Participatory learning and action

Participatory Learning and Action is a family of approaches, methods, attitudes, behaviors and relationships, which enable and empower people to share, analyze and enhance their knowledge of their life and conditions, and to plan, act, monitor, evaluate and reflect.

1. Dr. Aparna Sen Chaudhary 30-10-2017 1

2. Content Participation Origin of Participatory Learning and Action (PLA) What is Participatory Learning and Action PLA Tools Examples of PLA Uses of PLA SWOT Analysis Articles on PLA References 30-10-2017 2

3. What is Participation? 30-10-2017 3 The term “PARTICIPATION” holds different meanings for different people. It can range from varying levels of involvement of community from material contribution, to organization, to empowerment.

4. Typology of Participation 30-10-2017 4 Passive Participation Participation in Information Giving Consultation Material Incentives Functional participation Interactive participation Self-Mobilization

5. Origin of Participatory Learning and Action 30-10-2017 5 1970s-80s : Rapid Rural Appraisal (RRA) - consultation and engagement of rural communities (Africa) 1980s-90s: Participatory Rural Appraisal (PRA) – correcting some limitations of RRA 1990s-00s: Participatory Learning and Action (PLA) – applications for monitoring and evaluation

6. What is Participatory Learning and Action (PLA) 30-10-2017 6 An approach comprising an ethos, principles and on expanding collection of associated visual methods from which structured tools and processes can be designed to enable people to share and record aspects about their own situations, conditions of life, knowledge, perception, aspiration, preferences and develop plans for ‘action’ in the future .

7. Principles of PLA 30-10-2017 7 A reversal of learning Learning rapidly and progressively Offsetting Bias Optimizing Trade-offs Triangulating Self-critical awareness and responsibility

8. 10 PLA Ground Rules 30-10-2017 8 Give everyone the opportunity to participate Respect what people say Don’t dominate Be on the same level as the participants Don’t make assumptions Don’t rush ‘Hand over the pen’ Learn from mistake Be flexible Make it fun

9. Process 30-10-2017 9 Inclusive and Democratic Relevant Flexible Rapid and Low-Cost Empowering

10. Foundations of PLA 30-10-2017 10 PLA BEHAVIOUR & ATTITUDES METHODS SHARING

11. Key Strategies for use of PLA 30-10-2017 11 STRATEGIES TRIANGULATION MULTIDISCIPLINARY TEAM

12. Outcomes from PLA 30-10-2017 12 Physical and technical data Demographic, health and socio-economic data Cultural and opinion data Spatial distribution Temporal distribution Structural Analysis

13. 30-10-2017 13 PLA PLA Relation Method Time Related PLA Methods Space Related PLA Methods Social Map Resource Map Participatory Modelling Map Mobility Map Service & Opportunity Map Transect Participatory Census Method Time Line Trend Analysis Historical transect Seasonal Diagram Daily Activity Schedule Dream Map Cause & effect diagram Tail Diagram Preference Ranking Impact Diagram Network Diagram Process Map Venn Diagram Spider Diagram Body Mapping Used during Parliament sessions

14. PLA Tools 30-10-2017 14 Can be grouped depending on which stage of process Early stages Analysis Prioritization and action Planning

15. PLA Tools 30-10-2017 15 MAPPING Scope: to obtain an overview of the resources available with the community. Method: Individuals are asked to build a model of their community Outcome: Various aspects for development can be discussed Limitation: Needs experience; Time and cost intensive; May not be representative.

16. 30-10-2017 16 SOCIAL MAP Source: DHAN Foundation

17. 30-10-2017 17 RESOURCE MAP Source: Food and Agriculture Organization, United Nations

18. 30-10-2017 18 MOBILITY MAP Source: Mapping for Informed Decision Making and Strengthening Project M&E: Lessons and Challenges from the Experience of FHI 360 Nepal,2012

19. 30-10-2017 19 SERVICE MAP

20. PLA Tools 30-10-2017 20 TRANSECTS Scope: Presentation of the community resources, its problems, and potential opportunities on single chart for future intervention Method: Mark out a path on resource map covering major resources enroute . Walk along route, observe and discuss during “triangulation” session. Outcome: Detailed inventory of resources matched with specific problems and potential opportunities for development. Limitations: Neither provide an insight into historical land nor does it provide an insight into future visions for the land use.

