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Booklet #8

Booklet #8

Field Insights

As the Gender and Development (GAD) and Participatory

Analysis for Community Action (PACA) materials have been

used, the Women in Development Office has requested that

field insights be submitted. Included in this booklet are examples of how concepts and skills have been trained, modified, or applied by different groups, in different settings, in

different areas of the world.
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Contents

Gender Information Framework

and Contextual Analysis

Activity Helps Trainees Learn Analysis Tools

for Studying Own Project – Paraguay ........................................................... 4

Observing, Interviewing and Facilitation Skills

Skills Review for Training Staff – Guinea Bissau ............................................... 5

PACA

PACA for Ourselves: Team Building and

Introduction for Staff – Guinea Bissau .......................................................... 6

Sociodrama Introduces PACA and Needed Skills – Paraguay ........................ 7

Daily Activities

Shadow Day Introduces Gender in

Pre-Service Training – Dominican Republic................................................. 8

Daily Activities Reveal Potential Time Confilicts

for Income Generation – Ecuador ................................................................ 19

School Boys’ and Girls’ Schedules – Eritrea ...................................................... 10

Secondary Math Lesson Based on

Girls’ and Boys’ Daily Schedules – Tanzania ............................................. 12

Typical School Day Schedules Show Misperceptions

Between Teenage Boys and Girls – Kyrgyz Republic ............................... 16

Community Mapping

Variations on Community Mapping

– Guinea Bissau, Cape Verde, Albania ........................................................ 20

Community Mapping of Training Site:

Introduction to PACA – USA ........................................................................ 22

Community Mapping by Students

Assists in Project Review – Mongolia .......................................................... 26

Work Site Mapping Identifies Centers of Power – Ecuador ........................... 28

Community Maps of Teenage Boys and Girls

Open Channels for Communicating Their Interests,

Concerns, and Needs – Kyrgyz Republic.................................................... 29

Small Business Development Volunteers Map Business Network

Rather Than Geographical Location – Albania .......................................... 37
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Booklet #8

Seasonal Calendar

Seasonal Calendars Reveal High Activity Times

and Needs of Urban Teachers – Turkmenistan .......................................... 38

School Boys’ and Girls’ Seasonal Calendars Show

Cultural Roles and Responsibilities – Eritrea ............................................. 40

Seasonal Calendars Show Relationship of Agriculture

and Health Volunteers’ Work – Niger ......................................................... 43

Boys’ and Girls’ Seasonal Calendars

Compare Curriculum and Activities – Guyana ......................................... 44

Seasonal Calendar Introduced as Tool to

Get the “True Picture” in PDM Workshop – Zambia ............................... 49

Seasonal Calendar Format Assists PST Staff in

Developing Calendar of Training Events (COTE) – Guinea Bissau ....... 51

Needs Assessment and Priority Ranking

Needs Assessment Leads to Two Lists: By Importance and

By Possibilities for Action – Turkmenistan................................................. 53

Needs Assessment and Priority Ranking by

Urban and Rural Groups – Albania ............................................................. 55

TEFL and SBD Community Needs Assessment and Priority Ranking:

Reaching Consensus – Lithuania.................................................................. 56

Needs Assessment and Priority Ranking Used to Select One Issue

as Focus of Workshop Content – Romania ................................................. 61

Needs Assessment and Priority Ranking Tool:

Some Suggestions and Alternatives – Paraguay ........................................ 63

Needs Developed and Refined

from Community Map – Guinea Bissau...................................................... 66

Urban Uses of PACA Tools

Urban Uses of PACA Tools.................................................................................. 67
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GENDER INFORMATION

FRAMEWORK AND

CONTEXTUAL ANALYSIS –

PARAGUAY

Field Insight

This activity helps Trainees to learn analysis tools for studying their own projects. A “Gender

Analysis in Development Projects” session design was a modification of the “Gender

Information Framework with Project Work” model session (see Booklet #3). The objectives

of the pre-service training session were:

1. to explore the societal impact on individual family members in a country;

2. to identify gender roles in task implementation, income generation, resource use, and

decision-making with individual families; and

3. to identify possible constraints as well as possible opportunities in relation to gender

issues in project design.

A new, short case study was written based on a real community in Paraguay. Small groups

of Trainees had different tasks. One group used the Contextual Analysis format to identify

issues for either gender at various levels which could have an impact on participation in a

development project in that community. Another group used the Gender Information

Framework to analyze the case. They presented their findings to each other. Then a project

purpose and one objective were presented. One group looked at constraints and opportunities for men and boys, and the other group concentrated on women and girls.

This session was a link between earlier community analysis activities and the presentation

to them the next day of their own project plan.

Pre-Service Training, Paraguay, 1995

Paraguay Field Insight (Page 1 of 1)
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Booklet #8

OBSERVING, INTERVIEWING,

AND FACILITATION

SKILLS REVIEW –

GUINEA BISSAU

At a Participatory Analysis for Community Action (PACA) training of trainers (TOT)

workshop for pre-service training (PST) staffs, concentration of most of the skills training

session was on facilitation skill practice after brief reviews of interviewing and observation.

The session was started by asking participants to share examples of how they had taught

interviewing, observation, and facilitation to Trainees in past PSTs or activities they had used

for their own skill-building. This discussion served as a check on understanding as well as

a way for everyone to hear some new training ideas. The different types of questions used

in interviewing and group discussion were reviewed.

The facilitation skills session was conducted close to the suggested format in the PACA

manual. For the section on working with difficult people, a fishbowl configuration was used

in which six people discussed a controversial topic while the rest of the participants

observed. Three of the fishbowl participants were assigned blocking roles to play out during

the exercise. What the facilitator did to help or hinder the discussion was processed after the

exercise.

