns

You can us e Village Resour ce Mapp ing when :

Doing far ming system s or forest ry su rveys toassess land u se and potent ial

Assessing different land t ypes, th eir uses an dopportunities

Plan ning lar ge-scale activities in a comm un ity(e.g. roads, irrigation, community forestry,etc.)

Wh e n c a n Vi ll a g e

R e s ou r c e Ma p p i n gb e u s e d ?

Wh a t e ls e s h o u ld Ik n o w a b o u t Villa g eR e s ou r c e Ma p p i n g ?

Village Resour ce Map ping is best cond ucted wit hTra nsect Walksyou will learn about t hese next

Having a beautiful map is not th e most import antres ult of Village Resour ce Map ping

Households sh ould be ma king t he Village Resour ceMapyou a re just a sking questions and guidingdiscussion as a Fa cilita tor

Try to always make th e map on th e ground first us-ing local m at eria ls (rocks, st icks, gr ass , etc.) - youcan use chalk t o dra w some item s


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2 . Vi ll a g e R e s o u r c e M a p p i n g L e t s l o ok a t a n e x a m p l e o f Vi ll a g e R e s o u r c eM a p p i n g !

S t e p 1 : Star t t he exercise on t he ground usinglocal pr odu ct s

Ask th e househ olds t o iden tify key loca-tions in t he Village that people are famil-iar with (e.g. r oad s, houses, fields, moun -ta ins, etc.)

S t e p 2 : Use local pr odu ct s to ident ify th e differ-ent resour ce and land t ypes

Agree on wh ich local m at erials r epresenteach r esource or location

S t e p 3 : Discuss t he curr ent use of th e resourceand lan d types:

Are r esour ces abun dan t or scarce? Does everyone ha ve access t o lan d What ar e curr ent problems associated

with ea ch lan d type or r esour ce What ar e some activities th at could be

cond ucted t o impr ove?

S t e p 4 : When th e household have prepared th ema p on th e groundcopy th e ma p onto A0 paper

with different coloured pens Stick some of th e items onto the m ap t o

visually represen t some of th e lan d/croptypes

You can writ e some of th e problems or is-sues t ha t people discussed on t he A0 pa-per

S t e p 5 : Cont inue to facilita te discussion betweenhouseholds when fina lizing th e ma p on th e A0

paper households can sometim es lose int erestS t e p 6 : The r esult s of th e Village Resour ce Map -ping sta tu s, problems, poten tial a nd solut ionscan recorded on A4 paper when th e exercise iscompleted

Tr y T h i s !

You can compile th e resu lts of the Village Resour ce Mapping a nd Tra nsect Walk in to aMatrixthis highlights the Land/Resource Type, Current Status, Problems, Potentialand Activities


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3 : Tr a n s e c t Wa lk s

Wh a t a r e T r a n s ec tWalks?

Tra nsect Walks a re often condu cted with Village Re-sour ce Mapping a nd is a n exercise to:

View, discuss an d a na lyse different resourcetypes

Fa cilita te discussion on t he st at us, problemsan d potent ial of different land types in t he Vil-lage

H o w c a n y ou u s eTr a n s e c t Wa l k s ?

Tra nsect Walks can be used to: Cont ribute to the st at us, issues and potential

out lined in t he Village Resour ce Mappin g exer-cise

Ident ify an d view issues associat ed with localresources an d land types

Discuss an d visualize practical solut ions an dopport un ities to impr ove land u se man age-ment

Develop simple land u se man agement plans

You can u se Tran sect Walks wh en:

Plann ing far ming systems or agricultu ra l ac-tivities with households

Assessing different land t ypes, th eir uses an dopportunities

Planning activities in a Village (e.g. roads, irri-gation, community forestry, etc.)

Wh e n c a n Tr a n s e ct

Wa l k s b e u s e d ?

Wh a t e ls e s h o u ld Ik n o w a b ou t T r a n s ec tWalks?

