Participatory Learning and Action 23:
PLA Notes 23: Participatory Approaches to HIV/AIDS ProgrammesIIED, June 1995. 92 pp.
Guest Editor: Alice Welbourn
Out of print except as part of a complete set of back issues:
Summary
Along with 10 general articles, this issue of PLA Notes includes a small selection of pieces which describe experiences and discuss issues relating to participatory approaches to HIV and AIDS programmes. It shows how the use of PRA can help people to feel empowered to address the issues around HIV for themselves. The four papers presented here highlight some of the exciting contributions which participatory approaches can make to HIV work in Africa and in Asia.
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1. A strategic approach to participatory development planning: the case of a rural community in Belize
Michael Warner
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Abstract
This describes the experiences of incorporating participatory methods into strategic development planning in a rural community in Belize, Central America. The SWOT technique was used to provide a framework for villagers to identify and assess their community's internal strengths and weaknesses and the external political and economic opportunities and threats facing them. It enabled the villagers to assess their preferred option, citrus expansion, in the light of government policy towards citrus production and trends in world prices for citrus. The paper concludes by discussing some of the limitations of the approach and how it might be improved.
2. Force-field analysis: identifying forces for and against change
Richard Montgomery
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Abstract
This note describes the use of force-field analysis, a technique originally used to analyse the forces which keep an institution in its present state. It was used in a modified form in two projects - a non-formal education project in Bangladesh and an urban environmental project in India - to provide a way of drawing staff and stakeholders into the planning process, defining possible objectives and how to attain them. It was found to be a useful way of involving different people in the analysis of objectives and how they can be achieved.
3. A participatory methodology for community-based land and resource use planning: a case study from Tanzania
Derek Armitage and Suman Garcha,
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Abstract
In recent years population pressure has led to increasing land and resource use conflict between the three groups - agriculturalists, pastoralists and hunter-gatherers - who inhabit Tanzania's Rift Valley. A participatory approach was used to provide an understanding of the complex issues involved and to build trust and cooperation between the different groups. Mapping, transects, seasonal diagramming, semi-structured and open interviewing were used in the process of involving stakeholder groups in developing land and resource use plans for their village territory.
4. Who should choose? community participation in prioritising road network rehabilitation
Nick Osborne
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Abstract
PRA methods were used in rural Zambia with the aim of enabling communities to identify and prioritise their own District feeder road networks, a function traditionally carried out by outside 'experts'. The paper outlines the approach taken and explains how the approach of community participation in the decision-making process has been expanded, enabling local communities to take on the role of organisation, coordination and management at every stage of the project cycle with minimum external assistance.
5. Villagers in Sri Lanka plan their future in partnership with government development authorities
Kamal Kar, Gareth Phillips and Sunil Liyanage
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Abstract
Outlines the process of preparing a village resource management plan in Sri Lanka. The villagers used mapping, seasonal calendars, matrix ranking and chapati diagramming to analyse their situation and identify problems and solutions. The exercise was part of a PRA training programme for civil servants from five government departments.
6. Participation in Scotland: the rural development forestry programme
Andrew S.Inglis and Ann Lussignea
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Describes the process of using PRA to plan forestry activities in four rural communities in the Highlands of Scotland. The methods enabled people to put forward their ideas on the future of forestry in the areas, as well as creating wider local involvement and helping to spur people on to further action.
7. Identifying and tackling poverty: ActionAid's experiences in Vietnam
Carrie Turk
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Abstract
This paper describes work carried out by ActionAid in Vietnam on poverty identification and programme interventions which have been designed in response. A wealth-ranking exercise led to the production of village ranking lists, which highlighted significant socio-economic differences between the villagers. Some of the difficulties encountered in using the method as the basis for planning interventions are also discussed.
8. Some notes on conducting PRA training in Nepal
Salon Singh and Birendra Bir Basnyat
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Abstract
This short paper reports some experiences from a PRA training of NGO field staff which was carried out in Nepal. It aims to share training experiences with other trainers. A 5-7 day initial training period is recommended, and ideas for ways of starting and closing the training are suggested.
9. Storytelling for participatory rural appraisal
Wouter de Groot, Franke Toornstra and Francis Tarla
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Abstract
Describes how storytelling was used during a PRA training course in Cameroon. The stories provided a useful entry point for discussion on issues such as nature conservation. The paper concludes that storytelling can be an appropriate way of initiating a dialogue with local people on potentially conflictual issues.
10. Using PRA for a radical new approach to adult literacy
David Archer
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Abstract
Outlines the REFLECT method, a new approach to adult literacy techniques developed by ActionAid. The approach seeks to build on Freirian theory but provide a more effective methodology by drawing on PRA visualisation methods. Initial observations are that REFLECT is keeping learners motivated, teaching them literacy more effectively and linking literacy to wider development based on the agenda of local communities.
Participatory approaches to HIV/AIDS programmes
11. Introduction
Alice Welbourn
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12. Using participatory rural appraisal to assess community HIV Risk factors: experiences from Rural Uganda
Joseph Ssembatya, Anne Coghlan, Rachel Lumala and Deo Kituusibwa
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Abstract
The Rakai AIDS Information Network (RAIN) in Uganda used PRA methods to help community members identify and analyse factors which put them at risk of HIV infection. The article describes the different methods used, and what community members and programme staff learned about community HIV risk factors.
13. A Participatory approach to promoting AIDS awareness in Thailand
Dusit Duangsa
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Abstract
The article describes how PRA methods have been successfully used to promote AIDS awareness in Thailand. First the participants divide members of their community into as many groups and sub-groups as possible. They then rank the groups according to the level of risk of contracting HIV. In the next exercise participants make connections between the groups, and begin to realise that even those who are not themselves engaged in any risky behaviour are not risk-free.
14. Participatory educational theatre for HIV/AIDS awareness in Kenya
Roger Chamberlain, Mindy Chillery, Lenin Ogolla and Ochieng Wandera
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Abstract
The article describes how PET (Participatory educational theatre) projects in two communities in Kenya addressed issues of child and youth sexuality, modes of transmission and prevention, and barriers to the adoption of preventive measures. Although aimed originally at young people, in practice it proved impossible to separate young people from the village as a whole. The initiative demonstrated the power of participatory drama for cutting through the cultural barriers to communication.
15. Community mobilisation against HIV infection in Kenya
Tilly Sellers and AJ Oloo
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Abstract
Describes the use of PRRA (Participatory Rural Research on AIDS) to mobilise communities against HIV infection in Kenya. PRRA is a modified form of PRA to which were added other techniques. The approach is intended to reveal gaps in knowledge, attitudes, risky practices and beliefs which villagers have the potential to change without a huge resource input.
Leadership circles
Adrian Jackson
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