Considering that several of the participants were “new trainers,” this session was helpful for

not only for the work needed in the PACA TOT, but for their overall professional development and readiness to work in PST. The hands-on practice gave people a common vocabulary to use for the rest of the workshop, as well as a good grasp on the rationale and use of

questioning, paraphrasing, and summarizing skills.

Although the interviewing and observation activities were shortchanged during this session, participants had opportunities to practice and process those skills during the Daily

Activities session and the community field work.

PACA TOT for PST Staff, Guinea Bissau, 1997

Field Insight

Guinea Bissau Field Insight (Page 1 of 1)
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PACA FOR OURSELVES:

TEAM BUILDING AND

INTRODUCTION TO PACA –

GUINEA BISSAU

A goal of the Participatory Analysis for Community Action (PACA) training of trainers

(TOT) workshop for pre-service training (PST) staffs was to create a positive and participatory atmosphere among the trainers as a group. These, as all sessions, were to be models for

consideration for their PST designs.

After an icebreaker exercise, participants divided into five sub-groups and completed the

following task: each person shared with colleagues information about skills, talents, and

experiences she or he has that are relevant to community development (i.e., What do you

bring in the way of assets and resources to this group?). Once everyone had shared their

personal information, group members created an image or picture on newsprint that

represented their assets, and also gave their team a name.

Back in the plenary group, a leader from each team summarized their team’s resources

through their interpretation of the team image. Then the TOT trainer used the resources

activity (content and process) to introduce PACA and highlight key elements of the

methodology that had already been modeled.

The same teams met again a second time to discuss and report on expectations they had of

the workshop. Each team was asked to take a turn as “community animator” by planning and

leading the large group in an opening energizer or closing reflection each day.

The focus on resources and assets set a positive tone for the workshop, and helped

participants quickly begin building a sense of community among themselves and a partnership with the trainers. During the large group sharing, it was interesting that every team had

some unique asset they brought to the training community that other teams did not have or

had not previously considered an asset. Using the teams to open and close each day

encouraged participants to step into leadership roles.

PACA TOT for PST Staff, Guinea Bissau, 1997

Guinea Bissau Field Insight (Page 1 of 1)

Field Insight
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Booklet #8

SOCIODRAMA

INTRODUCES PACA

AND NEEDED SKILLS –

PARAGUAY

In a three-day program in Paraguay, a sociodrama was used to introduce the rationale for

Participatory Analysis for Community Action (PACA) methodologies and some of the skills

needed. The trainers played the roles of a group of community men and women meeting with

a development worker. The community members played typical roles of a dominant

spokesperson, someone who agrees with everything the development worker suggests,

disinterested or disenfranchised people, and silent women. The development worker comes

with preconceived plans, asks leading questions, takes one opinion as consensus, does not

attempt to get opinions from everyone, and so on. A good debriefing brought out key skills

needed by facilitators, and advantages of sex-grouping of community members and using

methodologies in which everyone participates.

APCD and Counterpart GAD Training, Paraguay, 1994

Paraguay Field Insight (Page 1 of 1)

Field Insight
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Shadow Day

Introduces Gender in

Pre-Service Training –

Dominican Republic

Weekend assignment

Each Trainee was to shadow either a man or a woman for a day. It was suggested that they

shadow one of their family members, or someone else they had gotten to know fairly well.

Half of the training group shadowed men, half shadowed women.

Session sequence that followed

1. Shadowing exercise follow-up:

• The Trainees were divided into four groups: two groups that had shadowed men, two

that had shadowed women.

• Each group discussed their individual experiences and then created a composite of a

typical schedule on a flip chart.

• All the Trainees met together; each group presented their composite schedule.

2. The exercise led into a session on development approaches including the systems

approach, definitions of work, and the implications of considering gender in development.

3. PACA was introduced.

• The Needs Assessment tool was demonstrated.

• Community Mapping and Seasonal Calendars were explained.

• Discussion included how and when these tools might be used in communities.

Trainee comments

After the session, many Trainees reported to trainers that they liked this approach.

Pre-Service Training, Dominican Republic, 1995

Dominican Republic Field Insight (Page 1 of 1)

Field Insight
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Booklet #8

Daily Activities Reveal

Potential Time Conflict

for Income Generation –

Ecuador

A Women in Agriculture Workshop in Ecuador was attended by Agriculture Associate Peace

Corps Directors (APCDs) from Latin America, the Caribbean, and Lesotho. The activities tool

was used in developing information with community members about the roles, rights, and

responsibilities of men and women as it related to crop and animal production. The

community had a Volunteer working with women dairy producers to increase their dairy

production.

Step 1

The large group was divided into two smaller groups by sex. Each group worked in a

separate room with flip chart paper and markers.

Step 2

Each group was asked to identify when the day started for their group and to lay out their

day-long schedule, including all activities from the time they awoke until they went to bed

at night.

Step3

Upon completion of the composite daily schedules, the small groups returned to the larger

meeting area and each presented their schedules to the other group. Discussion included

what time was available for men and women to do other activities. The women expressed

their desire to increase their time commitment and activity level in collecting and preserving

mushrooms and capers, which they sold through their cooperative group in the provincial

capital. The women’s small business goal would have implications for the time they had

available for participation in some of the PCV’s objectives in the livestock project, including

increasing herd size. By developing the Daily Activities together, the women, men, and the

Volunteer could talk about the potential future conflict between the women’s small business

development goals and the dairy production goals, and reach some joint decisions on goals

and objectives of both the canned food project and the livestock project in the future.

