Introduction

Development, progress and wellbeing have no meaning - neither are they sustainable - until they are shared by all. But what does it concretely mean and how can such a process be ensured? Participation has got different definitions. For us, in Praxis, participation in development means something more than a mechanical process realised through the application of a set of tools. It is instead a complex process that requires adequate facilitation skills, attitudes and readiness to change oneself and the surrounding power structures.

Module aim/objectives

To provide participants with the fundamentals of participatory development, basic PRA /PLA knowledge and skills as well as induce a personal and professional change in terms of behaviour and attitudes.

Methodology

Throughout the module, participants will be actively engaged in groupwork and individual reflections followed by interactive and critical discussions, hands-on exercises, and field work .

Module contents

This module will start by introducing participants to the fundamentals of participation and its role in the development sector. The focus will then shift to the enumeration and collective analysis of the facilitation skills and attitudes which are required to enable a participatory process. Lastly, the course will deal with the various tools and methodologies which currently fall within the large definition of P RA /PLA . The module will be experiential; hence participants will have plenty of opportunities to practise their day-to-day learning. This will also include a 3-day field work organised in collaboration with a local Praxis partner.

Among the topics covered in this course, following are key :

• Participation in Development: Meaning and Role
• Definition of PRA/PLA
• RRA /PRA /PLA Evolution
• Primacy of Attitude and Behaviour
• Pillars and principles of facilitations skills
• Understanding and practice of PRA /PLA tools and techniques

Expected learning outcomes

The following learning outcomes are expected by the end of the course:

• Understanding of participatory development
• Knowledge of the fundamental aspects regarding PRA /PLA
• Sensitisation and propensity to participatory attitudes and behaviour
• Command of main participatory tools , techniques and facilitation skills

Recommended profile of participants

This module is intended for development professionals, activists and all those willing to engage socially to bring about a democratic change in the way development is conceived and practised. Given its basic level and introductory nature, this module is particularly recommended to PRA /PLA beginners .

Sam Joseph will be leading this teaching-learning process. Sam is also aware that most people who want to work with community-led projects do not have the organisational space to help communities develop project management capabilities. NGO organisational strategies and donor imperatives usually leave little space for local people to take part. Participation usually translates as compliance to NGO received wisdom.

Is there hope ? Yes. How ? By inviting people in managerial roles to start questioning the standard project model that puts NGOs and donors as the main actors. And to begin to demonstrate alternate models where local people engage in some problem-solving of their own choosing.

Sam has worked for over 40 years in development work in Africa and Asia of which 20 years plus have been spent in developing working models of participation. His understanding is stated below as problems and solutions.

PROBLEMS

• substantive participation of local people depends on reducing Robert Chambers' six biases and handing over to local people.
• all officials, donor, NGO and government, come with a compliance list that must be imposed on local people.
• NGO workers have very short attention spans. They got moved either geographically or thematically within a few years. This results in attempts at quick results which are planned and reported against log frames that do not stand serious scrutiny (if you don't believe this, pick up any log frame and count the number of adjectives that pass under the name of indicators; these indicators should have actually been specifications and performance measures; but they survive as good intentions.)
• Local people have no input into the selection of goals and the design of feedback or corrective action mechanisms because MIS (management information systems) specialists design monitoring and evaluation systems. MIS reports pay little attention to issues of leadtime (time within which information is still useful) and lagtime (the time within which action must be taken).

SOLUTIONS

Warning: the notes that follow could land you in trouble. You could lose your job. You could lose your funding. Do not attempt if your organisation holds you responsible for delivering organisational strategies.

1.Build autonomous spaces for local people to take part in problem solving. (be aware that your job is in jeopardy if you do not toe organisational diktat). “The autonomy of the open public realm is of basic importance in establishing self-governing capabilities that exist in the society itself. Because of this autonomy, individuals can function first as their own governors and then in establishing a variety of institutional arrangements that function as self-governing arrangements , without prior authorization, licensure, or tutelage by governmental (or NGO) authorities as such.”(Ostrom V. 1994 p 206)

2.Use systems thinking. The use of the log frame has handicapped most people into linear thinking that is held captive in a time slice. Think in circles, links, and feedback loops. Use system tools like causal loop diagrams. The diagram here says that the more people act as problem solvers the more their autonomy increases and there is feedback to increase problem-solving capabilities. However, in the upper loop, the less the autonomy of people, the more people act as passive recipients. It is a negative link so the variables move in opposition and has feedback as : the more people act as passive recipients the less is their autonomy. Recognise time delays. Notice the two loops are reinforcing loops. If you continue to make people passive recipients, then autonomy will be eroded in each round. But if you choose to invest in problem solving capabilities of people then autonomy will increase in each round.

