39

Click here to load reader

Concepts & Principles of RRA/PRA

Embed Size (px)

DESCRIPTION

 

Citation preview

Page 1: Concepts & Principles of RRA/PRA

Concepts and Principles of RRA/PRA/PLA

Jaya Jung MahatMSW 3rd Semester

St. Xavier’s College of Social WorkNEPAL

Page 2: Concepts & Principles of RRA/PRA

Objectives of the Presentation:

Describe key features, advantages and limitations of RRA & PRA

Explain steps for the RRA & PRA

At the end of the session, the students should be able to:Describe brief history and origin of RRA & PRA approachesDescribe the meaning of RRA and PRA

Page 3: Concepts & Principles of RRA/PRA

History of RRA/PRA:

Conventional approaches to natural resources management

(Top-down transfer-of-technology)

Farming systems research (FSR)

(Development of alternative, improved and more participatory approaches)

Developed in the second half of the 1970s

Page 4: Concepts & Principles of RRA/PRA

Farming systems research (FSR)

Farmer Participatory Research (FPR) (Direct involving the ultimate beneficiaries in on-farm research;

socioeconomic methods developed to consider the interactions between on-farm and off-farm resource management. Recognize the value of ITK)

Developed in the 1980s

Rapid Rural Appraisal (RRA) (Rapid collection of data by outsiders to achieve a more

comprehensive understanding of the complexity of rural societies)

Began in the late 1970s

Page 5: Concepts & Principles of RRA/PRA

Rapid Rural Appraisal (RRA)

Participatory Rural Appraisal (PRA) (Development of tools that helped farmers to collect, analyze,

and present their own data and information)developed out of RRA in the early 1980s

Participatory Learning and Action (PLA)(Participation should not only be limited to rural appraisals and the

approach has learning for action as its basic essence)

Page 6: Concepts & Principles of RRA/PRA

RRA & PRA can be used for:

General analysis of a specific topic, question, or problem;

Needs assessment; Feasibility studies; Identification and establishment of priorities for

development or research activities; Monitoring and evaluation of development or

research activities; and Identification of conflicting interests between groups.

Page 7: Concepts & Principles of RRA/PRA

Defining RRA There is no generally accepted definition of RRA.

RRA is more commonly described as a systematic but semi-structured activity out in the field by a multidisciplinary team and is designed to obtain new information and to formulate new hypotheses about rural life. A central characteristic of RRA is that its research teams are multidisciplinary.

RRA (and analogs) emerged in the 1970s as a more efficient and cost-effective way of learning by outsiders

Page 8: Concepts & Principles of RRA/PRA

Principles of RRA

Learning from (and with) the rural people Learning rapidly and progressively

Page 9: Concepts & Principles of RRA/PRA

Robert Chambers describes the orientation of RRA as a "fairly-quick and-fairly-clean" appraisal, and as opposed to the fast and careless studies (he calls them "quick-and-dirty" studies) and the slow and excessively accurate approaches ("long-and-dirty").

Page 10: Concepts & Principles of RRA/PRA

Park at your own risk!

Page 11: Concepts & Principles of RRA/PRA

PRA

Page 12: Concepts & Principles of RRA/PRA

Getting to Know

The roots of PRA techniques can be traced to the activist adult education methods of Paulo Freire

Robert Chambers argues that the approach owes much to "the Freirian theme, that poor and exploited people can and should be enabled to analyze their own reality."

Page 13: Concepts & Principles of RRA/PRA

Defining PRA

This technique of data collection aims to incorporate the knowledge and opinions of rural people in the planning and management of development projects and programmes.

Not working FOR the people but WITH the people.

Page 14: Concepts & Principles of RRA/PRA

Objectives of PRA

Stimulate the community to identify the causes of its problems and collective aspirations;

Facilitate communication with the community; Help the community to identify resources,

experiences, and potential improvement; Identify interests and conflicts; and Motivate communities to develop self reliance in

project development and management

Page 15: Concepts & Principles of RRA/PRA

Core Concepts of PRA

Empowerment Respect Localization Enjoyment Inclusiveness

Page 16: Concepts & Principles of RRA/PRA

PRA Tools

Semi-structured interviewing Focus group discussions Preference ranking Mapping and modeling Seasonal and historical diagramming.

Page 17: Concepts & Principles of RRA/PRA

Methods used in PRA

Secondary data reviews Observation Semi-structured interviews Analytical games Stories and portrays Diagrams Workshop

Page 18: Concepts & Principles of RRA/PRA

Tips for doing PRA

Do not lecture: Look, listen & learn Facilitate, do not dominate Do not interrupt or interfere Accept people’s errors Obtain opinions from all groups RELAX Use six helpers: What, Why, Who, When,

Where, and How

Page 19: Concepts & Principles of RRA/PRA

Good Features of PRA

“Learning-as-you-go” Principle Innovative Interactive Informal In the community

Page 20: Concepts & Principles of RRA/PRA

Key features of the PRA

Triangulation (as a form of cross-checking):

Different disciplines

Insiders/ outsiders

Men and women

Team

Page 21: Concepts & Principles of RRA/PRA

Triangulation

(2) Various sources of information (diversity),

Events/processes

People Place

Source of information

Page 22: Concepts & Principles of RRA/PRA

Triangulation

(3) A mixture of techniques and tools

Interviews/discussions

Observation Diagrams

Tools & techniques

Page 23: Concepts & Principles of RRA/PRA

Key features of the PRA

Interdisciplinary Team

- Consists of members with different skills and professional backgrounds.

