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 BEFORE QUANTITATIVE BASELINES” WHY ?

4. 1.PLA—1 of most powerful tools 1.APPRECIATIVE INQUIRY (AI) 2.FOCUS GROUP DISCUSSIONS (FGDs) 3.IN-DEPTH INTERVIEWS (IDIs) 4.OBSERVATIONAL STUDIES QUALITATIVE METHODOLOGIES:

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. 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. APPRECIATIVE INQUIRY (AI)

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 exercises to 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 a 1-2 page story of the community  feedback it 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 LINE GOOD ICE-BREAKER AS 1 ST EX AIM: HISTORICAL REVIEW—MAJOR EVENTS AND THEIR IMPACT; THEIR SURVIVAL STRATEGY TO ADAPT TO CHANGE METHOD: ASK OLDER 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 1 ST 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 OPPORTUNITIES FOR 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 2 ND OR 3 RD 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 7 TH 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: 1 ST: 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