21. 30-10-2017 21 Source: Thomas S. What is Participatory Learning and Action (PLA): An introduction. 2002. Available from: http://idp-key-resources.org/documents/0000/d04267/000.pdf

22. PLA Tools 30-10-2017 22 PARTICIPATORY CENSUS METHOD Scope: Problems identifying by participating people. Method: Studying entire population Local people play active role Outcome: Identify farmers information and design responsive activities. Limitations: Time and Labor consuming

23. PLA Tools 30-10-2017 23 TIMELINE Scope : facilitate discussion about changes that have occurred over changes. Method: Involve older folks; Open ended questions; Major events Outcome: helps in understanding the community, its background and circumstances which affected them. Limitations: Sensitive issues from past may rise.

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25. PLA Tools 30-10-2017 25 TREND ANALYSIS Scope: Understand the changes in various fields over years Method: Ask individuals to draw changes in patterns Outcome: Changes indicate changes in Attitudes/actions Limitations: Provide little insight into the root cause of variations.

26. 30-10-2017 26 Source: Kumar J R. Role of public health systems in the present health scenario: Key challenges. Indian J Public Health 2013;57:133-7

27. PLA Tools 30-10-2017 27 SEASONAL DIAGRAM Scope: Understand how season determine activities like migration, disease, employment etc. Method: Ask to identify names of months with reference to disease incidence, workload, migration etc. Outcome: Identify crisis periods needing help; when to start new program/modify current program. Limitations: Facilitator may not acknowledge the locally used calendars.

28. 30-10-2017 28 Source: Prakash O, Singh DD, Mishra G, Prakash S, Singh A, Gupta S, Singh J, Khan DN, Jain P, Vishal A, Pandey MK, Jain A. Observation on dengue cases from a virus diagnostic laboratory of a tertiary care hospital in North India. Indian J Med Res 2015;142, Suppl S1:7-11

29. PLA Tools 30-10-2017 29 DAILY ACTIVITY SCHEDULE Scope: Understanding the workload and activities Method: Using different objects to represent different activities Outcome: Charting workday for suitable time/day/place for meeting, training Limitations: Issues of related to social norms can arise

30. PLA Tools 30-10-2017 30 CAUSAL DIAGRAM Scope: To find the inter-links between events and trace the cumulative results. Method: Identify most important problem List the causes/trace backwards Outcome: Use to find out result of a programme , interventions or even a problem Limitations: Difficult to quantify the events.

31. 30-10-2017 31 Source: Community participation consultant. Introduction to Participatory Learning and Action (PLA) Training course handbook.2016. Available from:   http://3ps.org.uk/site/files/Download/PA%20Handbook2016.pdf .

32. PLA Tools 30-10-2017 32 TAIL DIAGRAM Scope: Helps to prioritize the problem Method: Group discussion and writing of problem in paper Larger the size of paper more important the problem Outcome: Group discussion to solve the problem Limitations: Requires time and efforts to bring all relevant stakeholders together in order to rank the preferences and problems

33. 30-10-2017 33 Source: Childreach India. Participatory Learning and Action (PLA)- An overview for Practitioners. Available from:   http://childreachindia.org/sites/default/files/imce/Participatory%20Learning%20and%20Action%20(PLA)-Childreach%20India.pdf .