Women in Agriculture Regional Workshop, Ecuador, 1994

Field Insight

Ecuador Field Insight (Page 1 of 1)
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School Boys’ and

Girls’ Schedules –

Eritrea

At a Gender and Public Health Education In-Service Training for English Teachers in Eritrea,

teachers used participatory exercises with a group of 11-13 year-old boys and girls. The

children were both from rural and urban areas (indicated by “r” or “u” after their names).

Some attended school in a nearby city, returning home only on weekends. The results of their

re-creation of typical daily schedules in single-sex work groups, and their discussion

together following presentation of the two schedules, are summarized below:

Time Typical Day for Boys Typical Day for Girls

Jemal M. Berhan (u) Fatma Idris (u)

Kassem M. Ali (u) Salem G. Medhin (u)

Esaw Teklay (r) Welesh Yeman (r)

Tesfaalem Beyen (r) Helen Tekle (r)

6:00 am Wake up, wash face,

prepare for school

6:30-7:00 am Go to school Wake up, wash, eat,

put on uniform

8:00-10:00 am Help parents with food,

washing clothes, gardening,

do homework

11:00 am Eat

11:30 am Go to school

12:30 pm Go home, wash hands

1:30 pm Eat (cook if in boarding

school), sleep, study,

sports; get water from

well, wash clothes and

harvest (if in boarding

school)

6:00 pm Go home

8:00 pm Eat dinner, watch TV (in Eat, wash dishes, watch TV

city), do homework (in city)

 9:00-10:00 pm Go to sleep

10:00-11:00 pm Go to sleep

Eritrea Field Insight (Page 1 of 2)
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Booklet #8 Field Insight

Discussion

• Some of the boys help around the house; however, it may be on an irregular or less than

voluntary basis. Jemal, for example, makes breakfast for himself if his sister and mother

are sleeping, while Tesfaalem and Esaw both go to boarding school and therefore prepare

their own meals. Kassem will help his younger sister with her homework when asked and

two other male students indicated that they help their sisters.

• Girls assist their mothers, while boys generally help their fathers, although a son can help

a mother.

• Urban students watch English and Arabic films on television, programs in Tigrinya, and

listen to the BBC news.

• Jemal noted that his family traditionally eats together. Esaw and Tesfaalem both travel to

see their family on weekends.

• Boys acknowledged that their schedule is not quite the same as the female students. Most

of the time girls do not rest and all four male students agreed that girls have an insufficient

amount of time to study. Two male students attributed time constraints due to family

responsibilities as the cause for only three per cent of girls taking academic prizes

(awarded to the three highest academic achievers in a semester).

Eritrea Field Insight (Page 2 of 2)

In-Service Training, Eritrea, 1996
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Secondary Math Lesson

Based on Girls’ and

Boys’ Daily Schedules –

Tanzania

At a Community Content-based Instruction (CCBI) Education Workshop for science, math,

and geography teachers in Tanzania, Volunteers and their counterparts were introduced to

PACA techniques. As an application phase of their workshop, they developed a lesson plan

for their grade level and subject based on information from the community. The session plan

below uses data gathered from girls’ and boys’ daily schedules in a math lesson on statistics.

Title Gender Differences in Daily Life

Subject Math

Topic Statistics

Form V

Names Matt Culver and Ms. Hilda Ndambo, Tunduru Secondary School

Objectives

1. Students will know how to compile and analyze statistics.

2. Students will be able to solve statistics related problems.

3. Students will recognize the differences in the daily activities between males and females.

4. Students will be able to discuss gender differences.

Materials Needed

Chalk and Board

Time

3 or 4 double periods

Motivation

1. Teacher gives format and example of the daily schedule that each student must complete

for themselves.

2. (Next Class) have a couple of student examples.

3. Ask questions in class about expectations of differences and similarities between males

and females.

Tanzania Field Insight (Page 1 of 4)
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Booklet #8 Field Insight

Information

1. Review Statistics

a. Histograms, pie charts, bar graphs, etc.

b. Mean, mode, median

2. Use information collected by students to teach methodology of statistical processes:

a. Compile some information from all students in class—for example, from 3:00-3:30

pm, what is everyone doing?

b. Show students how to create frequency charts (by sex) for various activities.

Examples:

• time spent relaxing/recreation

• time spent studying

• time spent doing chores

c. Find means and modes of gender differences

3. a. Point out gender differences using statistics

b. Question students why the gender differences exist

Practice

1. Assign problems to students to utilize the collected data—putting the information into

charts, means, modes, etc.

2. Review answers

Application

The student will use his or her knowledge of gender differences, gained through the

information stage, to go into the community to ask gender questions.

1. The student will ask 10 people in the community what they expect the students’ daily

schedules will be like.

Example: How many hours a day does a student (male and female)

• cook?

• study?

• relax?

Evaluation

1. The student will statistically compile and evaluate the information taken from the

application stage.

See sample girls’ and boys’ schedules, and some observations based on the schedules,

following.

