PRA facilitator Training

Participatory Rural Appraisal: Training Manual

Integrated Commune Development Planning

Participatory Rural Appraisal
Training Manual

Integrated Commune Development Planning (Integrated CDP) in Quang Ngai Prov-
ince merges household and community needs with available Programs, Projects and
funding sources. This Participatory Rural Appraisal ‘Training Manual’ is used
by Commune People’s Committees and District People’s Committees. This Manual
outlines the Participatory Rural Appraisal (PRA) training course outline, training
sessions and training approaches applied in Integrated CDP to train Facilitators in
PRA.

Quang Ngai Province—2006


FOREWORD
Integrated Commune Development Planning (Integrated CDP) aims to improve planning in Quang Ngai Prov-
ince through merging community needs with available projects, programs and funding resources. Integrated
CDP Guidelines were developed and approved by the Provincial People’s Committee on 6 July 2006 (PPC Deci-
sion No. 1611/QD-UBND). Integrated CDP will be conducted in 76 Communes in 7 Districts in Quang Ngai
Province in 2006. Nine Steps are conducted under Integrated CDP:
• Step 1: PRA Training to Facilitators and PRA Field Exercises
• Step 2: Provincial and District Orientation Plan Workshops to outline available projects, pro-
grams and funding sources for Communes for the following year
• Step 3: The Commune People’s Committee reports the implementation status of 2006 Plan and
drafts mandatory targets (including State revenue/expenditure) and Guidance targets for the fol-
lowing year’s Plan
• Step 4: Village Planning Meetings to identify priority household and community problems and
activities
• Step 5: The Commune People’s Committee finalises the Commune Plan at a Commune Plan
Preparation Meeting and submits the Plan to the Commune Communist Party Committee and
Commune People’s Council Standing Committee for ratification
• Step 6: The Commune Plan is submitted to the District People’s Committee via the District Plan-
ning and Finance Division for approval
• Step 7: The Commune Plan is prepared for implementation with a Commune Plan Feedback
Meeting
• Step 8: Monitoring and Evaluation of the Commune Plan by the Commune People’s Committee
• Step 9: The Commune People’s Committee prepares a list of priority projects not funded under
the current Commune Plan and submits to the Commune People’s Council for consideration and
possible funding in the following year.

This Participatory Rural Appraisal ‘Training Manual’ was prepared for Commune and District People’s
Committees to train Facilitators that will conduct Participatory Rural Appraisal (PRA) Field Exercises con-
ducted under Integrated CDP. Guidance is given on the PRA Training Course outline, training approaches, fa-
cilitation skills and methods to teach Facilitators on how to conduct PRA Tools. Facilitators will conduct PRA
Field Exercises with households in Villages. The PRA results are presented to households at Village Planning
Meetings and form a foundation for the preparation of the Commune Plan.

Department of Planning and Investment—DPI Quang Ngai Rural Development Program — RUDEP
Funded by the People of Viet Nam and Australia

96 Nguyen Nghiem Street 37 Pham Van Dong Street
Quang Ngai City Quang Ngai City
Quang Ngai Province Quang Ngai Province
Socialist Republic of Viet Nam Socialist Republic of Viet Nam

Telephone: 055—055—822 868 Telephone: 055—816 265
Fax: 055-825 701 Fax: 055-816 260
Email: skhdt@quangngai.gov.vn Email: adminqnrdp@dng.vnn.vn
Website: www.quangngai.gov.vn Website: www.rudep.org

The printing of this Manual was funded by the Quang Ngai Rural Development Program. All illustrations were drawn by Mr. Duong Huu
Nghia.

Integrated Commune Development Planning 2


PRA Training Course Agenda
DAY 1
Duration
Session Time Topic
(Minutes)
1 8:00 30 Welcome, Introduction of Trainees and Ice-Breaker
Introduction to PRA Training Course for Facilitator
2 8:30 40
Overview of Integrated Commune Development Planning
3 9:10 20 Agenda and Trainer/Trainee Agreement
- 9:30 15 MORNING TEA
4 9:45 45 Introduction and Purpose of PRA
5 10:30 60 Roles and Purpose of Facilitators
- 11:30 120 LUNCH
6 13:30 60 Historical Timelines
7 14:30 60 Village Resource Mapping
- 15:30 15 AFTERNOON TEA
8 15:45 60 Transect Walks
9 16:45 15 Day 1 Review and Conclusions
DAY 2
10 8:00 20 Day 1 Review and Day 2 Activities
11 8:20 60 Wealth Ranking
- 9:20 15 MORNING TEA
12 9:35 60 Seasonal Calendars
13 10:35 60 Linkage Diagrams
- 11:30 120 LUNCH
14 13:30 60 Matrix Scoring and Ranking
15 14:30 60 Problem-Cause-Effect-Solution Trees
16 15:45 30 Review of PRA Tools
17 16:15 45 Preparation for PRA Field Exercises (Morning Day 3)
DAY 3
Welcome and introduction to Integrated CDP and PRA Field Exer-
18 7:30 20
cises
19 7:50 130 PRA Tool Exercises
20 10:00 60 PRA Field Exercise Review with households
- 11:30 120 LUNCH
21 13:30 90 Review of PRA Field Exercise
21 15:15 30 Review of PRA Field Exercise
22 15:45 45 Presentations at Village Planning Meetings
23 16:15 45 Training Course Review, Conclusion and Closing



Participatory Rural Appraisal: Tools

PRA TOOLS PURPOSE

• Understand the history of the Village and Commune
• Identify key points and trends throughout history of a
Historical Timelines
Commune or Village—either positive or negative
• Discuss the effect (influences) of key points in history