Tra nsect Walks a re best condu cted after Village Re-sour ce Mapping

As you wa lk t hr ough t he Village, ta ke some sma llsam ples of leaves of cropsyou can place t hese onyour Village Resource Map

Remember t ha t P RA Field Exercises and Tra nsectWalks ar e a pr ocess by which t he h ouseh olds an dthe Facilitator learn togetherask questions aboutwhy h ous eholds do/dont d o cert ain cr ops a nd la nd

use ma nagement practices


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3 : Tr a n s e c t Wa lk s L e t s lo o k a t a n e x a m p l e o f Tr a n s e c t Wa l k s !

S t e p 1 : Int roduce th e Tran sect Walk exerciseth at you a re a bout to condu ct

Review th e Village Resour ce Map a nd a l-low th e househ olds t o choose a t ra ns ectrout e tha t crosses the m ajorit y of landtypes an d resources

Nominat e one per son to act a s t he TourLeader!

S t e p 2 : Before you lea ve, pr epa re a folder wit hsome A4 paper to record information

Pr epar e a simple Mat rix on one of th e A4pieces of pa per

In t he first column , write all th e differentland types/resources th at you will visit(e.g. rice, forest , cr op, roads , etc),

In t he top row, write t he t opics th at youwill discuss (e.g. uses, status, issues,problems, opport un ities an d a ctivities) -th ese will guide discussion on t he Tr an -sect Walk

S t e p 3 : Stop when you r each a lan d type/ resourceask qu estions with th e households and

begin t o fill in t he Ma tr ix Ask questions about land a nd r esour ce

potent ial (e.g. why th ey dont t r y ot hercrops, etc)

S t e p 4 : You h ave finished t he Tr an sect Wa lk once you h ave viewed an d discussed ea ch of th eland type/resour ces

S t e p 5 : Review the r esults of th e Tran sect Walk an d th e Village Resour ce Map with th e house-

holds Tran sfer t he Tra nsect Walk results (A4

Mat r ix) ont o A0 pa per for a ll hous eholdst o discuss

S t e p 6 : The results of th e Tran sect Walk a ndcur ren t use, stat us, problems, poten tia l and solu-tions can be r ecor ded

Tr y T h i s !

You can use Tr an sect Walks t o design infrast ru ctu re projectsth is can be very effectiveif you en cour age a designer t o meet with h ouseholdsrem ember th at households kn owmore a bout local cond itions t ha n a designer (e.g. flood levels, water flow, etc.)!


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4: We a l t h R a n k i n g

Wh a t i s We a lt hR a n k i n g ?

Wealth Ran king facilita tes discussion on: Househ old perceptions of wealt h classes in a

Village or H am let

Resources and characteristics of differentwealth classes in a Village or H am let Wealt h class of individua l househ olds in a Vil-

lage or H am let

H o w c a n y ou u s e

We a l t h R a n k i n g ?

Wealth Ra nk ing can be used to identify:

Char acterist ics an d resource const ra ints of dif-ferent wealth classes in a Village or Ha mlet Char acterist ics of poor households and house-

hold perceptions of povert y Compa re wealt h classes an d r esour ce con-

str aint s of households between Villages andHamlets

You can u se Wealt h Ran king when: Tar geting poor households for assist an ce Designing suitable activities for different

wealth classes based on t heir a vailable re-sources (especially t he poor)

Monit orin g an d evaluat ing of developmen t as-sistan ce over tim e to observe cha nges in a ssetownership

Wh e n c a n We a l t hR a n k i n g b e u s ed ?

Wh a t e ls e s h o u ld Ik n o w a b o u t We a l t hR a n k i n g ?

You n eed to prepar e th e na mes of each household inthe Village or Hamlet before conducting WealthRankingth ese names n eed to be writt en on sma llcards

Wealth Ra nk ing is an essent ial tool to perform if you wan t t o ta rget poor h ouseh oldsth e result swill help you a nd h ouseholds to ident ify poor house-holds an d design ap propriat e activities within t heirresource constraints


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4: We a l t h R a n k i n g N o w l e t s l oo k a t o n e m e t h o d t o d o We a l t hR a n k i n g !