Tanzania Field Insight (Page 2 of 4)
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Sample Daily Schedules during School Term

Girls’ Activities Boys’ Activities

5:00 am Get up Get up, bathe

Wake up brothers, sisters Pray

Clean Cook and eat breakfast

 5:30 am Clean the house (Get up, eat)

Smoke

6:00 am Cook breakfast (Get up, eat)

Bathe Make and drink tea

Iron uniform Body exercises

6:30 am (Get up; cook breakfast) (Bathe, breakfast)

Exercise, relax Go to school

Eat breakfast

7:00 am (Cooking, eating, cleaning) (Breakfast, dressing)

Clean the school compound School parade

Talk to friends

8:00 -11:00 am Attend class Attend class

11:10 am Break: drinks, eat snacks, Break: smoke, drink sodas

play, talk, laugh or wine, talk to girl friends,

study

11:30 am Go back to class Study in class

12:00 noon Return home; eat In class

12:20-2:10 pm Attend class In class

2:10 pm (Go home, eat, relax) Go home, eat

Attend extra classes Study, tuition

Read, study Rest

3:00 pm Study, have tuitions Rest, eat

Have break time (few) Tuition

Reach home, eat, relax Pray

Play sports Play, water garden

Attend classes

4:00 pm Have tuitions, study Tuition

Relax, play games, watch Smoke, talk with friends

movies, read Play, watch TV

5:00 pm (Go home, relax)

Prepare for dinner, cook

Make bed

Wash, get ready to go outside

Extra studies

Tanzania Field Insight (Page 3 of 4)
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Booklet #8 Field Insight

Girls’ Activities Boys’ Activities

7:00 pm (Study, bathe, Have dinner

 help to cook) Study

Pray Listen to music

Have dinner

8:00 pm (Have dinner, pray) (Dinner)

Complete homework Study

Go to sleep

9:00 pm (Study, have dinner) (Study)

Clear the kitchen Go to sleep

Watch movie

10:00 pm Iron, wash dishes,

clean kitchen

Do homework, study

Go to sleep

12:00 pm Go to sleep

Note: Parenthesis show variations in the schedule for different students. For example, some

boys get up at 5:00 am while others sleep until 6:00 am.

Tanzania Field Insight (Page 4 of 4)

In-Service Training, Tanzania, 1996
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Typical School Day Schedules

Show Misperceptions between

Teenage Boys and Girls –

Kyrgyz Republic

At a sub-regional workshop for TEFL APCDs and Project Managers on helping Volunteers

use Community Content-based Instruction (CCBI) in their teaching, students from the

capital, Bishkek, and a suburban town, Kant, provided first-hand information. The twelve

students, three girls and three boys from each city, participated in two PACA techniques:

Seasonal Calendars and Daily Activities. From those, the workshop participants learned

about their needs and communities, and in turn, learned how they could use the results of

the PACA tools to incorporate the students’ issues into lessons, leading to small actions and

small projects. The students were 16 years old. The Bishkek students attended either the

Jewish school or School #13—a specialized English school. The Kant students attended a

suburban high school. There were few differences between the suburban and the city

schools, so what is highlighted below are the differences in perception between the male and

female students.

Following, you will find sample schedules from four different groups: girls, girls’ hypothesis

of their male classmates’ daily schedule, boys, and boys’ hypothesis of their female classmates’ daily schedule.

Bishkek Girls’ Daily Schedule

Time Activity

 am – 6:20 Get up. Do morning exercises

6:40 Have a breakfast (after taking a bath or a shower)

6:55 Get dressed

7:00 Make up, brush the hair, smile to the mirror

7:30 Go to school

8:00 School

 pm – 3:30 Activities (prepare for the Universities)

5:30 Fatigued and wrecked; go back home

6:00 Have a supper

6:30 Do homework

8:00 Chat on the telephone

9:00 Go on with homework

10:00 Have a shower, say ‘good night’ to all beings in the house (flat)

and to bed

10:00-12:00 Reading English and Russian literature and sleep. At last!

Kyrgyz Republic Field Insight (Page 1 of 4)
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Booklet #8 Field Insight

Boys’ hypothesis of Bishkek girls’ daily schedule

Time Activity

 am – 6:07 Get up

6:15 Have breakfast

6:30 Get dressed

7:00 Go to school

7:30 School

 pm – 1:00 Go home

1:30 Have lunch

2:30 Do homework, talk with friends

6:00 Have supper

6:30 Do house chores

8:00 Watch TV

10:00 Go to sleep

Kant Boys’ Daily Schedule

Time Activity

 am – 6:00 Get up

6:15 Morning exercises

 6:30 Breakfast

7:00-11:30 School (English, math, Russian and literature, history, ecology,

physics, chemistry, biology, physical training, m.t., informatics)

11:30-12:30 Lunch, rest

pm – 13:00-15:00 Sport

15:00-15:30 Rest

15:30-17:00 Homework

17:00-18:00 Help parents

18:00-21:00 Free time (friends, TV, books, music, repetition)

21:00-21:30 Supper

21:30-6:00 Sleeping

Kyrgyz Republic Field Insight (Page 2 of 4)
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Kant Girls’ hypothesis of boys’ daily schedule

Time Activity

 am – 6:30 Wake up

6:32 Wash their faces, brush teeth

6:38 Put on clothes

6:40 Have their breakfast

6:45 Go to school

7:05 Arrive at school

7:05-12:30 Study at school

pm – 12:30-14:00 Spend their time with friends (smoke)

14:00 Come home

14:03-14:06 Have lunch

14:10-17:00 Go to sport complex

17:00-18:00 Do their homework

18:00-18:10 Have dinner

18:10-23:00 Go dating

23:00-1:00 Watch TV

1:00 Go to sleep

Kant Girls’ daily schedule

Time Activity

am – 6:00 Wake up, wash myself

6:15 Have breakfast

6:30 Go to school

7:00-12:30 Study at school

pm – 13:00 Go home from school

13:30 Have lunch

14:00-16:00 Sleep

16:00-18:00 Do homework

18:00-18:30 Have phone meetings

18:30-20:00 Cook dinner and eat

20:00-20:30 Walk with my friends

20:30-21:30 Watch TV

21:30-22:00 Prepare for tomorrow (clothes, books, etc.)

