1. Workshop Participatory Learning
Action Research ToT
Photo Mercy Corps: EX LRA youth playing Central African RepublicPhoto Mercy Corps: EX LRA youth playing Central African Republic
9-11 February 2015, Bujumbura, Burundi9-11 February 2015, Bujumbura, Burundi

2. Agenda Day 1
09.00 Welcome
Introduction (objectives, outcomes, planning)
Agenda
Introduce to each other
Decide on ground rules together
09.45 What is a Participatory Learning Action
Approach? (PPP)
10.15 Coffee Break
10.30-12.30 Opening word by Berlinda Nolles
(background research and theme CARE)
Objectives & Planning of this PLA

3. Agenda Day 1 Part II
12.30-13.30 Lunch
13.30-13.45 Energizer & short wrap-up first part
13.45-14.45 Introduction & group work PLA Exercise I
24-hour cycle
14.45-16.30 PLA Exercise II Mapping of local youth
social space
Coffee tea available during exercise
16.30-17.00 Wrap-up, Questions & planning for day 2

4. Agenda Day 2
09.00-09.30 Wrap up- yesterday
09.30-10.45 Continue with PLA exercises & research
questions: Gender Norms
10.45-11.00 Coffee break
11.00-12.45 Two PLA exercises in two groups:
Snapshots of a man’s/ woman’s life &
Respect and relationships
12.45-13.45 Lunch
13.45-14.15 Voting with your feet (statements on
violence & gender)
14.15-15.30 PLA Exercise on forms of violence
15.30-15.45 Coffee break
15.45-16.30 Wrap-up, evaluation planning last day

5. Agenda Day 3
09.00- 09.30 Discuss most important outcomes/
lessons from yesterday (exercise)
09.30-10.30 Continue with PLA exercises & research
questions (drivers of violence FGD)
10.30-10.45 Coffee break
10.45-11.15 PLA exercise (influence/Power Diagram)
11.15-12.45 Practical planning session fieldwork in
Burundi & South Sudan
12.45-13.45 Lunch
13.45-14.45 Continue with planning ( role task division,
deadlines, get a draft framework)
15.00-15.30 Action planning for change?
15.30-16.15 Wrap-up – end of Session

6. OBJECTIVES
Objectives of this Participatory Learning Action (PLA)
workshop
• I Get familiar with PLA methods and different exercises &
practise them yourselves
• II Prepare the planning and implementation of the PLA
field research
• III Exchange lessons learnt & experiences amongst
CARE staff and between Bujumbura & Juba office staff

7. Three Questions about PLA
• What is Participatory Learning Action? (PLA)
• Can you give three examples of PLA tools/ exercises?
• Can you give two or three characteristics of a successful
participatory field research?

8. • PLA is an umbrella term
for a wide range of
similar methodologies
(approaches, methods
and behaviours),
• The common theme to all
these approaches is the
full participation of
people in the processes
of learning about their
needs and
opportunities, and in the
action required to
address them.
What is Participatory Learning Action?

9. History in a nutshell
A brief history of Participatory Approaches for
Sustainable Development:
• 1960s Farming Systems Research Farmers
participation in research development in
complex, diverse and risk prone farming
systems
• 1968 Activist Participatory Research - Paolo
Freire Dialogue and joint research for political
empowerment.
• Late 1970 / '80s Rapid Rural Appraisal (RRA)
Offset anti-poverty biases of rural development
tourism (to avoid large questionnaires).
Relevance and timeliness of information.
Outsiders get insights into local conditions.

10. History in a nutshell
• 1980s Agro-Ecosystems analysis Analysis of patterns of space,
time and relationships, relative values and decisions.(Mapping,
transects, diagramming, scoring, ranking)
• & Applied anthropology Participant observation, attitudes and
behaviour.
• Late 1980s / '90s Participatory Rural Appraisal (PRA)
'Participatory' applied to RRA
• 1995 Participatory Learning & Action (PLA) Combination of
approaches focusing on emancipating disempowered people, thus
focusing on diversity: participation (P), adult education (L) and action
research (A).