S t e p 1 : Begin by asking households about th enu mber of class es of wealt h in th e Village orHamlet

Write t hese classes down on a la rge sheetof A0 pa per in th e top rowsomet imesth ere m aybe a lot of different classes

Give each of these classes of wealth ana me (e.g. poor, r ich, etc.) an d a n um ber

S t e p 2 : Now ask th e households to discuss t hedifferen ces between ea ch of the classes of wealth

Try to break t hese into different crit eria(e.g. housing, income, pr odu ct ive asset s,etc)

You sh ould now have a sm all Mat rixth edifferent wealth classes in t he t op rowan d different crit eria in t he first colum n

Fa cilita te discussion between th e house-holds t o fill in cha r acter istics of eachwealth class for each crit eria

S t e p 3 : You sh ould h ave th e na mes of th e house-hold heads in t he Village or H am let on sm all

pieces of paper (cards) Split t he car ds (with th e names on them)

between th e households Ea ch h ousehold in th e Wealth Ranking

exercise will take t urn s to read th e nam eof t he h ous ehold

The households discuss t he wealth classth e household on each card belongs t oan d places th e car d on t he A0 paper on

th e corr esponding wealt h classS t e p 4 : Once the households h ave finished allo-cat ing all households to a wealt h class, reviewth e cha ra cter istics of th e differen t wealt h classesonce again for ea ch of t he crit eria .

S t e p 5 : Once completed, tr an sfer t he r esults onA4 paper out lining th e wealth class of eachhousehold in the Village

Tr y T h i s !

You can combine Wealth Rank ing with Linka ge Diagra ms wh ich you will lear n lat eryou can ma p h ouseh old resources for some of the wea lth classes a nd do income a na lysis.


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5: S e a s o n a l Ca l e n d a r s

Wh a t a r e Se a s o n a lC a l e n d a r s ?

Seasonal Calenda rs facilitat e discussion on: Seasonal activities an d event s relat ed to pro-

du ction, cultivat ion, social a ct ivities an d con-sumption

Plan ning activities with households an d identi-fying appropriat e times for im plement ing ac-tivities

Ident ify seasona l problems a nd t ren ds of spe-cific activit ies


S e a s on a l C a le n d a r s ?

Seasonal Calenda rs can be u sed to ident ify:

Timing an d du ra tion of differen t activities Seasonal problems an d issues Appropriat e times t o plan a ctivities Identify activities to solve potential problems

or issues

You can use Seasonal Calendar s when investigating an dplann ing seasona l event s an d activities with h ouseh oldsrelated t o:

Cropping Livestock Income/Expenditure Household consumption Social or commu nit y activities

Wh e n c a n S e a s on a lC a le n d a r s b e u s e d ?

Wh a t e ls e s h o u ld Ik n o w a b o u t S e a so n a lC a l e n d a r s ?

Seasonal Calenda rs a re often only used for croppingand livestockSeasonal Calendars can be modifiedto cover oth er topics of int erest (e.g. income/ expenditure, social events, migration, etc.)

Use local ma ter ials an d pictu res when condu ctin gSeasonal Calendar sit ma kes it easier for h ouse-holds t o condu ct th e exercise a nd visua lize


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5: S e a s o n a l Ca l e n d a r s L e t s lo o k a t a n e x a m p l e o f S e a s o n a l C a le n -d a r s !

S t e p 1 : Dra w 12 column s on a ta ble and explainth at t hese are the months of th e year

Place th e lunar calendar a nd Gregoriancalendar a t t he top

S t e p 2 : Place weat her a nd key dates at th e top of th e calenda r (e.g. ra in, temper at ur e, Tet, etc.)

Use boxes or lines to demonst ra te int en-sity (e.g. the h igher t he box or line th ehigher the am ount of ra in)

S t e p 3 : Choose a t opic of t he Sea sonal Ca lenda ran d ask pr obing quest ions t o investigat e all sea-sona l activities and event s relat ed to the t opic:

Livestock (feed a vailability, disea ses, vac-cina tions, buyin g, selling, etc.)