22:00 Sleep

Kyrgyz Republic Field Insight (Page 3 of 4)
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Booklet #8 Field Insight

Typical Daily Activities Summary

and Discussion Questions

There are many similarities in the times when boys and girls wake up, go to school, and go

to bed. There are some differences within their schedules on how they spend their leisure

time (boys spend more time playing sports; girls don’t seem to play sports), and some

interesting differences in one group’s perception of the other and reality. For example, the

girls believed that boys spend some of their free time with friends smoking and dating. When

the boys saw this, they were quite surprised. A teacher may want to explore further what led

the girls to believe that the boys spend their time in this way.

Sample Processing Questions:

(Note that the teacher’s role is to facilitate dialogue between the boys and girls.)

Let’s look at your actual schedules.

1. What things are the same in your schedules? What things are different? Why do you

think the differences occur?

2. It seems that boys and girls spend their free time differently. Is this true? Why?

3. It seems that boys and girls spend different amounts of time doing homework. Is this

true? Why?

Let’s compare what you thought the other group’s schedule is with the reality.

1. Were you right? What things on the schedule are true? Which ones aren’t?

2. Ask of each group: Why did you think that the other group did ___________

(smoking, dating, household chores, etc.)?

3. Ask the other group to respond.

4. What did you learn about each other that is important? How can this information help

you?

The same boys and girls did community maps for themselves and for each other. Those maps

are included in this section under Community Mapping.

Sample discussion points based on both the daily activities and maps include:

1. Given these sample schedules and some of the information gathered from the

Community Mapping activity, the teacher may explore with the students how the

differences in how students spend their time affect their lives. For example, when the

teachers discussed the girls’ community map, the girls said that they get stomach

aches when there are conflicts with their parents. The girls may realize that one of the

ways to deal with stress caused by conflicts at home is to get more exercise.

2. During the discussion of daily schedules, the girls realize the benefits of getting more

exercise and may want to start a club to encourage girls to play sports. Or, the boys

may realize that their sisters do all of the household chores, and maybe they could

help them out so that the girls have more time to do other things.

Kyrgyz Republic Field Insight (Page 4 of 4)

Sub-Regional Workshop, Kyrgyz Republic, 1996
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VARIATIONS ON

COMMUNITY MAPPING –

Guinea Bissau, Cape Verde,

Albania

Community Mapping by PST Staffs

During a Participatory Analysis for Community Action (PACA) training of trainers, maps

were done by pre-service training (PST) staffs of their own training centers. Groups were

formed by gender when possible, and by host-country participants and Returned Peace

Corps Volunteers (RPCVs) when not. Several important objectives were met during this

session.

1. Participants experienced the mapping activity first hand and saw its potential for

generating considerable information and insight.

2. The sharing and comparing of perceptions regarding training center resources was

a useful discussion for trainers who will be working closely together over the next

three months.

3. Making an initial map using objects on the ground proved to be extremely useful

practice in preparation for the field work in the villages.

4. Participants understood the value of conducting the technique debriefing and the

need to do such debriefings with Trainees during PST.

PACA TOT for PST staff, Guinea Bissau, 1997

Training Center Mapped in PST

The training center was defined as the community for Trainees to map. The Associate Peace

Corps Director (APCD) and PST director led the community mapping activity, with smaller

groups facilitated by technical, cross-culture, and language staff. The Trainees themselves

facilitated the discussion after the activity. The insights gleaned from the debriefing served

as the first evaluation of the training program and provided ways in which training could be

improved. Trainees were also able to experience the mapping activity as the beneficiaries of

the information gathered. This will probably assist them in applying the techniques in the

field because they will have a personal reflection on the benefits of doing the activity.

Pre-Service Training, Cape Verde, 1997

Guinea Bissau, Cape Verde, Albania Field Insights (Page 1 of 2)
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Booklet #8 Field Insight

IST Focuses on Mapping Tool Only

But Includes Problem Analysis

In Albania, the Participatory Analysis for Community Action (PACA) in-service training

(IST) design included the introduction of all four PACA tools. However, in the actual

training, more time and discussion was concentrated on the mapping exercise than planned.

Within the training situation, the participants themselves suggested depicting visually on

the maps where and what problems there were in the community. Thus they could reflect on

the problems in relationship to physical space. The problems could be voted on, generating

a priority ranking in each of the men’s and women’s groups. During the discussion of both

maps, some type of consensus of ranked problems could be attempted. The consensus

discussion could be aided by inquiring about the types of resources the community has to

solve the problems, and suggested strategies for action that might be devised. Closure then

could focus away from the analysis to agreement to collaborate on a concrete action plan at

a subsequent community meeting.

Since community mapping was the only tool trained, it was the only one used for field

practice. However, since three different communities were used, two rural and one urban,

the outcomes of the mapping and follow-up discussions were quite different. The debriefing

provided the training participants with a depth of knowledge about the use of the tool and

the participatory process that often does not occur when more tools are introduced,

practiced, and evaluated.

PACA In-Service Training, Albania, 1997

Guinea Bissau, Cape Verde, Albania Field Insights (Page 2 of 2)
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Community Mapping

of Training Site:

Introduction to PACA –

USA

During Overseas Staff Training, a model participatory analysis session was presented so that

the staff would understand how the PACA tools worked. Even though the staff had only

been at The Woods training site for about three days and had limited experience with their

“community,” the training site was the only “common” experience the twenty overseas

Peace Corps staff members from 18 countries had.

They were divided into two groups of approximately ten members each, a group of men and

a group of women. They were asked to draw a map of the training site and any of the

surrounding area that they knew.

After they had drawn their maps, they were asked to use colored pieces of paper to indicate:

1. places they liked, and

2. places they did not like.

Finally, they were asked to draw on small “sticky notes” pictures of things they wished were

at the training site; they added these to the maps.

They posted their maps in the front of the room, and one member of each group presented

their map to the others.