34. PLA Tools 30-10-2017 34 PREFERENCE RANKING Scope: Understand rationale of various choices of community Method: Identify the reason of choice Individuals are asked to make the selection Outcome: Understand the reasoning behind the choice of a specific variety and its importance to consider the community participation Limitations: Requires time and efforts to bring all relevant stakeholders together in order to rank the preferences and problems

35. 30-10-2017 35 Source: Childreach India. Participatory Learning and Action (PLA)- An overview for Practitioners. Available from:   http://childreachindia.org/sites/default/files/imce/Participatory%20Learning%20and%20Action%20(PLA)-Childreach%20India.pdf .

36. PLA Tools 30-10-2017 36 IMPACT RANKING Scope: Helps to judge between the difficulties of doing something again the impact. Method: Identify the work Categorizing it as easy, medium, hard Outcome: Helpful in prioritizing the work Limitations: Priority can differ from facilitator to local people

37. 30-10-2017 37 Source: Community participation consultant. Introduction to Participatory Learning and Action (PLA) Training course handbook.2016. Available from:   http://3ps.org.uk/site/files/Download/PA%20Handbook2016.pdf .

38. PLA Tools 30-10-2017 38 VENN (CHAPPATI) DIAGRAM Scope: Which people/institution are important to community and their level of interaction Method: List important person/institution Colored paper of different sizes (larger = Important) Place a dot in center and place circles around it Discuss correlation of the circles Outcome: Understand the importance of persons/institutions that can be strengthened and intervention required. Limitations: Complex; Over/under representation

39. 30-10-2017 39 Source: Appel K, Buckingham E, Jodoin K, Roth D. Participatory Learning and Action Toolkit: For application in BSR’s Global Programs. 2012. Available from:   https://herproject.org/downloads/curriculum-resources/herproject-pla-toolkit.pdf .

40. PLA Tools 30-10-2017 40 SPIDER DIAGRAM Scope: Consider a central issue and to suggest different aspects of that issue. Method: A main concept is laid out on a page and lines are used to link ideas. More ideas branch out. Outcome: Used to analyze barriers to achieve the aspects and ideas and consider solutions to the different issues. Limitations: Complex and become difficult to comprehend

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42. PLA Tools 30-10-2017 42 BODY MAPPING Scope: Help to understand body parts & function. Method: Drawing of human body Label the body parts and discuss their functions Outcome: Discussion of key problems and treatment of the same. Limitations: Can be a cultural taboo

43. 30-10-2017 43 Source: Using Participatory Learning Action Techniques in Higher Education Vivienne Bozalek University of the Western Cape [email protected] CHEC Research T&L course 1

44. PLA Tools 30-10-2017 44 FOCUS GROUP DISCUSSION Scope: Allows the participants to talk with each other under the guidance of a facilitator. Method: Homogenous group of 6-10 people Representative of the population Outcome: Discussion of key problems. Limitations: Difficult to control; can be biased

45. 30-10-2017 45 Source: SPRING and digital green feasibility study India

46. Examples of PLA 30-10-2017 46 PREFERENCE RANKING (Location: Government School, Jasola Village, New Delhi) Objective: Identification of problems, prioritizing them and finding solutions Introductory session – Addressing the objective of PLA session 1.

47. Examples of PLA 30-10-2017 47 Students were asked to identify the problems and all the problems were written on the board 2. 3. Problems were prioritized through group discussion and 10 most important problems were identified

48. Examples of PLA 30-10-2017 48 Ten groups were formed and was given 10 minutes to identify 3 most important problems as per their own perception 4. 5. All groups voted one by one the three most important problems

49. Examples of PLA 30-10-2017 49 Total number is counted under each point and then ranking is done 6.

50. Examples of PLA 30-10-2017 50 TAIL RANKING (Location: Government School, Sangam Vihar , New Delhi) Objective: Identification of problems, prioritizing them and finding solutions

51. Examples of PLA 30-10-2017 51

52. Uses 30-10-2017 52 Exploring a health problem or issue about which little is known Local perceptions of health and development priorities Relevant interventions strategies and target populations Investigating feasibility, acceptability and appropriateness of a new health programmes Developing appropriate IEC activities and materials Identifying problems in on-going interventions Complementing quantitative data collected in routine monitoring and evaluation Designing more valid survey instruments