3.Abandon sustainability. Instead design adaptive systems. Design complexity. (Bury the logframe ). Go for autopoiesis. The Encarta® World English Dictionary describes autopoiesis : self-maintaining system, organization, or organism: a process whereby a system, organization, or organism produces and replaces its own components and distinguishes itself from its environment

4. Recognise the innocent frauds that posture as participation. In my experience, participation of people emerges when there is substantive evidence of self-management, and self-governance.

5. Avoid double-speak. Use specific words. Language is the only medium that humans have to communicate ideas. If a word has multiple meanings then how do you communicate. And what about jargon you ask? And I reply: is there a common understanding about the words empowerment, participation, sustainability, equity, and gender ? Yet these words are included in most funding proposals Every academic subject has developed its specific words to describe specific objects, activities and events. Test also if the intention is to express or impress. It could be fatal for a surgical patient if the medical team used non-medical terminology to describe parts of the human body.

6.Understand the theory behind a development initiative. I draw the reference points of participation in the political science of democracy. A fundamental point of departure is in asking what is my belief: is the state sovereign or is it the citizen that is sovereign. I make the assumption that most people will say it is the citizen. Yet most funding is directed at governments. I apologise for stepping on toes : the rights based approach encourages people to demand rights from government; it makes people specialise as claimants and petitioners, and noise makers. It directs ever more resources at the government to produce services. It does not build problem solving capabilities of people. If care is not exercised then people's end state would be as subjects of democratic despotism, not as sovereign citizens.

7.Learn the principles of good accounting. Design simple accounting procedures and stand-up to the tyranny, I say again, tyranny of industrial accounting that has tied the hands of development workers.

8.Power is not the only currency of relationships. Trust, and reciprocity build social capital. “Democratic societies are as much realised through the shaping and sharing of such values as respect, rectitude, affection, well-being, enlightenment, skill, and wealth as through power relationships broadly construed.” (Ostrom V., p59).

9.Consider thinking of change across decades, not the annual plan and budget. But what about impact you ask? From a systems point of view feedback takes time to travel through the variables of a system. Development work in a village is reported to international offices through many layers of supervision that reduce and aggregate. I would guess that comments on annual reports probably take about 6 to 15 months to return as advice to original problems. Also from a systems point of view, tracking many variables would cost both time and money. I offer the proposition that systems are caught in stable states. To move this state from one level to another means investments in long term thinking. Examine the following idea and guess how much time it would take. “ There is a sense in which democracies, as ways of life, cannot be taught by recourse to ideas alone. Instead, democracies as ways of life are brought to realisation by learning to live and work with others in ways that are commensurate with self responsibility, impartiality, respect for the autonomous authority of others, contestability as a route to conflict resolution through mutual enlightenment, the shaping of common knowledge, mutual understanding, and trust in patterns of associated relationships that reach out in larger communities of relationships. These foundations give meaning to democratic ways of life.” (Ostrom, V. 1997 p. 60)

Sam invites you to attend this module if you feel you have the managerial space (or support) and the organisational power-to-act to implement the ideas stated above. This is not a PRA training and prior experience of PRA is not required. Please show this to your supervisor and get an agreement that you will be given protected space to demonstrate a process that nurtures problem-solving capabilities of people. Sam hopes that the effect of this training will be such that you will actually develop an adaptive local system over 5 years or so, that has local people as the main actors. Sam has coached the Rwanda Ubudehe process for 8years .... google the following. http://allafrica.com/stories/200807010173.html

Introduction

In recent years, it has become more and more evident that meaningfully monitoring and evaluating a project is as critical as planning and implementing it. A significant shift has also occurred in terms of M&E objectives, moving from a sterile "result-oriented" evaluation exercise to an empowering opportunity to learn and do better. Now, the next challenge is to understand who the key players are in this process and ensure their inclusion. In other words, as Robert Chambers and other practitioners already questioned, "whose reality counts?" And further, "who counts reality?"