Crops (sowing, harvesting, pest/diseases,buyin g, selling, fert ilizer/pest icides, etc)

Income a nd expendit ur e (labour, incomesour ces an d t iming, expenditu re, etc.)

Househ old cons um pt ion (food var ieties,ava ilability, food p rice, cons um pt ion, et c.)

S t e p 4 : You n ow will look a t t he occur r ence an d/ or in t ensit y of each of t he a ctivit ies

Use st icks or r ocks t o ident ify inten sity Write int ensity or activities on t he A0 pa-

per using mar ker pens

S t e p 5 : Discuss problems ident ified in t he Sea -sonal Calendar

Highlight th e problems an d be specific

Iden tify solut ions or activities t o solveth ese problems

These problems and solutions can be recorded onth e seasonal calendar using colour ed car ds or ona separ at e sheet of A0 paper

S t e p 6 : Once completed, write t he r esults on t heA0 paper (to replace th e local m at erials a nd col-our ed car ds) and tr an sfer t he r esults to A4 paper.

Tr y T h i s ! You can combine t he Seas ona l Calendar exercise with Mat rix Scorin g and Rank ingth e

resu lts of both exercises support each oth er a nd a re very useful.


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6: L i n k a g e D ia g r a m s

Wh a t a r e L in k a g eD i a g r a m s ?

Linkage Diagra ms a re u sed to facilitat e discussion on: Household farm ing system r esour ces, their

uses an d r esource flows

Far ming system an d resour ce ana lysis at th ehouseh old level Gender r oles and r esponsibilities within t he

household farm ing system

H o w c a n y ou u s eL in k a g e D ia g r a m s ?

Linkage Diagra ms can be u sed to ident ify: Fa rm ing systems a nd t he flow of resour ces in

th e local a rea Labour divisions a nd la bour flows Input a nd output mar kets and products Resour ce const ra ints a nd opport un ities to ut il-

ize existin g resour ces

You can u se Linka ge Diagra ms wh en: Ana lysing far ming system s Ana lysing labour an d gender r oles in h ouse-

hold farm ing system a ctivities Ident ifying resour ce const ra int s, problems an d

opportunities Economic an alysis of a h ousehold far min g sys-

tems (e.g. input and out put mar ket costs t oan alyse h ouseh old in come)

Compa ring a nd a na lyzing househ old resour ces

of different wealt h classes (combin ed withWealth Ranking)

Wh e n c a n L in k a g e

D ia g r a m s b e u s e d ?

Wh a t e ls e s h o u ld Ik n o w a b o u t L in k a g eD i a g r a m s ?

Use local ma ter ials an d pictu res when condu ctin gLinkage Diagra msit m akes it m ore en joyable forhouseholds t o condu ct th e exercise an d visualize

An economic ana lysis can be cond ucted u sing aLinkage Diagra m (for a single househ old as a n ex-

am ple) by lookin g at in pu t cost s an d incom e fromth e sale of products t his can estimat e annu al in-come


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6: L i n k a g e D ia g r a m s L e t s lo o k a t a n e x a m p l e o f L i n k a g e D i a -g r a m s !

S t e p 1 : Ask th e part icipants t o star t by drawingor m ak ing a simple house

Use local m at erials (e.g. sticks an dstones)

S t e p 2 : Ask qu estions about different householdresour ces and m ake litt le diagra ms t o representth ese (e.g. livest ock, rice, cr ops, fores t pr odu ct s,ma r ket s, food, etc.)

Discus s flows of th e differen t pr oductsan d t he u se of by-products

Inputs what they are, quanti ty andwher e t hey come from?

Outputs what they are, quant i ty andwhether th ey are sold or u sed?

Use of by-products what th ey are an dwhat th ey are used for?

S t e p 3 : Use colour ed cha lk lines demonst ra te r e-sour ce flows

S t e p 4 : Ident ify th e roles of men an d women inconducting each activity

Which a ctivities are m en or women re-sponsible for ?