• Visual map to represent the Village and different re-
source types and how these are used
Village Resource Mapping
• Identify resources that are scarce or abundant and
propose opportunities to develop

• Facilitates discussion on the status, problems and
potential of different land types
Transect Walks
• Discuss problems and the causes of problems associ-
ated with land use

• Identify household perceptions of wealth classes in a
Village or Hamlet
Wealth Ranking • Identify the resources and characteristics of each
wealth class
• Wealth class of individual households in a Village
• Exercise to identify and discuss seasonal events and
Seasonal Calendars activities (cropping, livestock, migration, income/
expenditure)
• Identify and analyse household farming systems, re-
sources and their uses
Linkage Diagrams
• Identify options and activities to improve household
farming systems, resource productivity and income
• Analyse preferences of households of different income
generating activities and reasons for preferences
Matrix Scoring and Ranking • Analyse common problems or issues and score or
rank these in order of importance (e.g. health or so-
cial problems)
• Highlights the compounding causes and effects of a
Problem-Cause-Effect-Solution specific problems faced by households in a Village
Trees • Propose activities to overcome some of the causes and
effects of problem faced by households in a Village



PRA Training Course for Facilitators:
Preparation



PRA Training Course for Facilitators—Preparation
Training Courses require a great deal of preparation. You need to prepare well for the PRA Train-
ing Course for Facilitators to ensure that the Course runs well. Here are some items that you
should prepare before the Training Course.

Facilitators • Facilitators are required to conduct PRA Field Exercises
• Facilitators need to be identified in each Commune
• This Training Course is delivered to Facilitators in each Com-
mune

Timing and Dates • Trainers and the Commune People’s Committee need to ar-
range a date for the Training Course
• Ensure that the Commune People’s Committee confirms the
date and sends invitation letters to the Facilitators (‘Trainees’)

Training Materials • Each Training Course requires materials—you need to prepare
sufficient pens, A0/A4 paper, chalk and refreshments for the
Training Course
• Presentations are required for the Training Course —prepare
these in advance carefully

PRA Field Exercise • The morning of Day 3 involves are PRA Field Exercise with
households—this provides an opportunity for the Facilitators
(Day 3) (Trainees) to practice the PRA Tools with households
• Arrange this PRA Field Exercise with the Commune People’s
Committee in one of the Villages in the Commune
• Confirm the number of households that will attend—and en-
sure that there are sufficient number of women

Roles of Trainers • Three Trainers conduct the Training Course
• It is best when the Trainers share training responsibilities
• Go through the Agenda of the Training Course and discuss
which trainer will be the Trainer for each part of the Agenda

6


Identifying Facilitators in each Commune
Facilitators are extremely important and you need to be careful about people from each Commune
that will play the role of a Facilitator. Facilitators need to be identified before PRA Training
Courses for Facilitators. Here is some background information to help you and the Commune Peo-
ple’s Committee identify good Facilitators.

• The number of Facilitators required for each Commune will
How Many vary
Facilitators are • Communes that have few households or a small number of Vil-
Required for each lages don’t need many Facilitators (only 10-15 Facilitators)
• Communes with a large number of households and many Vil-
Commune? lages will require up to 20 Facilitators
• Collect background information on each Commune—
particularly the number of Villages and households—this will
help you and the Commune People’s Committee identify an ap-
propriate number of Facilitators

Facilitators—Quality • It is better to have a small number of good and enthusiastic
Facilitators—don’t go for quantity!
is Better than
• It is always better to have 5 dedicated and enthusiastic Facili-
Quantity! tators rather than 10 unenthusiastic and lazy Facilitators

• Pay close attention to the ‘Characteristics of Good Facilitators’
—this should provide a foundation for selecting Facilitators in
each Commune and Village

Discuss Criteria of • Facilitators have to dedicate a lot of time to attend Training
Courses and facilitate PRA Field Exercises and Village Plan-
Facilitators before ning Meetings—make sure that you invite people that reliable
and dedicated
Selecting
• Mistakes are often made when people select their friends or
relatives to act as Facilitators—this will cause problems if they
don’t possess the characteristics of good Facilitators

• Women need to be encouraged to be Facilitators—each Com-
mune should have at least 40% of Facilitators being women
Encourage Women! • Female Facilitators will conduct PRA Field Exercises with
groups of women to identify issues and opportunities according
to women



Setting a Date for the PRA Training Course for Facilitators
You need to set a date with the Commune People’s Committee for the PRA Training Course for Fa-
cilitators. Confirm the number of Facilitators (Trainees), the Training Course location and prepare
for the PRA Field Exercise conducted on the morning of Day 3. Here is some useful information to
help you and the Commune People’s Committee prepare.

Meet with the • Meet with the Commune People’s Committee to confirm a date
for the PRA Training Course for Facilitators
Commune People’s • The Training Course is 3 full days in duration—confirm these
Committee dates don’t clash with other activities

Confirm the Number • Confirm whether any Commune People’s Committee or Mass
Movement Officials will also attend the Training Course
of Facilitators • Request the names of all Facilitators and confirm the number
(Trainees) of Trainees

Training Location • Agree with the Commune People’s Committee on the Training
Course location
• Check that the location is suitable and appropriate for the num-
ber of Trainees
• Visit the location with the Commune People’s Committee and
think about any additional materials or equipment that you
might need (e.g. chairs, etc.)