Module aim/objectives

To explore and discuss effective ways of enabling communities and primary stakeholders of any development process to have a decisive influence over the objectives, processes, policies and outcomes of transformations aspired by them.

Methodology

The discussion would be aided by presentations of relevant case studies and experiences, besides focused sessions on suitable participatory methods, e.g. social audits, citizen jury processes and large scale PME systems.

Module contents

The thrust of discussions in the module would be on possibilities of addressing the adverse politics of development through appropriate institutional arrangements, systems and processes according primacy to an empowered role of marginalised communities.

More specific contents of the module will be discussed and agreed with the participants, before the training course begins.

Expected learning outcomes

The following learning outcomes are expected by the end of the course:

• Understanding of participatory facilitating processes
• Insight into the best practice concerning PM&E
• Knowledge and practice of effective PM&E tools and methodology

Recommended profile of participants

This module is recommended for all professionals who aspire to acquire/improve their knowledge and skills in the field of PM&E. Special emphasis is put on the participatory approach, hence being familiar with PRA/PLA principles and techniques may be an advantage.

Introduction

Accountability and transparency are two crucial pillars of good governance practices - be it in governmental, non-governmental or corporate development practices/ projects/ processes. For long, however, accountability has tended to be synonymous with financial accountability and audits are conducted of bills and vouchers and not organisational processes and systems. Over the last decade or so, civil society has developed many innovative and empowering accountability tools that look beyond mere finances. Social Audits, Development Audits, Social Equity Audits, Gender Audits, Report Cards and Score Cards, are some examples. Knowledge of these tools is a definite asset for all development planners, managers, and leadership.

Objectives
To familiarise the participants with:

1. Conceptual understanding of different pillars of good governance, and accountability in particular.
2. Available tools to measure and enforce accountability
3. Hands on experience in designing accountability frameworks and using appropriate tools to measure it
4. Hands-on experience in report preparation and presentation

Methodology
Methodology will be participatory and group-oriented. There will be enough opportunities to read, debate, discuss and learn collectively.

Module contents

• Conceptual understanding of the tenets of good governance
• Critical understanding of various types of accountability frameworks and tools
• International audit standards and frameworks
• Refresher on participatory tools - spatial, temporal and relational tools that could be used for measurement and empowerment
• Field work to practise different tools
• Report writing and presentation

Expected learning outcomes
Participants will be familiar with the concepts of good governance and public accountability and skilled in designing and instituting accountability mechanisms for various kinds of development projects.

Recommended profile of participants

Programme planners and managers from development agencies - governmental, non-governmental and corporate, freelance consultants and educators .

Introduction/Module rationale

Accountability and transparency are two crucial pillars of good governance practices - be it in governmental, non-governmental or corporate development practices/ projects/ processes. However, for long, accountability has tended to be synonymous with financial accountability and audits are conducted of bills and vouchers and not the organisational processes and systems. Even social audits tend to lay greater emphasis on financial accountability. It is in this background that Praxis has developed an auditing package that looks comprehensively at the programme processes, systems and structures.

Objectives

To familiarise the participants with:

1. The necessity and importance of critically examining all aspects of development programmes
2. An overview of the concept of audits in general and development audits in particular
3. The framework and tools to conduct development audits
4. Hands on experience in conducting an audit
5. Hands on experience in report preparation and presentation

Methodology

Methodology will be participatory and group oriented. There will be enough opportunities to read, debate, discuss and learn collectively.

Module contents

• Overview of various kinds of audits - financial, social, gender, social equity, etc.
• International audit standards and frameworks
• Codes of conduct for auditors
• Introduction to Total Quality Management
• Specifics of development audits - its concept, framework and tools
• Refresher on participatory tools - spatial, temporal and relational tools that will be used in the audit;
• Field work to conduct a development audit
• Report writing and presentation
  
  

Expected learning outcomes

That the participants will have an overall familiarity with internationally accepted audit standards and processes and will be skilled in conducting development audits of varied kinds of development projects.

Recommended profile of participants

Programme Managers of development agencies - governmental, non-governmental and corporate. Free lance consultants. Educators.