S t e p 5 : Ident ify some const ra ints or problemsassociated with different products (e.g. qua nt ity,qua lity, sale price and locat ions , etc.)

S t e p 6 : Discuss opportu nities: Resour ces available but n ot u se not used Act ivities t o over come specific pr oblems

or issues

S t e p 7 : These problems an d solut ions can be re-corded on th e Linka ge Diagra m using colour edcar ds or on a separ at e sheet of A0 paper

S t e p 8 : Once completed, write t he r esults on t heA0 paper (to replace th e local m at erials a nd col-our ed car ds) and t ra nsfer t he results t o an A4sheet.

Tr y T h i s !

Look at th e Wealt h Ran king resu lts a nd t he char acterist ics of poor h ouseh oldscompa reth e Linka ge Diagra m resu lts with a poor householdyou can identify resour ce con-str aint s a nd opport un ities specifically for poor households!


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7: M a t r i x S c or i n g a n d R a n k i n g

Wh a t Ma t r ix S co r i n ga n d R a n k i n g?

Mat rix Scorin g an d Ran king facilita tes discussion on: Pr eferen ces of househ olds of differen t activi-

ties, resour ces or it ems a nd r easons for pr efer-ences

Pr eferences of househ olds for par ticular activi-ties or var ieties and r easons for t hese prefer-ences

Household-perceived import an ce an d r an k of comm un ity issues or problems (e.g. healt h orsocial p roblems)

H o w c a n y ou u s e M a -t r ix S co r i n g a n dR a n k i n g ?

Mat rix Scorin g and Ra nkin g can be used to ident ify: Household pr eferences an d t he r easons for

th ese preferen ces Pr oblems an d opport un ities of different items,

varieties or activities Activities tha t a re su itable an d favour ed by

households

You can u se Matr ix Scoring an d Rank ing when: Plan ning activities with h ouseh olds and iden-

tifying pr eferr ed activities, var ieties or itemsof households

Cropping Livestock Social or comm un ity a ct ivities

Und erst an ding th e househ old-perceived impor-

ta nce of comm un ity pr oblems an d r easons forth eir importan ce

Wh e n c a n Ma t r ixS co r in g a n d R a n k i n gb e u s e d ?

Wh a t e ls e s h o u ld Ik n o w a b o u t M a t r i xS co r i n g a n dR a n k i n g ?

Use local ma ter ials an d pictu res when condu ctin gMat rix Scoring an d Rankin git ma kes it more en-

joyable for people to conduct t he exer cise a nd visu-alize th ings

Most Fa cilita tors only use Mat rix Scoring a ndRan kin g for livest ock a nd cropsyou can us e Ma-tr ix Scorin g and Ran king to look a t social, health ,

women s an d comm un ity issu es by simply modifyingth e column s!


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7: M a t r i x S c or i n g a n d R a n k i n g L e t s lo o k a t a n e x a m p l e o f M a t r i x S co r i n ga n d R a n k i n g!

S t e p 1 : Sta rt by discussing th e topic th at will beana lysed and a sk th e households to list a ll thevarieties or a ctivities cur ren tly ra ised/cultivat ed

in the Village Place the var ieties or a ctivities in t he

first column using pictu res or dra wings torepresent these

S t e p 2 : Discuss some criteria to compa re t hesevarieties or a ctivities in th e top row:

Pr epar e some simple crit eria in advan ce

Or , by askin g households about wha t isgood about ea ch var iety or a ctivityuseth e differen t a nswers a s your columnheadings

S t e p 3 : Condu ct th e scorin g exercise with th ehouseholds

Ran k each of th e varieties or activities inbased on each of th e crit eria (1 = highestranking)

Use locally availa ble products it is eas -ier for people to coun t wit h a nd m ove

ar ound if th ey chan ge their mind You can comp ar e womens a nd men s pr i-

orit ies usin g different scoring products(e.g. men use s tones, women use st icks)

S t e p 4 : Count and tally the r esults to ident ifyth e most preferred var iety or a ctivityth is is th evariety or a ctivity with t he lowest coun t

S t e p 5 : Review th e results a nd scores with t hehouseholds

Ident ify these problems an d issues anddiscuss solut ions or activities t o solvethese problemsuse coloured cards

S t e p 6 : Write th e results on th e A0 paper (to re-place the local m at erials a nd colour ed car ds) andtr ansfer the r esults to an A4 sheet.