Debriefing questions included:

1. What is different between the men’s and women’s maps? What is similar? Why might

that be?

2. What process did you use to get your map drawn?

(The women had discussed everything they wanted to include and one person

sketched it in pencil. Then everyone grabbed a pen and drew over the sketches,

plus added other features, such as ducks in the pond, etc. On the other hand, once

the men had oriented themselves by drawing the main roads and putting a

compass in the corner of the map, each person took a pen and drew as they talked

about what should be included.)

3. They were then directed to look at what they had “wished” was at the site.

(The items were quite distinctive, the men’s wishes being primarily additional

outdoor recreational offerings and the women’s wishes more related to family

and friends or community services, such as a beauty parlor, church.)

After discussing the maps, they were asked to consider for a moment, “What if this activity

had been done with a community? What did the “wishes” represent? They could be

construed as their ideas of “needs,” or at least things that would make their community

better. Given the different types of needs they identified, what type of project might the

community consider that would address the intersection of the needs of both men and

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Booklet #8 Field Insight

women?” They determined that a community center that provided additional recreational

opportunities, including family and educational activities, would address their joint needs.

If this “community” constructed such a center, they could then come back to the map and

determine which of their needs had been addressed by this project (a form of evaluation).

Those needs could be removed from the map and discussion around other needs that were

now perceived or that had not been addressed through the first project might lead to another

project.

Through this one activity of mapping, it was possible to involve participants in:

1. A participatory analysis tool: Community Mapping

2. Discussion of gender and individual differences in approaching a task, working as a

group, identifying likes and dislikes and needs.

3. Using the map as a Needs Assessment and Priority Ranking tool.

4. Analyzing how several different needs might be addressed by one project.

5. Discussing what programming and training implications of such a project might be.

6. Discussing how a return to their map might provide the forum to evaluate whether

the project addressed the identified needs, and a means to look at additional and/or

new needs.

Though not done, it would have been possible to continue with this session, developing a

project purpose, goals, objectives, milestones, and tasks (PGOMT).

Overseas Staff Training, West Virginia, USA, 1996

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Community Mapping by

Students Assists in

Project Review –

Mongolia

During a site visit as part of a project review, an Education Specialist used Community

Mapping with groups of students to gather information about the students’ lives and to gain

insight into how they access and contribute to resources in their communities. All of the

students had PCVs as their English teachers so the Community Mapping technique was

conducted primarily in English, with translation as needed.

The group of ten year old students had been studying English for one year. There were four

girls and one boy. The second group was almost all women in their early twenties attending

the teacher training college to be certified in teaching English. After drawing the school in the

center of the blackboard, the Education Specialist asked each group to draw a map of their

community. This activity, with each of the two groups, took about half an hour.

The ten-year-olds were at first a little shy about coming up to the blackboard, but then became

engaged in the activity, putting various places in their approximate physical location relative

to the school, adding the names of the places in English. They located their homes, different

housing districts, the market, the primary school, the hospital, and the police. They also

numbered apartments of where they and their friends lived.

Then the students were asked to put a check mark on the places they liked, and an “x” mark

on the places they didn’t like. “From this, I was able to see their community from their eyes.”

Their map revealed not only their problems, but also how they contribute to their communities. For example, they all liked the kindergarten. When asked why they liked it, they

answered that they have little brothers and sisters who attend the kindergarten and they like

to go and play with the little children. These ten-year-olds seem to be an informal, yet very

real, resource to pre-school programs.

The Community Mapping activity with the second group of students demonstrated how this

tool allows one to gather a tremendous amount of information about the community. They

followed the same procedure as the younger students to create their map. Their map

included: the school, dormitories, markets, a cinema, a bus station, a park, the hospital, the

pharmacy, other schools, and a library, among other things.

Below is a summary of the information gleaned in about 15 minutes of asking questions about

the map:

Dormitories: [lots of check marks] Two-thirds of the students at the school live in

dormitories. The dormitories are not expensive.

Market: [lots of check marks] Food is not provided at the dormitories. The students

have to buy and prepare their own food.

Bus station: [both check and x marks] Many students come from rural communities

and go back home during vacations and holidays. They are happy to be going back to see

their families, but sad to be leaving their friends.

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Booklet #8 Field Insight

Cinema: [check marks] Students like going to the cinema but it is very expensive.

Park: [check marks] Students like going to the park, they like having a place where they

can go and hang out.

Hospital: [x marks] They don’t like going to the hospital. They usually go for dental

problems. For other health problems (usually bronchial infections) they go to the

pharmacy and get medicine.

Other school: [check marks] They use the library at the other school.

When asked what was missing from their community that they would like to have, they said

a recreation center where they can relax and enjoy themselves.

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Mongolia Field Insight (Page 4 of 4)

Project Review, Mongolia, 1996
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Work Site Mapping

Identifies Centers

of Power –

Ecuador

As part of a one-day staff training session in Gender and Development and PACA, the Peace

Corps training site was mapped by a group of the staff members. After identifying places

they liked to be and disliked to be, and places they visited frequently and infrequently, they

were asked to identify the centers of power. The centers of power were defined as places

where important decisions were made.

Among the gender differences that were revealed were that the women staff members did

not spend time in some places they liked, such as the volleyball court, because they perceived

it as the men’s space, and that women, generally, did go frequently to the places they

identified as centers of power.

