participatory learning and action (pla) · participatory learning & action - overview 2...

Participatory Learning and Action (PLA) - An Overview for Practitioners

Participatory Learning & Action - Overview

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articipatory Learning and Action (PLA), which evolved out of earlier developed participatory techniques such as

Rapid Rural Appraisal and Participatory Rural Appraisal, have gain recognition as an individual set of tools in the

social and development sector. It is a form of action research which is a practical, adaptive research strategy

that enables diverse groups and individuals to learn, work and act together in a co-operative manner, to focus on

issues of joint concern, identify challenges and generate positive responses in a collaborative and democratic manner.

From international organizations like UNDP, OXFAM, World Bank, CARE to several national & regional organizations

has been using this tool in several steps of PCM since its inception.

P

What is

PLA?

Participatory Learning and Action (PLA) is part of a family of methods that enable local

people to analyse, share and enhance their knowledge of life and situation, and to plan,

prioritize, act, monitor and evaluate (Absalom et. al., 1995; Chambers, 1997). The

methods and approaches evolved during the 1980s and 1990s in an effort to find ways to

facilitate participation by communities in international development strategies, rather

than rely on top-down projects designed and led by outsiders.

It is an approach for learning about and engaging with communities. It combines an ever-

growing toolkit of participatory and visual methods with natural interviewing techniques

and is intended to facilitate a process of collective analysis and learning. The approach

can be used in identifying needs, planning, monitoring or evaluating projects and

programmes. Whilst a powerful consultation tool, it offers the opportunity to go beyond

mere consultation and promote the active participation of communities in the issues and

interventions that shape their lives.

An effective, low-cost, empowering, participatory method of

gathering qualitative & semi-structured info (beliefs, behaviours,

views etc.)

Can discuss controversial/sensitive topics in a non-threatening way

Heterogeneous—in age, gender, income, religion, ethnicity, social

class, etc.

Ideal for illiterate or semi-literate persons

Flexible: people come and go--anything goes

No pre-set, leading questions

Who? What? Where? When? Where? How?

Participatory Learning & Action - Overview 3

Foundations

of PLA

PLA has three foundations, which can be visualized as a triangle -

PLA

BEHAVIOUR & ATTITUDES

METHODS SHARING

Respect for local knowledge and

capabilities

Rapid and progressive learning

Handing over the stick

Flexibility & informality

Offsetting biases

Seeking diversity

Self-critical awareness

Mapping & diagramming

Semi-structured interviews

Sorting & ranking

Transect walk and observation

Timelines, schedules, seasonal

calendars etc.

Local people sharing information

amongst themselves

Local people and outsiders sharing

information with each other

PLA facilitators sharing information

amongst themselves; and

Organizations conducting PLA

sharing experiences with each other

Two key strategies for the use of PLA methods include having a multidisciplinary team and

practising triangulation.

A multidisciplinary team is composed of representatives of both sexes, different sectors (e.g.

education, child rights, health etc.) and different disciplines (e.g. research, programme

management, field work etc.) depending upon the need of PLA techniques. This type of teams

ensures that all viewpoints are represented.

Triangulation refers to using diverse source of information and different techniques of data

gathering to achieve a high level of accuracy (e.g. using semi-structured interviews to cross

check the information gathered during a mapping exercise).

- Close to Open

- Measurement to Comparison

- Individual to Group

- Democracy to Ground

- Verbal to Visual

- Higher to Lower

- Reserve to Rapport

Distinguishing Features of PLA


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Specific objectives or questions to be explored

PLA exercise to be used Probe questions to be asked

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PLA

Methods

PLA

Space Related PLA Methods

Social Map

Resource Map

Participatory Modelling Map

Mobility Map

Service & Opportunity map

Transect

Participatory Census Method

PLA Relation Method

Cause & effect Diagram

Tail Diagram

Preference Ranking

Impact Diagram

Network Diagram

Process Map

Venn Diagram

Spider Diagram

Body mapping etc.