Tr y T h i s !

Use Mat rix Scorin g an d Ran king for social, health , womens a nd comm un ity issuessimp ly choose a t opic (e.g. women s h ealt h), ident ify th e hea lth pr oblems , discuss some of th e impa cts (these become your crit eria t o score an d ra nk) and t he sta rt th e exercise!


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8 : P r o b l e m -C a u s e -E ffe c t -S o l u t i o n Tr e e s

Wh a t a r e P r o b le mTr e e s ?

Pr oblem-Cau se-Effect -Solut ion Trees (Pr oblem Trees)facilitat e discus sion on:

A problem a ffectin g househ olds in t he Villagean d t he causes an d effects of the problem

Linkages between different cau ses an d differ-ent effect s of problems

Solut ions a nd a ctivities househ olds can do tha twill cont r ibut e to solve the pr oblem


P r o b le m Tr e e s ?

Pr oblem Trees can be used t o ident ify: Househ old per cept ions of cau ses of pr oblems

facing h ous eholds in a Village Househ old per cept ions of effects of problems

facing h ous eholds Linkages between different cau ses an d effects

of problems

You can use P roblem Tr ees when: Planning activities, especially social programs,

with households Health Education Gender an d womens issues

Ana lysing social or comm un ity pr oblems wit hhouseholds

Lookin g at issu es an d pr oblems facing womenin a Comm une

Wh e n c a n P r o b le mTr e e s b e u s e d ?

Wh a t e ls e s h o u ld Ik n o w a b ou t P r o b le mTr e e s ?

Use differen t colour ed car ds for P roblem Tr eesonecolour for causes, one colou r for effect s a nd one col-our for s olut ions

Pr oblem Trees can a lso be used with Mat rix Scorin gan d Ran kin g (for s ocial or hea lth pr oblems) - youcan u se the Pr oblem Tree to an alyse in m ore deta il

th e most ser ious social or h ealth issu e ran ked in th eMat rix Scoring an d Ranking


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8 : P r o b l e m -C a u s e -E ffe c t -S o l u t i o n Tr e e s


L e t s lo o k a t a n e x a m p l e o f P r o b l e m Tr e e s !

S t e p 1 : Star t by discussing the pr oblem t ha t willbe ana lysed

Write t his pr oblem on a colour ed car d an dplace this in t he m iddle of the A0 paper

Dra w a line a cross th e middle of the A0paper (th rough th e problem)

Write Ca us es above th e line and Effect sbelow th e line

S t e p 2 : Ask th e househ olds t o discuss some of th e cau ses of th e pr oblem

Write each cau se on a cardma ke sur eth e car ds ar e the sam e colour

Discuss each of th e cau ses an d ident ifyan y cont ribut ing an d flow-on cau ses

Remember t hat causes ar e linkeddra wlines to show these links

S t e p 3 : Sta rt to discuss th e effects of the pr oblemonce you ha ve ident ified all t he cont ribut ingcau ses and t heir links

Write ea ch effect on a car dth ese car dsar e a different colour to t he Caus es

Discus s each of th e effect s an d ident ifyan y contr ibut ing an d flow-on effects

Remember t o show tha t effects a re linkedan d use lines to draw th ese

S t e p 4 : You sh ould h ave all th e cau ses an d ef-fect s of th e problemnow you can s ta r t t o iden-tify some activities t ha t households can condu ctto solve some of t he cau ses of t he p r oblem

Write ea ch of th e activities on a car dth ese car ds ar e a differen t colour to thecauses and effects

Review some of th e cau ses to ma ke sur eth ey a clear an d more appropriate an dfeasible activities are proposed

S t e p 5 : Once completed, write t he r esults on t heA0 paper and t ra nsfer t he results t o an A4 sheet.