Ecuador Field Insight (Page 1 of 1)

Staff Training Workshop, Ecuador, 1995
29

Booklet #8 Field Insight

Community Maps of

Teenage Girls and Boys

Open channels for

Communicating their interests,

concerns, and needs –

Kyrgyz Republic

At a sub-regional workshop for TEFL APCDs and Project Managers on helping Volunteers

use Community Content-based Instruction (CCBI) in their teaching, students from the

capital, Bishkek, and a suburban town, Kant, provided first-hand information. The twelve

students, three girls and three boys from each city, participated in two PACA techniques:

Seasonal Calendars and Daily Activities. From those, the workshop participants learned

about their needs and communities, and in turn, learned how they could use the results of

the PACA tools to incorporate the students’ issues into lessons, leading to small actions and

small projects. The students were 16 years old. The Bishkek students attended either the

Jewish school or School #13—a specialized English school. The Kant students attended a

suburban high school. There were few differences between the suburban and the city

schools, so what is highlighted below are differences in perceptions between the male and

female students.

Following you will find three sample community maps done with students in Kyrgyzstan:

one by suburban boys, one by city boys, and one by city girls. The community maps, as

appraisal tools, provide a snapshot of these students’ communities and their daily concerns.

They also provide a means of starting a dialogue with students about their perceptions of and

concerns for their communities. The purpose of including these maps is to provide examples

of the types of information that emerge in a Community Mapping activity and to provide

examples of the types of questions one might ask in processing the community map.

The key used on each of the maps is shown on the map.

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Bishkek Boys’ Map

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Booklet #8 Field Insight

Summary

These boys attend High School #13 (in the lower part of the map) and the Jewish School (in

the upper right corner).

Things that they like in their community are marked with a check mark. They include: their

school, their homes, the cinema, the disco club, and places where they can play or watch

sports.

Things they feel are missing in their community, marked with an open circle, are: a good

music store, a rap dance club, a swimming pool, a cafe, billiards, a university building, and

a sports place near the university. The boys also included here their desire to continue

studying at the university, and to relocate where their friends live.

They also indicated the frequency with which they visit places. Schools, homes, and sports

centers are visited daily, libraries weekly, and a few times per year the market and dance

clubs.

Sample questions

Understanding what the map means evolves from asking the boys questions about what

they put on their map and why. Below are sample questions one might ask from such a

map.

• Why do you like your schools?

• Why do you like your homes?

• Why do you like the cinema? What movies do you watch at the cinema?

• Why do you like the sports centers? What sports do you play? With whom do you

play? Do you play competitively? Who provides the sports equipment? Do people

come and watch you play? Do your parents come and watch you play?

• Why do you like the library? What types of books can you find there? Do you go by

yourselves, or with your classes?

• You said that a cafe near the debate center is missing. Where do you debate? How

often do you debate? Is it organized through your school? Is it competitive? Are there

other good cafes in the city? Do you eat lunch at school? Does school provide lunch,

or do you bring it?

• You said that a grocery store is missing near Nurlan’s home. Where do people do their

food shopping? Are there markets in every neighborhood?

• You said that a rap-dance club is missing. Are there dance clubs for students in the

city? Do students hold dance parties at their homes?

• You said that a swimming pool is missing. Are there other swimming pools in the city

where people can swim? Are they private or public? Are there schools that have

access to swimming pools for students? What must one do to join?

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Kant Boys’ Community Mapping

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Booklet #8 Field Insight

Summary

These boys live in a more suburban town, a half hour outside of the capital city.

What they like, indicated with check marks, includes: their school, the football field, the park,

the machine testing station, and the bus stop.

They do not like, as indicated by Xs: the entry way of their school, the market, the hospital,

and the canteen.

The only thing they indicated as missing from their community was the water for the

swimming pool.

They visit their homes, the school, and the machine testing station daily. They visit the

market, the football field, and the bus stop weekly. They visit the canteen, the club, the park,

and the hospital a few times per year.

Sample questions:

Understanding what the map means evolves from asking the boys questions about what they

put on their map and why. Below are some sample questions one might ask from such a map.

• Why do you like school?

• Why do you like the park?

• Why do you like the machine testing station? What do you do at the machine testing

station?

• Why do you like the bus stop? Where do you usually go when you take the bus? Is

it expensive?

• Why do you like the football field? Do you play on a team? Is it organized by the

school?

• Why don’t you like the school entry way?

• Why don’t you like the canteen? Do students eat lunch there? Do they have to pay,

or is it provided by the school?

• Why don’t you like the hospital? Do you go to the hospital when you are sick? What

types of illnesses do you get? When do you usually get sick?

• Why isn’t there water in the swimming pool? Did there used to be water in the

swimming pool? Do you like to swim? Are there any other places to swim?

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Bishkek Girls’ Community Map

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Booklet #8 Field Insight

Summary

The girls’ map is visually quite different. Rather than spatial relationships of most entries,

there are places, things, seasons, social relationships, and duties randomly placed on the

map.

The girls like their homes, music, their pets, their parents, their friends, the mountains and

river, the disco club, and the seasons. They all like books. Some like TV; some don’t. Some

like the hospital; some don’t. Some like the school; some don’t. They don’t like homework

or doing household duties. They don’t like misunderstandings between their parents or

friends. Some like the theater; some don’t. Some like the park; some don’t.

In this community map, there seem to be some self-esteem issues as indicated by the mirror,

and a lot of concern about relationships and misunderstandings.

Sample questions

Understanding what the map means evolves from asking the girls questions about what they

put on their map and why. Below are some sample questions one might ask from such a map.

• Why do you like the mountains? your pets?

• Why do you like music? What type of music do you like to listen to?

• All of you said you like books. What type of books do you like to read? Do you read

for school or for pleasure? Where do you get books? At the library? At a bookstore?

• All of you said you don’t like homework. Why? How much homework do you have

assigned each night? Does anyone help you with your homework?