11. Principles of PLA Approach
1. Involve people in identification and resolution
2. Learn from people and their experiences, and for
facilitators (staff) to “ hand-over the stick” so people
share, analyse and determine outcomes of the
information themselves
3. Approach based upon insights and information of
the people involved ( flexible)
4. Field work is mainly listening, probing, but not
imposing
5. No exercise in the guideline is a blueprint, just
guidelines, trust your own judgment, a discussion can
also be a useful way to collect information

12. Participatory Learning Action (PLA)
Participatory Learning and Action is a
wonderful source of practical ideas and
experience about participatory learning,
action, approaches and methods. It
manages brilliantly to be at once serious,
critical, readable, practical and accessible.
For participation, I know of no other
periodical in the world to touch it
Robert Chambers, Institute of
Development Studies, Sussex, UK

13. Overview of PLA Techniques
The various PLA techniques and tools can
be divided in four main categories:
• Group dynamics: learning contracts, role
reversals, feedback sessions
• Sampling: transect walks, wealth ranking,
social mapping
• Interviewing: focus group discussions,
semi-structured interviews, triangulation
• Visualization: Venn diagrams, matrix
scoring, timelines

14. PLA Techniques (characteristics)
The first principle is full participation of all people:
To ensure that people are not excluded from participation,
these techniques avoid writing wherever possible, relying
instead on the tools of oral communication like pictures,
symbols, physical objects and group memory.

15. Background of the theme: Engaging Men and Boys for
Gender equity- Berlinda Nolles
1515
Why?
By engaging men and boys in our work we seek to transform and
address gender inequalities that social, cultural, economic, religious and
political systems perpetuate.
A)Gender is relational; we need to work with all people in the system.
B)We want to build sustainable approaches that are a win-win situation
for all,
C)Outcomes can be improved when men and boys are engaged,
D)

16. Engaging Men and Boys for equity
February 8, 2016February 8, 2016
1616
Main elements of this type of work:Main elements of this type of work:
-Gender Socialization and MasculinityGender Socialization and Masculinity – what does it mean to be a– what does it mean to be a
man. Many harmful gender norms that lead to future gender inequalitiesman. Many harmful gender norms that lead to future gender inequalities
are taught to boys and girls through their interaction with family, friendsare taught to boys and girls through their interaction with family, friends
and community. (reflecting on hegemonic masculinity in a culture)and community. (reflecting on hegemonic masculinity in a culture)
-Care giving and Fatherhood –Care giving and Fatherhood – shared responsibility in the household –shared responsibility in the household –
good effect on women as well as children.good effect on women as well as children.
-Power and ViolencePower and Violence – awareness of GBV and the underlying inequitable– awareness of GBV and the underlying inequitable
gender norms. (communication and conflict-addressing skills trainings)gender norms. (communication and conflict-addressing skills trainings)

17. Masculinity violence and youth
February 8, 2016February 8, 2016
1717
CARE set up the Young Men Initiative, Western Balkans, in Bosnia and Herzegovina,
Croatia, Montenegro and Serbia, to promote gender equality, violence-free relationships
and the health development of adolescent boys aged 13-19.
Following the PLA research, the YMI developed the following activities:
The “Masculinities” Lifestyle Campaign
A school-based lifestyle campaign focused on confronting rigid norms of masculinity (“Real
Man” clubs, messaging)
The “Muski” Educational Workshops Program
Education and skill development, covering topics, such as gender-based violence, conflict,
sexuality, fatherhood and gender roles, sexual health, HIV and AIDS, emotions and

18. PART II Process & Planning of this PLA
• Introduction –Context of Burundi and a region in South
Sudan ( Jonglei)
• Objectives of this PLA
• Research questions for fieldwork ( & match with tools
from the PLA guide)
• Process: before, during and after fieldwork & debriefing
• Lessons learnt from Sarajevo

19. Context of Burundi & South Sudan
• Root causes of violence in Jonglei, South Sudan
(2:54)
https://www.youtube.com/watch?v=uTDm0ioYKHY
• Once enemies, now friends, Burundi (8:30)
https://www.youtube.com/watch?v=lQUWWyp-hF0&list=PL18FD

20. Objectives of this PLA Research
• I determine specific gender norms and expectations that
contribute to violent behaviour among young men in
south Sudan and Burundi
• II contribute to designing interventions focused on young
men most effective at reducing levels of (gender based)
violence and increasing gender-equitable behaviours
• III development of capacities to engage in learning
reflection and action related to masculinity, GBV and
youth.

21. Research Questions
• I What are the current social constructs, attitudes and
experiences for young men in relation to gender and
masculinities?
• II What are the ranges of young men’s attitudes and
behaviour toward women and their relationships with
women?
• III How do social institutions such as media, school,
religion, families and peers influence social constructs of
masculinity?