Tr y T h i s ! You can us e Pr oblem Tr ees for a lmost a ny t ype of problem r aised by h ous eholdsyou can

investigate livestock, cropping, na tu ra l disast er or r ur al infrast ru ctu re pr oblems as well!


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R e v ie w i n g a n d C on c lu d i n g t h e R e s u lt s o f P R A F i e ld E x e r c i s es

N om i n a t i n g aP r e s e n t e r fr o m e a c hG r o u p

Now all th e groups ha ve finished t he P RA Field Exercisesyou can now review an d discussth e results with all the people.

Each h ousehold group should nominate a Pr esent erth is person presents t heirgroups r esults t o all people at th e meeting

The Lead Fa cilita tor brings all households togeth er a nd explain th at everyone willnow look a t th e resu lts of oth er gr oups

All households visit each group to see th e Diagra m, Map, Mat rix or A0 sheets of results an d discuss th e results

The Lead F acilitat or su mm ar ises the r esults of all exercises an d identify comm onissues a nd proposed a ctivities

The Lead Fa cilita tor inform s people of how th e PRA result s a re u sed in Socio-Economic Plan ning an d th an k all househ olds for t heir at ten dan ce

The Fa cilita tors ask s each group to nomina te a pr e-sent er from each group

Choose an active and enthusiastic presentertry toencour age women!

As a Fa cilita tor, go th rough th e present at ion withth e Pr esent er just t o ma ke th em feel a more comfort -able

L e a d F a c ili t a t o r The Lead Facilita tor plays an importan t r ole in t hereview and pr esenta tion of PRA resu lts by each

groupth ey encour age discussion between house-holds

Make sur e th at all people can see the present at ion of each Pr esenter encour age people to stan d or sit in acircle close to the exercise

Always encour age discussion between th e h ouse-holdstr y to encour age h ouseh olds t o ask questionsan d encour age the Pr esenter t o an swernot you!


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R e v ie w i n g a n d C on c lu d i n g t h e R e s u lt s o f P R A F i e ld E x e r c i s es

C on t e n t o f P r e s e n t a t i o n s

Each group pr esentat ion is a maximum of 10 min-utes

The P resent er explains th e following: Brief overview of the exer cise th at was con-

ducted Explana tion of th e diagram , map, Matr ix or

A0 sheet of results Overview of the ma in pr oblems/ issues identi-

fied an d a ctivities proposed th at householdscan conduct

Give an opport un ity for oth er h ouseh olds to ra isequestions and ideas

C o lle c t i n g R e c o r d e dG r o u p R e s u lt s

The Lead Facilitator collects all group results beforeleaving

Make sur e tha t t he Recorder has recorded all resultson A4 papercheck th at th e na me of th e Village,dat e, PRA exercise, Facilita tor a nd n um ber of house-holds condu ctin g th e exercise ar e writ ten on each A4sheet

A0 sheets a re a lso collectedmak e sur e th at car dsan d oth er items a re st rongly atta ched to th e A0 sheet

You will use t hese sheets lat er at th e PRA Re-view Meeting

These A0 result s ar e posted a t t he VillagePlan ning Meetings for households in th e Vil-lage t o see

S u m m a r y o f P R AR e s u l t s b y t h e L e a dF a c i l i t a t o r

The Fa cilita tor ma kes notes when each group pre-sent s resu ltsrecord t he comm on pr oblems an d is-sues a nd pr oposed activities

The Lead F acilitat or gives a brief sum ma ry of thePRA tools condu cted a nd some of th e ma in r esults

Inform th e househ olds tha t t he PRA Field Exerciseresu lts will be compiled an d pr esented to households

at th e Village Plan ning Meetings condu cted u nderSocio-Economic Planning

Than k t he h ouseholds and th e Fa cilitat ors for th eireffort an d t imeyou look forwa rd to seeing th em atth e Village Plan ning Meetings!