Preparation for PRA • The Morning of Day 3 of the Training Course involves a PRA
Field Exercise
Field Exercise (Day • This is conducted with 20-25 households in one Village in the
3) Commune and provides an opportunity for Facilitators to test
the PRA Tool and their facilitation skills
• Discuss with the Commune People’s Committee about a Village
and location where the PRA Field Exercise will be conducted
• Check the location of the PRA Field Exercise with the Com-
mune People’s Committee and confirm that it is suitable
• Remember to request the Commune People’s Committee to in-
vite households to participate in the PRA Field Exercise—make
sure that 50% of people invited are women

8


Preparation of Training Materials
It is very important to prepare sufficient Training Materials for the Training Course. Here is some
useful information on the Training Materials required and their purpose.

A0 Paper • About 50 A0 sheets of paper are required for the Training
Course
• These are used record discussion during the Course and the re-
sults of PRA Field Exercises

A0 PRA Tools • You need to prepare A0 presentations of PRA Tools—these are
used to demonstrate to Trainees how to conduct each PRA Tool
• These need to be prepared by the Trainers in advance—make
sure that they are colourful and easy for Trainees to see

Marker Pens • You will need a box of Marker Pens for the Training Course
• Make sure that you have blue, black and red Marker Pens
• Look after the Marker Pens—they will run out if you don’t take
good care of them.

Coloured Cards • Coloured Cards are small pieces of coloured paper about one-
third A4 size
• The different coloured cards are used to record ideas and results
of Trainees/Trainers and are stuck on A0 paper during the
Training Course
• Coloured Cards are also used to highlight difficulties, opportuni-
ties and activities proposed by households during PRA Field
Exercises

A4 Paper, Pens and • A4 paper and Folders are required for Trainees during the PRA
Field Exercises
Folders • The A4 paper and Folders are used to record the results of the
PRA Field Exercises

Chalk and • Coloured chalk is used to conduct some of the PRA Tools (e.g.
Village Resource Mapping and Linkage Diagrams) - use the
Coloured Pens chalk to draw items on the ground
• Coloured pens are used for drawing on A0 results of PRA Tools
and make results more visual and easier for households to un-
derstand

Additional • Rope is sometimes needed to hang A0 paper at the front of the
room
Materials • Clips are needed to attach A0 paper on rope to present results
• Masking tape is used to stick Coloured Card and other items on
A0 paper and PRA Tools



Roles of Trainers
You are now nearly prepared for your PRA Training Course for Facilitators. Before you start, the
Trainers need to discuss training roles. Here are some suggestions that you might want to consider:

Review the Training • The 3 Trainers need to review the Agenda of the PRA Training
Course for Facilitators
Course Agenda • Go through the Agenda with each other and make sure that you
all understand the Training Session Plans and the steps in-
volved

Agree on Training • The Agenda of the PRA Training Course Facilitators is outlined
on Page 3 and 4.
Roles • Nominate a ‘Lead Trainer’ for the Training Course—this person
will guide all Training Sessions, the Trainers and Trainees
• Go through the Agenda and agree on which Trainer will train
each Training Session
• The nominated Trainer of each Session is helped by the remain-
ing two Trainers

Preparation of • The nominated Trainer for each Session is responsible for the
preparation of all materials and preparation required for that
Training Materials Session
• Check the materials and preparation required for each Ses-
sion—make sure that it is all prepared before the Training
Course



PRA Training Course for Facilitators:
Training Sessions

11


Introduction to the Training Course Session Plans
The PRA Training Course for Facilitators is divided into 23 Training Sessions.
Each Training Session has ‘Session Plan’ that is contained in this Manual.
Use the Session Plans to guide you through each Training Session.
Here is some information to guide you through how to use the Session Plans:

Session Plan
Learning Outcomes
• These are the main points that the Trainees should know or understand at the completion of
each Training Session.

Duration: Materials:
• This outlines the materials required for each
This is the time al- Training Session
located for each par- • Make sure that these are prepared in advance
ticular Training and ready when you start each Training Ses-
Session. sion.

TIME, TOPIC AND METHOD
Time Topic Method and Materials
• The training methods and materials used to deliver training
Time required for
on each particular topic
each particular The main topics of each
Topic of the Train- Training Session • This Method and Materials Column will guide you step-by-
ing Session step through each Training Session and Topic

Tips for the Trainer:
• This section provides you with some useful suggestions to help you through Session
• Difficulties that you might encounter are sometimes highlighted and tips are given on how
to overcome these.
• Always take time to read this section of the Session Plans—it can be very useful for you!

12


Session 1: Welcome and Introduction
Learning Outcomes
At the end of this session, participants will:
• Know the Trainers and the other participants in the Training Course
• Feel welcome and are ready to start!

• Coloured cards
• Marker pens
30 minutes • Box of matches



Welcome the Trainees and thank them for their attendance
Welcome to Facilitators and Explain briefly the objectives of the Training Course and the activities to be con-
10’
Trainees ducted
Introduce the Trainers and other relevant people to the Trainees

Begin by conducting an Ice-Breaking Exercise to introduce all Trainees to one-
another and create a comfortable atmosphere to start the Training Course!
Make sure that each Trainee is wearing a name tag written on a Coloured Card
There are 3 Ice-Breaking Exercise options to use for Trainees to introduce each
other:

• Ask each person to light a match and introduce themselves in the
time it takes for the match to go out
20’ Ice-Breaking Exercise
• Throw a ball from person-to-person and ask each Trainee to intro-
duce themselves when they catch the ball

• Split the Trainees into pairs—each Trainee in a pair will find out
some information about the other Trainee—they will then introduce
each other
Give a round of applause when everyone is finished—you now request the Train-
ees to be seated and prepare for Session 2.