22. Research Questions II
• IV How are social constructs of masculinity related to
men’s violent use of power?
• V For men who are not violent what are influencing
factors and consequences?
These questions have been formulated and tested in
different contexts, and with the same guide of tools.
Discuss if questions are clear, and go through the guide

23. Different tools in line with questions
RQs Tools
What are the current social constructs,
attitudes and experiences for young men
in relation to gender and masculinities?
24-hour cycle ( mapping /listing of all
activities of youth on a week day)
Mapping of local youth space ( draw)
What are the ranges of young men’s
attitudes and behaviour toward women
and their relationships with women.
Gender norms ( draw ideal characteristics
of a “real” man and a real “women”)
Respect & relationships (friendship,
romantic relation)
How do social institutions such as media,
school, religion, families and peers
influence social constructs of masculinity?
Snapshot of a men/woman’s life ( social
rites and institution that influence
expectations
How are social constructs of masculinity
related to men’s violent use of power?
Identify forms of violence
Discuss PLA exercise guide ( & FGD)
Power Map Diagram
For men who are not violent what are
influencing factors and consequences?
FGD and discuss & present a case of your
experience

24. Process: before, during and after fieldwork day
• Before the field exercise – using the participant form to
note critical socio-demographic information on
participants involved in the PLA exercise.
• During the field exercise – with your field team
member(s) elaborate on points that were noted quickly
during field work and fill in any gaps of information in your
notebooks.
• After the field exercise – with your fellow field team
members, collaborate on writing a daily report. Ensure all
visuals have participant information noted, and attach
visuals and other outputs to the daily report.

25. Before field session
Prepare the session well with your
team
• In a practical sense ( make sure you
have all resources, paper, markers
etc. you need)
• Role and task division, be clear on
who does what, ( from facilitation to
note taking)
• Which PLA tools will you use,
prepare to explain them to your
target group ( and keep in mind the
16 tips of the PLA guide)

26. During the field Session
To the best of his/her ability the documenter should:
• Record participant information on the back of each visual
produced during the exercise.
• Record the discussion, including the probe questions.
• Take notes on how the group interacts, cooperates,
participates and if it is lively or silent, is being dominated
by one or two people, etc.
• Important to listen to the participants and help the
facilitator keep the objectives of the exercise in mind.

27. After the field session
It is easy to forget much of the information that is generated
during the field exercise and your thoughts and
impressions, if they are not recorded immediately.
The field team should sit down together as soon as
possible after the exercise, and:
•Fill in details and gaps on the visuals, expand notes on
discussion and any other key points of that exercise;
•Take notes on your ideas, impressions, assessment of the
session;
•Take notes on what are the most important points to relate
to others at the debriefing session.

28. Debriefing
Debriefing session at the end of
each day:
•to report on and share your field
exercises and experiences;
•to discuss and synthesize information
from the entire group and come up with
common themes, problems and issues
that have emerged thus far;
•to identify additional issues you might
want to explore or to identify issues that
you might need clarification on;
•to determine activities for the next day.

29. Lessons learnt from Sarajevo
• Be aware of your role as facilitator ( don’t be judgmental)
• Important to create a safe space where every one feels
comfortable to share their personal opinions and feelings
• The exercise of “gender norms”- many characteristics will
come out, but focus on two or three of them and use that
also in the rest of the field work (like strong, providers for
families)
• On the outcomes: Think of what could happen if some of
the youth refuse to fight after the workshop? Will they be
put in danger
• Peer pressure plays an important role ( be conscious)
• Role of parents, if parents don’t join in the change of
thinking not much will happen..
• sometimes outcomes not clear and youth feels excluded

30. Part III Practical Planning of the field research
• Roles of the field work teams
Three main roles of each field work team:
1.Facilitator; leads the discussion, explains the use of
methods, and probes whenever necessary
2.Reporter; documents all participant information,
discussions and information related to visual outputs
( flip-overs, maps, drawings etc.)
3.Observer: observes the process, non-verbal
communication, atmosphere, tensions etc. The observer
also assists the other two when needed.

31. Researchers
• The research process will be overseen by a Core Team
and a Lead Researcher. They are responsible for:
• Planning and assigning the activities with the team for
each day
• Reviewing the reporting of exercises and making
necessary changes
• Ensuring that the research will go as planned ( deadlines,
info, feedback, etc.)
• Ensuring adequate probing during the exercises
• Translating and maintaining documentation of each days’
outputs

32. Planning of the field work
• Prepare an agenda for five days field work
• Divide roles and tasks of each team member
• Make a schedule on dates, places, and participants
• Make a list of materials needed for each exercise

33. Example Framework Planning
Dates
fieldwork
Roles of team Materials
needed
Support from
HQ,
consultant?
1.
2.
3.
4.
5.
You can decide on deadlines, each of the team members can prepare its role and needs for that day

34. Moving toward change
• To summarise learning and insights into masculinity,
violence and youth
Listing:
• What have you learned about masculinity and violence
over the past three days?
• Which aspects of society’s ideas on masculinity would
you like to keep or strengthen? Which ones would you
like to change?
• Discuss the cartooning for fieldwork and Action Plan.

35. Wrap-up & Closure
• Discuss Expectations of Day 1
• Please respond to the three questions of Day 1
• A round of impressions of the workshop
CLOSURE