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P R A F ie ld E x e r c is e R e v ie w Me e t i n g


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P R A F i e l d E x e r c is e R e v ie w M e e t i n g

I n v i t in g L e a dF a c il i t a t o r s a n dF a c i l i t a t o r s

Now all PRA Field Exercises ar e completed! This is now the t ime to hold a sma ll meeting atth e Comm un e Peoples Comm itt ee to review th e result s and pr epar e present at ions for t heVillage P lann ing Meetings.

Invite t he Lead F acilitat ors a nd some of the Fa cilita tors from each of the PRAField E xercises in each Village

Bring a ll the A4 recorded r esults an d t he A0 sheets from each PRA Field Exercisein ea ch Village

The Lead Fa cilita tor or a Fa cilita tor from ea ch P RA Field Exercise presents t he r e-sult s of th e exer cises

PRA presenta tions ar e prepar ed by each group for ea ch Village and a Pr esenter isnominated

Lead F acilitat ors from each P RA Field Exercise ar einvited to at ten d t he P RA Field Exercise Review

Meeting It is also importa nt to invite some of th e Fa cilita tors

to att end th e Review Meeting

R e s u l t s o f P R A F i e l dE x e r c i s e s

Remember t o bring t he PRA Field Exercise resu ltsfrom ea ch Village

A4 r esult s recor ded by th e Record er

A0 resu lts of each P RA tool

Check t he r esults before t he Review Meeting toma ke sur e all results a re collected

Make sure t he A0 Diagram s, Maps an d Matr ixes areclear a nd visua lly at tr activeyou can im prove th eseby colour ing different elemen ts of the sh eets a ndhighlighting results

Remember th at th e A0 sheets will be posted at th eVillage Plan ning Meetingsta ke care of th em a ndtr y to mak e them visually at tr active


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P R A F i e l d E x e r c is e R e v ie w M e e t i n g

P r e s e n t a t io n o f R e s u l t s fr o m e a c hP R A F i e l d E x e r c is e

Each Lead Fa cilitator or a Facilita tor presents t heresu lts of th e PRA Field Exercises condu cted in t heirVillage

The A0 result s of each PRA Tool ar e presen tedfocus on t he pr oblems/difficulties a nd solut ions / activities

En cour age discussion between th e Fa cilita tors whenpresenting results i d e n t i fy so m e c o m m o n p r o b -l ems /d i f f i cu l t i e s and so lu t ions / ac t iv i t i e s

P r e p a r i n gP r e s en t a t i on s fo rP R A F i e l d E x e r c is e s

The present at ion of PRA results a t Village Plann ingMeetings is condu cted using 2 sim ple met hods:

A0 Matr ix out lining th e topic, cur ren t st at us,difficulties and solutions/activitiesthe Ma-tr ix is similar t o th e Mat rix used t o compileth e results of Tra nsect Walks

Village Resour ce Map t ha t highlight s some of th e m ain problems/difficult ies an d solutions/ activities ident ified th rough different PRAtools us e different coloured car ds h ighlight -ing difficulties (one colour ) an d solut ions (adifferen t colour ed car d)

PRA Field Exercises might not h ave been condu ctedin a ll Villagesin t his case it m ight be appr opria teto app ly resu lts fr om a nea rby Village (excludin g Vil-lage Resour ce Mapping an d Tra nsect Walks)

Nominat e Facilita tors th at will present t he PRAField Exercise resu lts a t ea ch Village Plann ing Meet-in g

P r a c t i c eP r e s en t a t i on s o f P R AF i e ld E x e r c is e s

It is now time to practice present at ionsinvite th eComm un e Peoples Comm itt ee officials t o view th esepresent at ionsit is very useful for t hem to see theresu lts from each Village!

Give advice to Pr esenter s after th eir present at ionsbe const ru ctive and su pport ive to help th em impr ove

Finalise the presenta tions a fter all comment s an d

suggestions ar e r eceivedinform th e F acilitat ors of th e Agenda of th e Village Plan ning Meetings so they

ADD0806_ICDP_SEPP%20PRA%20Facilitator%20Manual%20(Aug07)

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