Session 1: Welcome and Introduction

Tips for the Trainer!
• Make sure people stand in a circle when introducing one another during the Ice-Breaking Exercise
• You can use an Ice-Breaking Exercise at the beginning of each half-day session—you will find that Train-
ees will respond more enthusiastically during the Training Course
• Check the seating arrangements when Trainees are seated. Make sure that Trainees are sitting in a cir-
cle—no writing or desk work is required during the Training Courses



Session 2: Introduction to the Training Course and Integrated
CDP
Learning Outcomes
At the end of this session, participants will know:
• The content of the Training Course and activities to be conducted
• Steps involved in Integrated CDP and the role of PRA in the planning process

• A0 sheet with the Steps involved in Integrated
CDP
30 minutes • A0 Planning diagram to summarise Integrated
CDP



Use the A0 sheet with the Steps involved in Integrated CDP to inform the Train-
ees on the planning process

• Highlight the previous methods to prepare a Commune Plan

• Highlight improvements to the Planning Process initiated through
Overview of Integrated Integrated CDP
15’ Commune Development
Planning Summarise Integrated CDP by using the A0 planning diagram

• Ask the Trainees what they think the diagram shows about making
the Commune Plan
Facilitate discussion between the Trainees and answer that Integrated CDP aims
to merge available projects, programs and funds with household needs.

Use the same two A0 sheets to outline and emphasise the steps that involve the
participation of households

• PRA Field Exercises

• Village Planning Meetings

Explain briefly the activities that are conducted during the PRA Field Exercises
Household Participation in
and the Village Planning Meetings
15’ Integrated Commune Devel-
opment Planning Emphasize once again that PRA Field Exercises and Village Planning Meetings
are Steps under Integrated CDP that collect information on the difficulties and
priority activities of households

• This information is used to prepare the Commune Plan

Quickly review the information that you presented and ask questions to check
that Trainees understand the content.



Session 2: Introduction to the Training Course and Integrated
CDP

TIME, TOPIC AND METHOD (Continued)


Emphasize two of the main Steps under Integrated CDP where households par-
ticipation is high:

• PRA Field Exercises and Village Planning Meetings

Ask the Trainees about possible methods to gather household ideas at PRA Field
Exercises and Village Planning Meetings

• This is conducted through Facilitators

PRA Training Course for
• Facilitators work with groups of households and collect their ideas
10’ raised at PRA Field Exercises and Village Planning Meetings
Facilitators
Conclude that the Trainees were nominated to be Facilitators in the Commune

• This is a very important job—they should be congratulated for being
nominated
This Training Course aims to equip Trainees with the necessary skills to act as
Facilitators for PRA Field Exercises
You are now ready proceed to Session 3 on the Agenda and Trainer/Trainee
Agreement

• Try to summarise the Integrated CDP Steps—don’t go into too much detail and confuse the Trainees on
specific items.



Session 3: Training Times, Agenda and Trainer/Trainee Agree-
ment
Learning Outcomes
• Know the Agenda of the PRA Training Course for Facilitators
• Agree with the Trainer on start times, Course rules and obligations of the Trainer/Trainees

• Blank A0 Paper
• Marker Pens
20 minutes



Each of the Trainees should have a copy of the Training Course Agenda
Agenda of the Training
5’ Read through the Agenda with the Trainees—you might need to elaborate on
Course
some items or topics

A Trainer/Trainee Agreement sets the rules for the Training Course! All Trainees
(and Trainers) agree to adhere to the rules!
Start by asking the Trainees to agree on preferred start times, lunch times and
finish times for each day

• Write these times on A0 Paper

Discuss things that Trainees and Trainers should not do and discuss some penal-
15’ Trainer/Trainee Agreement ties if these rules are broken!

• Late to arrive

• Missing a Training Session

• The Trainees will think of some more!

Once you have written all items on the Trainer/Trainee Agreement and you con-
firm that everyone agrees—request everyone to sign the Agreement before start-
ing Morning Tea!



Session 3: Training Times, Agenda and Trainer/Trainee Agree-
ment

• Prepare an A0 copy of the Agenda before the Training Course—you can hang this on a wall for the dura-
tion of the Training Course so that Trainees know time limits and the duration of different Training Ses-
sions
• The Trainer/Trainee Agreement is very important—this sets rules for the Training Course. Keep this up
on a wall so that all Trainees can see—and of course, you have to enforce the punishments!



Session 4: Introduction and Purpose of PRA
Learning Outcomes
• Know the purpose of PRA and how PRA is conducted
• Understand basic concepts and terms used in PRA

• Blank A0 Paper
• Coloured Cards
45 minutes • Marker pens


Hang a sheet of A0 Paper at the front of the room with the word ‘Participatory
Rural Appraisal’ written on a card (in Vietnamese) - explain the abbreviation
‘PRA’
5’ What is PRA?
Using Coloured Cards, emphasize the main point of ‘What is PRA?’

• Set of Exercises conducted with households

Emphasise using Coloured Cards on the same A0 sheet ‘The Purpose of PRA’

• Gather and analyse information on community resources

• Analyse current situation and potential in a Village

• Analyse problems and their causes

• Support households to identify activities that respond to difficulties
What is the Purpose of
10’ and opportunities
PRA?
Ask the Trainees ’How could PRA be useful in Integrated CDP?’