- All members of the PRA team should be involved in all aspects of the study, design, data collection, analysis, and interpretation.

- The PRA team should always include women and, whenever possible, local people. PRA is a learning experience in which the participants also learn from each other.

Page 24: Concepts & Principles of RRA/PRA

Key features of the PRA

Qualitative data, diversity of information

• PRA seeks diversity and differences in a qualitative sense rather than simplifying complexity to quantitative averages and statistical figures.

• Accuracy is achieved through drawing from diversified information sources, through cross-checking of data, and other methods for reliability.

Page 25: Concepts & Principles of RRA/PRA

Key features of the PRA

Mix of appropriate techniques

Appropriate techniques are mixed to tailor to the specific requirements of the study.

These techniques should be clear, self-evident and simple, appropriate to local conditions and open for any modification that might be suggested by the local people.

Page 26: Concepts & Principles of RRA/PRA

Key features of the PRA

Rapid progressive learning, group interaction, and local knowledge

PRA is cumulative learning from, with, and by local people, eliciting and using their criteria and categories, and finding, understanding, and appreciating local people’s indigenous knowledge.

Page 27: Concepts & Principles of RRA/PRA

Key features of the PRA

Flexibility and context specificity

Plan and survey methods are only structured to start with, and are revised, supplemented, detailed, adapted, and modified as the PRA fieldwork proceeds. These are to suit each new set of conditions and people involved.

Page 28: Concepts & Principles of RRA/PRA

Key features of the PRA

New roles of experts

The PRA methodology is concerned with the transformation of existing activities and practices to improve the livelihoods of local people. The role of the external expert, researcher, extension agent is that of a facilitator helping people to carry out their own surveys and information gathering, thus preparing the ground for action and change.

Page 29: Concepts & Principles of RRA/PRA

Key features of the PRA

Community participation

Involving local people in the PRA survey to greatly facilitate understanding, analysis, and interpretation of collected data.

Page 30: Concepts & Principles of RRA/PRA

Key features of the PRA

On-the-spot analysis/on-site presentation

Learning takes place in the field, and the analysis of the information gathered should be an integral part of the fieldwork itself.

Results of the field study are evaluated by the entire team, whenever possible, before their departure, publicly presented, and discussed with community members.

Page 31: Concepts & Principles of RRA/PRA

Key features of the PRA

Multiple perspectives

PRA recognizes that different individuals and groups make different evaluations of a situation, which leads to different action.

Page 32: Concepts & Principles of RRA/PRA

Key features of the PRA

Actions for change

PRA is directed towards changes in perceptions, attitudes, and readiness to contemplate actions. The process of joint analysis and interpretation helps to define changes that would bring about improvement of livelihood conditions.

Page 33: Concepts & Principles of RRA/PRA

Benefits of PRA methods

Empowerment of the local peopleSecuring active involvement of the communityDiversification and appreciation of local knowledge,

encouraging/enabling the expression and utilization of local diversity while building on ITK

Creating a culture of open learning with each other and with community members

Setting research prioritiesSetting participatory extension programPolicy review

Page 34: Concepts & Principles of RRA/PRA

Some typical dangers and limitations of PRA

Difficulty in getting exact informationDifficulty in finding the right questions to askNot enough time to spend in the villageDanger of ‘rural development tourism’Difficulty in finding the right interdisciplinary teamLack of experience of team members, particularly

lack of skills in the field of communication, facilitation, and conflict negotiation

Team members do not show the right attitude, fail to listen, and lack respect

Page 35: Concepts & Principles of RRA/PRA

Some typical dangers and limitations of PRA

Overlooking opinions and demands of women, particularly by male team members

Lack of institutional support and an open learning environment within organizations (centers, departments)

PRA becoming a fashionable label to satisfy public, institutional, or donor expectations for ‘participatory’ approaches

Villagers are occupied with farm workVillagers give unrealistic answers to receive more support

(sometimes be the village headman)Actors involved in PRA research for action activities are not

neutral

Page 36: Concepts & Principles of RRA/PRA

Writing results of the PRA The results of the PRA are usually written up, but

reports are most valuable when treated as working documents.

Presenting the results orally is also very important. It is normal that the PRA team members can not put down in writing everything they have learned during the fieldwork.

The report should be written up and presented as soon as possible. Ideally, the first draft should be written ‘in the field’, while information is still fresh in the mind, before interruptions can occur, and while the team is still together.

Page 37: Concepts & Principles of RRA/PRA

RRA VS PRA

Category RRA PRA

Major Development Late 1970s, 1980s Late 1980s, 1990s,

Major innovation in Universities NGOs

Main uses Aid agencies, Universities

NGOs, Government field organizations

Key Resources overlooked after

Local people’s knowledge

Local people’s capabilities

Main innovation Methods Behaviors

Outsiders’ Role Obtaining Facilitating

Objectives Data Collection Empowerment

Main actors Outsiders Local people

Long-term outcomes Plans, projects, publications

Sustainable local action and institutions

Page 38: Concepts & Principles of RRA/PRA

Thank You

Page 39: Concepts & Principles of RRA/PRA

Want to Share Something Creative

What’s your idea?