Introduction

Community mobilisation has a long history as an approach to development of marginalised and vulnerable communities through participation and empowerment. It is a process whereby groups of people come together in order to bring about a change in the life situation by engaging in participatory decision-making and action process. It brings together policy makers and opinion leaders, local, state and federal governments, professional groups, religious and civil society groups and individual community members. The process begins with generating analytical and critical consciousness by the communities on issues and situations that gradually inspire change through cooperative and collaborative initiatives. Networking is the continuum of community mobilisation that consolidates all the efforts, experiences and learning and in turn supplements and sustains the process of gaining power by the communities.

Objectives

To familiarise the participants with:

• Conceptual and theoretical understanding of participation, community mobilisation and networking
• Various participatory and community-led methods and tools to engage with and facilitate the process of community mobilisation and network-building
• Hands-on experience in designing monitoring and learning cycle frameworks to facilitate knowledge building based on community mobilisation and networking

Methodology

Methodology will be participatory with group works, case study analysis, simulation games, interactive learning etc. There will be enough opportunities to read, debate, discuss and learn collectively.

Module contents

• Conceptual and theoretical understanding on participation, community mobilisation and networking
• Familiarising various forms of community mobilisation and networking across countries
• Various stages and components in community mobilisation and networking
• Quality standards, parameters, indicators and monitoring framework based on learning cycle in community mobilisation and networking
• Familiarising various participatory methods and tools to engage with and facilitate community mobilisation and networking
• Field work to practise different tools
• Report writing and presentation

Expected learning outcomes

The participants will gain insight and conceptual clarity on approach, processes, and stages of community mobilisation and networking with hands-on experience in facilitating various participatory methods and tools

Recommended profile of participants

Introduction

This module offers an introduction to facilitating interactive theatre tools and techniques to engage communities in the participatory development process. Participants will gain hands-on experience in participatory theatre through a 3-day field work project with youth from urban poor communities.

Module aim/objectives

• To provide an in-depth understanding of participatory theatre methods and approaches in the domain of participatory development
• To explore attitudes, behaviour and change through creative exercises
• To provide a creative forum for exchange of ideas and experiences among development practitioners and policy makers
• Drama as a qualitative assessment tool, providing a form to uncover power dynamics and unstated biases in the development process
• To provide a hands-on learning experience through field work
• To make the participants capable of using participatory theatre methods

Methodology

What we'll do? How am I going to do this?

Participants will examine their own cultural attitudes and behaviors through the modules.

Participants will learn to facilitate interactive theatre tools and techniques through a combination of theory, hands-on activities, reflective dialogue and field work.

Module contents

• History of Theatre in Development
• Systematic oppression and power dynamics in development
• Grassroots democracy decision-making approaches
• The participatory democracy of Augusto Boal's Legislative Theatre

Expected learning outcomes

The participant will get a practical understanding of participatory theatre approaches and tools in the field. The participant will know the strengths and weaknesses of participatory theatre and what applications are most appropriate in the development field.

Recommended profile of participants

This workshop is suitable for public health professionals, development workers, policy makers and community artists. Although this workshop will deal with technical applications of participatory theatre, no prior theatre experience is required.

Introduction

Now a days, we can't speak about development without talking about participation. The participatory theory has become mainstream in the development practice for it's direct relation with project's success and sustainability and its role in conflict prevention.

Development is only possible through the people, and implies their active role in the transformation process. Participation unveils and develops their capacities while empowers them to lead their own development and the one of their communities.

Module aim/objectives

This module provides a comprehensive understanding of what a participatory process involves in terms of knowledge, tools and personal skills needed for leading a successful participatory process.

Methodology

This module contemplates a 3-day workshop that balances theory with activities, practical exercises and discussions to help and maximize the learning process. Fieldwork will follow where these knowledge will be applied and revised.

Contents

A comprehensive theoretical and practical revision of the following subjects will be covered.

• The fundaments, principles and theory behind the participatory practice
• The main reasons why participatory processes fail or succeed
• The facilitators role and skills
• Practical learning of the main PRA/PLA tools and participatory methodologies and it's correct application

Expected learning outcome

After this module the participants will understand what a participatory process involves and will have the knowledge and tools be able to propose, participate and supervise a participatory process

Recommended profile of participants

Intended for development practitioners that want to propose, lead or supervise participatory workshops or processes in rural or urban communities, indigenous or western.