53. SWOT Analysis 30-10-2017 53 Strengths Inclusive Empowers the community Reach out to all sectors of community Flexible and adaptable Builds up capacity within the community Produce qualitative or quantitative information Weakness Relies on volunteers Time consuming Lead to cynicism

54. SWOT Analysis 30-10-2017 54 Opportunities Exploration of health issues in the community Cost effective interventions can be applied Community friendly IEC activities Threats Training to be provided to the volunteers Economic burden

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60. References 30-10-2017 60 Appel K, Buckingham E, Jodoin K, Roth D. Participatory Learning and Action Toolkit: For application in BSR’s Global Programs. 2012. Available from:   https://herproject.org/downloads/curriculum-resources/herproject-pla-toolkit.pdf . Clarke K, Azad K, Kuddus A, Shaha S, Nahar T, Aumon BH. Impact of a Participatory Intervention with Women’s Groups on Psychological Distress among Mothers in Rural Bangladesh: Secondary Analysis of a Cluster- Randomised Controlled Trial.PLOS ONE.2014;9(10):e110697 Childreach India. Participatory Learning and Action (PLA)- An overview for Practitioners. Available from:   http://childreachindia.org/sites/default/files/imce/Participatory%20Learning%20and%20Action%20(PLA)-Childreach%20India.pdf . Community participation consultant. Introduction to Participatory Learning and Action (PLA) Training course handbook.2016. Available from:   http://3ps.org.uk/site/files/Download/PA%20Handbook2016.pdf . ISOFI Toolkit: Tools for learning and action on gender and sexuality. Cooperative for Assistance and Relief Everywhere, Inc. (CARE) and International Center for Research on Women (ICRW).2007. Available from:   http://www.care.org/sites/default/files/documents/MH-2008-ISOFI-Toolkit_2008.pdf . Kumar J R. Role of public health systems in the present health scenario: Key challenges. Indian J Public Health 2013;57:133-7. Prakash O, Singh DD, Mishra G, Prakash S, Singh A, Gupta S, Singh J, Khan DN, Jain P, Vishal A, Pandey MK, Jain A. Observation on dengue cases from a virus diagnostic laboratory of a tertiary care hospital in North India. Indian J Med Res.2015;142,Suppl S1:7-11

61. References 30-10-2017 61 Prost A, Colbourn T, Seward N, Azad K, Coomarasamy A, Copas A. Women’s groups practising participatory learning and action to improve maternal and newborn health in low-resource settings: a systematic review and meta-analysis. Lancet. 2013;381:1736-46. Sinha R, Bidgoli HH, Tripathy PK, Nair N, Gope R, Rath S etal . Economic evaluation of participatory learning and action with women’s groups facilitated by Accredited Social Health Activists to improve birth outcomes in rural eastern India Cost Eff Resour Alloc.2017;15:2. Thomas S. What is Participatory Learning and Action (PLA): An introduction. 2002. Available from: http://idp-key-resources.org/documents/0000/d04267/000.pdf Toness A. Participatory Learning and Action- A Training and Reference Manual. 2002. Available from:  http://ilove.polma.us/participatory-learning-action.pdf . Tripathy P, Nair N, Sinha R, Rath S, Gope RK, Rath S, etal . Effect of participatory women’s groups facilitated by Accredited Social Health Activists on birth outcomes in rural eastern India: a cluster-randomised controlled trial. Lancet Glob Health.2016;4: e119–28. Tripathy P, Nair N, Barnett S, Mahapatra R, Borghi J, Rath S, etal . Effect of a participatory intervention with women’s groups on birth outcomes and maternal depression in Jharkhand and Orissa, India: a cluster-randomised controlled trial. Lancet 2010; 375: 1182–92.

62. THANK YOU 10/30/2017 62