• Record their answers and write them on Coloured Cards to place on
the A0 Paper
Refer to the Integrated CDP A0 diagram and explain that PRA supports the iden-
tification of difficulties and needs of households—these are considered when de-
veloping the Commune Plan

Write the word ‘PRA Tools’ on the A0 Paper and start to slowly explain what PRA
Tools are to the Trainees

• PRA is actually many different exercises or activities—these are
called ‘PRA Tools’

• Each PRA Tool is conducted differently

• Each PRA Tool has a different purpose and outcome
15’ PRA Tools
Explain that there are many PRA Tools—this Training Course will only focus on
8 of these PRA Tools
Refer to the information you provided the Trainees at the beginning of the Session
about the purpose of the PRA

• These 8 PRA Tools are used to gather and analyse information on
the community resource status, problems, potential and needs.



Session 4: Introduction and Purpose of PRA

TIME, TOPIC AND METHOD (Continued)


Write the words ‘How is PRA Conducted’ on the A0 Paper and start to slowly ex-
plain how PRA is conducted
PRA is conducted with households from a Village or Hamlet

• 20—25 households

• Half-day in duration in each Village or Hamlet

• Each half-day in a Village or Hamlet is called a ‘PRA Field Exercise’
15’ How is PRA Conducted?
PRA Field Exercises are conducted with households and Facilitators

• Facilitators are people that guide discussion between households—
we will learn more about Facilitators in Session 5

• Facilitators work with groups of households to conduct the PRA
Tools
Review the content learnt in Session 4 and refresh the information for the Train-
ees—check that Trainees have an understanding of what you discussed.

• Don’t be too concerned if Trainees find it hard to understand the content of Session 4—this information
will be consolidated as you proceed through the Training Course and following Training Sessions.
• Use Coloured Cards to highlight the main points that you make in Session 4—remember Coloured Cards
should only have 1 main idea and be easy for all Trainees to read.
• Don’t go into too much detail in Session 4—one of the most important Learning Outcomes of Session 4 is
that Trainees understand PRA terminology (e.g. PRA, PRA Tools, PRA Field Exercises, Facilitators, etc.)
and the difference between these.



Session 5: Roles and Purpose of Facilitators
Learning Outcomes
• Know the roles of a Facilitator in Integrated Commune Development Planning
• Understand good Facilitation behaviours and behaviours to avoid

• Blank A0 Paper
• Coloured Cards
• A0 Integrated CDP Diagram (used in Session 2)


Place an A0 Paper at the front of the room with ‘Facilitators’ written on the top
Ask the Trainees

• What is a Facilitator?

• What might the role of a Facilitator be?

Record the answers of Trainees on Coloured Cards and place them on a sheet of
A0 Paper and continue discussion
15’ What are Facilitators?
Review the responses of the Trainees, congratulate correct responses and write
the correct answer on Coloured Cards:

• Facilitators guide discussion between households

• Facilitators are not teachers

• Facilitators work with households to identify community needs and
link households to the planning process

On the A0 Paper write ‘Characteristics of Good Facilitators’ and ask the Trainees
‘What do think are characteristics of a good Facilitator’?
Record the answers of Trainees on Coloured Cards and place them on the A0 Pa-
per and continue discussion
the correct answer on Coloured Cards:

What are Characteristics of • Enthusiastic
15’
a Good Facilitator?
• Respect ideas raised by households

• Someone people like and respect

• Have some background knowledge of the people and the Commune

• Understand and respect the local culture

• A good listener



Session 5: Roles and Purpose of Facilitators

TIME, TOPIC AND METHOD (continued)

Write ‘Behaviours that Facilitators should Avoid’ on the bottom-half of the A0
Paper and ask the Trainees ‘What do think are behaviours a Facilitator’ should
avoid?
Record the answers of Trainees on Coloured Cards and place them on a sheet of
A0 Paper and continue discussion
What Behaviours should the correct answer on Coloured Cards:
15’
Facilitators Avoid? • Prejudice or possess a negative attitude towards people

• Use complex terms with households

• Project one’s own idea all the time

• Lecture or teach households

• Reject ideas or comments raised by households

Use the A0 Planning Diagram used in Session 2 to discuss the roles of Facilitators
in Integrated CDP and help the Trainees to visualize

• PRA Field Exercises

• PRA Field Exercises Review Meeting
Role of Facilitators in Inte-
15’ grated CDP and Review of • PRA Presentations at Village Planning Meetings
Session 5 • Village Planning Meetings—Facilitating household groups

• Participation at Commune Plan Preparation Meetings

Review the content of Session 5 with the Trainees—ask questions to confirm that
Trainees understand the content

• The Trainers can use simple examples to demonstrate behaviours that Facilitators should avoid—you can
do this by acting some of these behaviours. Ask the households if these behaviours are good or not—and
how should Facilitators act?
• Emphasize the important role that Facilitators play and give them some praise to make them feel impor-
tant—this will increase their level of confidence and enthusiasm in the Training Course.

22


Session 6: Historical Timelines
Learning Outcomes
• Know the methods used to conduct Historical Timeline exercises
• Understand the use of Historical Timelines and how to analyse results

• Blank A0 Paper
• Coloured Cards
• A0 Historical Timeline Exercise
• Chalk


Explain to the Trainees that you are going to conduct a Historical Timeline exer-
cise together—you can either do this on the floor of the Training Room or outside
Follow the Method outlined in the ‘Participatory Rural Appraisal: Manual for
Facilitators’

• Work through slowly and carefully—make sure all Trainees can see
and understand what you are doing
Example of a Historical Remember to ask the Trainees about key positive and negative events throughout
25’
Timeline Exercise history

• Record ‘events’ and ‘influences’ on the Timeline for each event

Record the results on an A0 sheet of Paper with 3 columns: Date, Event and Influ-
ence

• Facilitate discussion between the participants on key events and
trends in History and look at future vulnerability to events

Discuss the results of the Historical Timeline exercise with the Trainees
Show the Trainees the results of the A0 Historical Timeline you prepared before
the Training Course

Review of Historical Time- • Discuss the similarities and differences between the two exercises
15’
line Results Ask about the facilitation skills that Facilitators should use to do Historical Time-
lines

• Can the Trainees think of any difficulties that they will face doing
Historical Timelines? If so—how can these be overcome?