Time Related PLA Methods

Time Line

Trend Analysis

Historical transect

Seasonal Diagram

Daily Activity Schedule

Dream Map

These two

methods had

been used

during f the pre-

parliament

sessions

A clear purpose and objective along with the list of questions that the PLA exercises will try to

answer or explore is necessary before implementing the PLA on ground; For example, the

following matrix may be useful to complete:


PREFERENCE RANKING:

Few

Examples

Following are the two examples of PLA exercise that Childreach International India

used during the pre-MSMV Parliament session.

Objective: In the both the cases, the objective was to identification and

prioritization of problems that exist in the government school with special

emphasis on RTE Act, 2009. During the initial stage of pre- parliament session, it

was found that there was a group of students who were confused with so many

problems exist in their school; few other groups were unable to identify or

understand the problems. So, as the objective of the parliament was to digging

out the solutions from the children, it was important to identify the problems first

and then the solutions. So, the core objective of the PLA session was to identify

the problems and to prioritizing them and then finding out the solutions.

Audience: Government school going students of both sexes; no such Age limit.

PLA Methods: Preference Ranking (Location: Jasola Village, New Delhi) & Tail

Diagram (Sangam Vihar, New Delhi)

Introductory session and addressing

the objective of the PLA session

Each student were asked to identify

the problems through brainstorming

session and all the problems were

written down on the board


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Ten groups were formed each consisting 3

students

Each group was given 10 minutes to

identify 3 most important problems with

reasons as per their own perception in 3

point scale i.e. the most important

problem; second most important problem

and the third most important problem

Then all the problems were prioritized

through group discussion and 10 most

important problems were identified and

written down on the board in a specific

format shown in the picture.


After 10 minutes all the groups come to the

board one by one and voted down the most

three important problem according to their

perception with the help of ‘Bindi’ (Bindi is a

round shape material which girls and women

in India use in their forehead); The most

important problem – 3 Bindi; 2nd

most

important problem – 2 Bindi and 3rd

most

important problem – 1 Bindi

After completing the voting

process, total number of Bindis

counted in under each point

and written down i.e. the score

of each problem


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Then ranking was done i.e. the

problem which had the highest

number of Bindis i.e. highest

score got the rank 1 and on the

same way all the other

problems were ranked.

In this way three most important problems that exists in the schools as per the children were identified

and prioritized and then through group discussions students were facilitated to digging out the solutions

The children group participated in the PLA session

Group

Numbers

Total Score

Rank


TAIL DIAGRAM:

Introductory Session Problem Identification

Identified problems written down on a chart

paper and pasted on the wall

Prioritization of problems through group discussion and written down in

paper cutting (Larger the size of the paper, more important the problem is

written on that paper) – then finding out the solutions through group

discussion


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Tail

Diagram


Before the PLA exercise, facilitators should go over the ground rules for

participation during PLA exercises. The nature of the discussions can be sensitive,

and the group dynamics are important for a safe and confidential learning

environment. PLA facilitators should think about what is needed in order for

people to feel able to talk in this setting about sensitive topics like sex, pleasure

and personal experiences of violence. For ethical reasons, PLA facilitators should

avoid making assumptions about people, and ensure that no one feels pressured

to disclose information if they do not wish to.

When introducing ground rules to PLA participants, the facilitator should plan to

go over such issues as maintaining confidentiality, respecting and listening to

others in the group, speaking in “I” statements, and allowing everyone to

participate.

Sometimes it helps to list the principles or rules of the exercises, and these might

include such things as:

Everyone’s input is equally valued.

Lively participation by all participants is encouraged.

Confidentiality is respected; “who said what” will not go beyond the

individuals present.

Listen to people when they speak, without interrupting or telling jokes.

Everyone has a piece of the truth; keep an open mind and heart, and be

ready to learn from other participants.

Ground Rule

of PLA

Exercise

NOTE This paper is just a concept paper on Participatory Learning and

Action (PLA); there are many more dimensions and facts related to the

planning of PLA, documentation, analysis of findings biases and etc.

which has not been mentioned in this paper.

Childreach International India I www.childreachindia.org

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