Session 6: Historical Timelines


Look at the Historical Timelines, ask the Trainees ‘How can the results of Histori-
cal Timelines be used?’—record and discuss answers
Historical Timelines can be used to:

• Provide orientation to development plans

• Learn lessons on events that have happened in the past and their
Application of Historical effects
20’
Timelines • Identify issues associated with livestock/crop production and their
effects

• Identify community vulnerability to events (e.g. natural disasters)
and their frequency
Review the activities conducted in Session 6 and clarify any questions or difficul-
ties that Trainees have with Historical Timelines.

• Historical Timelines are very interesting—you can learn a lot about the history of the people and the Com-
mune—show your interest when you are conducting the exercise with the Trainees
• Start the Historical Timeline exercise on the floor of the Training Room or outside on the ground—using
this method means that the Trainees are likely to use a similar approach when facilitating the exercise
with households.



Session 7: Village Resource Mapping
Learning Outcomes
• Know the methods used to conduct Village Resource Mapping exercises
• Understand the use of Village Resource Mapping and how to analyse results

• Blank A0 Paper
• Coloured Cards

• A0 Village Resource Map
• Chalk and local materials


Explain to the Trainees that you are going to conduct a Village Resource Mapping
exercise together—do this on the ground outside the Training Room
Facilitators’

Remember to keep all Trainees active and participate in the Mapping exercise
Example of a Village Re-
25’
source Map • Use some locally available products to stick on the Map (e.g. sticks,
stones, leaves, etc.)
Facilitate discussion between the Trainees on the resources/land types, which
resources are abundant/scarce, current problems and potential activities

• Show the Trainees how to transfer the results from the Village Re-
source Mapping exercise onto an A0 Matrix highlighting land/
resource type, status, problems, potential and solutions

Discuss the results of the Village Resource Mapping exercise with the Trainees
Show the Trainees the results of the A0 Village Resource Mapping you prepared
before the Training Course

• Discuss the similarities and differences between the results of the
Review of Village Resource two exercises
15’
Mapping Results Ask about facilitation skills that Facilitators should use to do Village Resource
Mapping

Village Resource Mapping? If so—how can these be overcome?



Session 7: Village Resource Mapping


Look at the Village Resource Mapping results, ask the Trainees ‘How can the re-
sults of Village Resource Mapping be used?’—record and discuss answers
Village Resource Mapping can be used to:

• Identify issues associated with local resources and land types

• Identify appropriate solutions and opportunities to improve land use
management

• Develop simple land use management plans

Ask the Trainees to think of times when you can use Village Resource Mapping—
Application of Village Re-
20’ record and discuss the answers
source Mapping
• Planning large-scale activities in a community (e.g. roads, irrigation,
etc.)

• Assessing different land types, their uses and opportunities

• Doing farming systems or forestry surveys to assess land use and
potential
ties that Trainees have with Village Resource Mapping
It is now time for Afternoon Tea!

• Having a beautiful map is not the most important result of Village Resource Mapping—discussion on re-
source issues and opportunities is the most important element of Village Resource Mapping—you need to
demonstrate this when you are conducting this exercise with the Trainees!
• Remember to make the map on the ground first using local materials (rocks, sticks, grass, etc.) - this
makes it easy to make changes to the Map—the Map can then copied onto A0 paper and coloured in.
• Keep the Village Resource Map and the results close by—this will be needed for Session 8 (Transect
Walks) - Village Resource Mapping and Transect Walk results complement each other.



Session 8: Transect Walks
Learning Outcomes
• Know the methods used to conduct a Transect Walk exercise
• Understand the use of Transect Walks and how to analyse results

• A0 Village Resource Map
• A4 Paper and Folder

60 minutes • A0 paper
• Marker Pens
• A0 Transect Walk Matrix

TIME, CONTENT AND METHOD

Explain to the Trainees that you are going to conduct a Transect Walk exercise
together

Facilitators’

• Make sure that you actually conduct a small Transect Walk with the
Trainees—pick a route on the Village Resource Map

• Walk slowly and stop at each location discuss carefully
25’ Example of a Transect Walk Remember to keep all Trainees active and participate in the discussions at each
site

• Record the discussion on the Matrix on the A4 Paper

Facilitate discussion between the Trainees on the resources and land types and
their current status/uses, issues, potential and suggested activities

• Show the Trainees how to transfer the results from the Transect
Walk exercise onto an A0 Matrix highlighting land type, status,
problems, potential and solutions
Discuss the results of the Transect Walk exercise with the Trainees
Show the Trainees the results of an A0 Matrix you prepared before the Training
Course

Review of Transect Walk
• Discuss the similarities and differences between the results of the
15’ two exercises
Results
Ask about facilitation skills that Facilitators should use to do Transect Walks

Transect Walks? If so—how can these be overcome?



Session 8: Transect Walks


Look at the Transect Walk results, ask the Trainees ‘How can the results of Tran-
sect Walks be used’? - record and discuss answers
Transect Walks can be used to:

• Identify issues associated with local resources and land types

• Discuss and visualize issues associated with local resources and
land types

• Develop simple land use management plans

Application of Transect • Transect Walks also contribute to the land and resource status, is-
20’ sues and potential outlined in Village Resource Mapping!
Walks
Ask the Trainees to think of times when you can use Transect Walks—record and
discuss the answers

• Planning activities in a community (e.g. roads, irrigation, etc.)

• Assessing different land types, their uses and opportunities

• Planning farming systems of agricultural activities with households

ties that Trainees have with Transect Walks

• Emphasize that Transect Walks are best conducted after Village Resource Mapping—these two Tools are
similar
• As you walk with the Trainees through the Village, take some small samples of leaves of crops—you can
place these on your Village Resource Map
• Remember that Transect Walks are a Tool that households and Facilitators can learn together—ask ques-
tions about why households do/don’t do certain cropping or land use practices



Session 9: Day 1 Review and Conclusions
Learning Outcomes
• Review and consolidate knowledge learnt on Day 1
• Outline any difficulties or areas requiring some further information or understanding

• A0 PRA Results and Session Materials
• Marker Pens
15 minutes
• Coloured Cards


Explain to the Trainees that you are quickly going to review the Sessions on Day
1 and information provided

• Use the A0 Session Presentations or A0 PRA Results to do this

Go through each Training Session briefly highlighting the main points that Train-
ees should remember

• Session 2—Introduction to Integrated CDP and PRA

• Session 3—Agenda and Trainer/Trainee Agreement

10’ Review of Day 1 • Session 4—Introduction and Purpose of PRA

• Session 5—Roles and Purpose of Facilitators

• Session 6—Historical Timelines

• Session 7—Village Resource Mapping

• Session 8—Transect Walks

There is no need to go into great detail—remember that you will review Day 1
again at the beginning of Day 2

It is now time to conclude Day 1!

5’ Conclusion and Closing
• Thank the Trainees for their attendance and enthusiasm

• Remind them of the starting time for Day 2



Session 9: Day 1 Review and Conclusions

• Collect all the Training Materials for Day 1 and prepare for the Session 10 on Day 2—you will need these
Materials for this Session
• It is often good for Trainers to have a brief discussion at the end of the Training Session to review Day 1
and prepare for Day 2—think about information or PRA Tools that Trainees do not understand well—you
could focus on these in Session 10 of Day 2.



Session 10: Day 1 Review and Day 2 Activities
Learning Outcomes
• Review and consolidate knowledge learnt on Day 1
• Understand the activities to be conducted on Day 2 of the Training Course

• A0 PRA Results and Session Materials
• Marker Pens

20 minutes • Coloured Cards
• A0 Agenda


Explain to the Trainees that you are quickly going to review the PRA Tools on
Day 1 and information provided

• Make sure that you have the A0 PRA Results to do this

Go through each PRA Tool briefly highlighting the main points that Trainees
should remember—ask questions and request Trainees to give answers!

10’ Review of Day 1 • Historical Timelines

• Village Resource Mapping

• Transect Walks

Think about PRA Tools and facilitation approaches that Trainees had difficulties
with on Day 1—you can refresh their knowledge in this Session

It is now time to inform the Trainees on the activities that will be conducted on
Day 2
Training will be delivered on 5 PRA Tools

• Wealth Ranking

• Seasonal Calendars

10’ Day 2 Activities • Linkage Diagrams

• Matrix Scoring and Ranking

• Problem-Cause-Effect-Solution Trees

Time will be allocated to review all of the PRA Tools
A PRA Field Exercise will be conducted on the morning of Day 3—the final Train-
ing Session on Day 2 will prepare for this Field Exercise



Session 10: Day 1 Review and Day 2 Activities

• The Review of Day 1 activities should focus mainly on the PRA Tools from Day 1—ask a lot of questions
and answers to check the Trainees’ understanding



Session 11: Wealth Ranking
Learning Outcomes
• Know the methods used to conduct a Wealth Ranking exercise
• Understand the use of Wealth Ranking and how to analyse results

• Blank A0 Paper
• Coloured Cards

60 minutes • Coloured Cards with household names
• Marker pens
• A0 Wealth Ranking Results


Explain to the Trainees that you are going to conduct a Wealth Ranking exercise
together

Facilitators’

Remember to ask Trainees about the different characteristics of each Wealth
Class

• Record the different characteristics on the A0 paper—use drawings
25’ Example of Wealth Ranking and pictures to show these characteristics
Explain to the Trainees that you record the names of households from a Village
on small Coloured Cards

• Give some examples of methods to facilitate discussion to place
households in a separate Wealth Class

• Once you have completed placing households in a Wealth Class,
demonstrate how the names of households and their Wealth Class
are recorded on A4 paper
Facilitate discussion on the results of the Wealth Ranking exercise

Discuss the results of the Wealth Ranking exercise with the Trainees
Show the Trainees the results of the A0 Wealth Ranking exercise you prepared
Review of Historical Time- • Discuss the similarities and differences between the two exercises
15’
line Results
Ask about facilitation skills that Facilitators should use to do Wealth Ranking

Wealth Ranking? If so—how can these be overcome?



Session 11: Wealth Ranking


Look at the Wealth Ranking results, ask the Trainees ‘How can the results of
Wealth Ranking be used?’—record and discuss answers
Wealth Ranking can be used to:

• Identify the characteristics and resources of different Wealth
Classes in a Village or Hamlet

Application of Wealth Rank- • Target poor households for assistance
20’
ing • Design suitable activities for different Wealth Classes (especially
the poor) based on their available resources

• Monitor and evaluate development assistance over time to observe
changes in asset ownership
ties that the Trainees have with Wealth Ranking.

• You need to prepare some names of households on small Coloured Cards before the Training Session—
these are used to provide an example for the Trainees on methods to place households in a Wealth Class
• Trainers should emphasize to Trainees that households are sometimes shy or afraid to place households in
a Wealth Class—you can then discuss with the Trainees that Facilitators have to be very patient and em-
pathetic
• In the ‘Participatory Rural Appraisal: Manual for Facilitators’ some suggestions are given on how Wealth
Ranking can be combined with Linkage Village Resource Mapping. Demonstrate how the names of poor
households can placed on the Village Resource Map and facilitate discussion on what is interesting about
the results. Can further information be added to the Wealth Ranking results based on the locations where
poor household live???



Session 12: Seasonal Calendars
Learning Outcomes
• Know the methods used to conduct a Seasonal Calendar exercises
• Understand the use of Seasonal Calendars and how to analyse results

• Blank A0 Paper and Marker Pens
• Coloured Cards

60 minutes • Sticks and Stones
• A0 Seasonal Calendar Results (Income and Ex-
penditure and Household Consumption)


Explain to the Trainees that you are going to conduct a Seasonal Calendar exer-
cise together

Facilitators’

Remember to ask households about the different activities or items required for
each topic of the Seasonal Calendar

• It is best to use two different Seasonal Calendars as an example:
Example of a Seasonal Cal-
25’ Cattle Raising Seasonal Calendar and a Rice Paddy Seasonal Calen-
endar
dar
Use local materials (sticks and stones) to highlight the intensity of activities or
availability of resources

• Facilitate discussion between the households and use sticks and
stones to complete the Seasonal Calendar

• Make sure you demonstrate how women’s and men’s priorities can
be identified through men and women using different objects
Facilitate discussion on the results of the Seasonal Calendar exercise

Discuss the results of the Seasonal Calendar exercises with the Trainees
Show the Trainees the results of the A0 Seasonal Calendar exercises you pre-
pared before the Training Course on Income and Expenditure and Household con-
sumption
Review of Seasonal Calen- • Discuss methods on how this can be conducted and how to modify
15’
dar Results Seasonal Calendars for other topics
Ask about facilitation skills that Facilitators should use to do Seasonal Calendars

Seasonal Calendars? If so—how can these be overcome?



Session 12: Seasonal Calendars


Look at the Seasonal Calendar results, ask the Trainees ‘How can the results of
Seasonal Calendars be used?’—record and discuss answers
Seasonal Calendars can be used to:

• Identify appropriate timing and duration to plan different activities

• Identify seasonal problems and issues

• Identify activities to solve potential problems or issues

Ask the Trainees about the different topics you can use Seasonal Calendars to
Application of Seasonal Cal- investigate and plan:
20’
endars
• Cropping

• Livestock

• Income/Expenditure

• Household consumption

• Social or community issues or events

ties that Trainees have with Seasonal Calendars

• It is important for the Trainers to emphasize that Seasonal Calendars can be used for a range of different
topics—you need to facilitate discussion between the Trainees on methods to do this and give some exam-
ples.
• Remember to use local materials and pictures when doing the Seasonal Calendars—the Trainees will learn
this from you and will apply this method when facilitating with households



Session 13: Linkage Diagrams
Learning Outcomes
• Know the methods used to conduct a Linkage Diagram exercises
• Understand the use of Linkage Diagram and how to analyse results

• Chalk
• Blank A0 Paper

60 minutes • Coloured Cards
• Marker pens
• A0 Linkage Diagram Results


Explain to the Trainees that you are going to conduct a Linkage Diagram exercise
together

Facilitators’ - conduct the Linkage Diagram outside on the ground

Remember to ask households about the resources in typical households and in-
clude these in the Linkage Diagram
Example of a Linkage Dia- • Use local materials (sticks, rocks, grass, flowers, etc.) to highlight
25’
gram different objects on the Linkage Diagram
Discuss the resource flows and use of resources in the Linkage Diagram—use the
chalk to highlight the direction of these resource flows

• Remember to demonstrate how it is possible to highlight women’s
and men’s roles—you can use different coloured chalk or different
materials (e.g. different coloured flowers)
Facilitate discussion on the results of the Seasonal Calendar exercise—use col-
oured cards to identify any problems discussed or opportunities identified

Discuss the results of the Linkage Diagram exercise with the Trainees
Show the Trainees the results of an A0 Linkage Diagram exercise you prepared

Review of Linkage Diagram • Discuss the similarities and differences between the results of the
15’ two exercises
Results
Ask about facilitation skills that Facilitators should use to do Linkage Diagrams

Linkage Diagrams? If so—how can these be overcome?



Session 13: Linkage Diagrams


Look at the Linkage Diagram results, ask the Trainees ‘How can the results of
Linkage Diagrams be used?’—record and discuss answers
Linkage Diagrams can be used to:

• Analyse farming systems and the flow of resources in the local area

• Analyse labour divisions and gender roles in household farming sys-
tems

• Identify resource constraints, problems and opportunities
Application of Linkage Dia-
20’ Ask the Trainees about other possible uses of Linkage Diagrams—discuss the
grams
comments raised by Trainees

• Economic analysis of household farming systems (quantities and
unit costs of inputs and outputs)

• Comparing and analyzing household resources of different Wealth
Classes—which PRA Tool can this be combined with?
ties that Trainees have with Linkage Diagrams

• Remember that Linkage Diagrams can be combined with Wealth Ranking—you should look at the Wealth
Ranking results and discuss how a Linkage Diagram could be done for a particular Wealth Class (e.g. poor
households)


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