• Why don’t you like household duties? What types of chores do you do? How

frequently? Do your brothers and sisters also do chores? Do your mother and father

do chores? What type of chores does each family member do?

• There seemed to be mixed feelings about school (TV; money; theater, etc.). Some of

you like school, some of you don’t. Why? How many days of the week do you attend

school? How many hours per day? Do you stay in the same class group all day? Are

your friends mostly from your same class? Do you have any recreation or free time

during the school day?

• Why do some of you like or not like the hospital? Have you ever had to stay at the

hospital? What sicknesses do people get? What do students do when they get sick?

Is there a school nurse?

• Why do you like the mirror? What things does the mirror tell you? Are there both

positive and negative things you learn from looking in the mirror? What are some of

each?

• What types of misunderstandings do your parents have? How do you feel when you

and your parents have misunderstandings? How do you feel when this happens?

• What are some of the social differences in your community? What types of problems

does this create?

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Kyrgyz Republic Field Insight (Page 8 of 8)

• Why did you include emotions of jealousy, envy, and love? Do girls in your

community date? How old are girls when they start to date? What do students do

when they go on a date?

Sample questions for processing similarities

and differences between boys’ and girls’ maps

• How are your maps visually different? Why might that be?

• What is similar in the places you like? What’s different?

• What is similar in the places you don’t like? What is different? Why might these

differences be?

• Places we visit are often important places in our community. What places do boys

visit frequently and what places do girls visit frequently?

• Why don’t girls go to the football field? Do girls play sports? What do girls do for

physical exercise?

• Girls like music, but they didn’t put disco clubs on their maps. Do girls go to disco

clubs, or just boys?

• Let’s look generally at things that you don’t like in your community. Do you agree

with what the other group put as things they don’t like? Is there anything that we can

do to improve things that we don’t like in our community?

• Let’s look at what each group put for what was missing from their communities.

What did you feel is missing? Is there anything that we can do as a class or as a project

to help create what is missing?

The same boys and girls did Daily Activities for themselves and for each other. Those

schedules are included in this booklet under Daily Activities.

Sample discussion points based on both

the daily activities and maps include:

1. Given these sample schedules and some of the information gathered from the

Community Mapping activity, the teacher may explore with the students how the

differences in how students spend their time affects their lives. For example, when the

teachers discussed the girls’ community map, the girls said that they get stomach

aches when there are conflicts between their parents. The girls may realize that one

of the ways to deal with stress caused by conflicts at home is to get more exercise.

2. During the discussion of daily schedules, the girls may realize the benefits of getting

more exercise and they may want to start a club to encourage girls to play sports. Or,

the boys may realize that their sisters do all of the household chores, and maybe they

could help them out so the girls have more time to do other things.

Sub-Regional Community Content-based Instruction Workshop, Kyrgyz Republic, 1996
37

Booklet #8 Field Insight

SMALL BUSINESS DEVELOPMENT

VOLUNTEERS MAP BUSINESS

NETWORK RATHER THAN

GEOGRAPHICAL LOCATION –

ALBANIA

The topic “What is a community?” received careful analysis in an in-service training in

Albania as the participants included small business development Volunteers and counterparts working in situations where the geographic community was not as important to their

jobs as the extended community of people who sought the services of small business

organizations.

The Livelihood Exercise (see Booklet #7) helped focus on different areas and levels of

interactions of business people. In small groups of the communities (both rural and urban)

in which they worked, the Volunteers with their counterparts designed a representative

livelihood system from their region. Each livelihood system had to show the distinction in

household rights, roles, and responsibilities by gender as well as the major activities. Then

each group had to show where the particular interventions of their programs had affected

the household in its different spheres of action.

Then, rather than geographically mapping their community, they worked on institutional

mapping, tracing networks upon which businesses rely: formal and informal sources of

supplies and credit, accountant services, government regulators and so on. Using this technique of graphically depicting institutional ties, the local entrepreneurs with whom the

Volunteers and their counterparts work would be better able to identify common problems

and seek common solutions.

PACA In-Service Training, Albania, 1997

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Seasonal Calendars Reveal

Unexpected High Activity Times

and Needs of Urban Teachers –

Turkmenistan

A Women in Development Workshop in Turkmenistan was attended by TEFL Education

Volunteers and their counterparts, all secondary and university teachers in urban areas. The

Seasonal Calendar tool was used in the following way.

Step 1

The large group was divided into four groups by region of the country in which the PCVs and

their counterparts lived. Each group worked at a separate table with flip chart paper and

markers.

Step 2

Each group was asked to identify when the year started for their group and lay out their yearlong calendar in accordance with that determination.

Note: One group chose to begin their calendar at the beginning of the school year; two

groups chose the beginning of the calendar year; and one group chose the

beginning of the agricultural planting season.

Step 3

To minimize the translation issues and engage the participants’ creativity, each group was

asked to draw symbols of the activities which would be plotted on the calendar. Categories

included:

1. labor activities, such as wage-earning, income-generating, gardening, small animal

care;

2. periods of income flowing into the households;

3. periods of higher-than-usual expenses;

4. important holidays or religious occasions; and

5. periods of predictable health problems.

Participants were asked to disaggregate by gender; however, most felt that men and women

both did the tasks, although closer examination through use of the daily activities would

probably have revealed gender differences.

Note: The income-earning emphasis was due in part to the salaried nature of the

majority of the workers in the country as well as our next day topic of economic

influences on women’s roles and income-earning.

Also plotted were activities which were in lieu of income, such as gardening, food

preservation activities, bartering. Each activity had a separate line on the calendar.

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Booklet #8 Field Insight

Only one category was presented at a time, with the drawing of the symbol(s) first

and the plotting on the calendar occurring immediately thereafter. The groups

plotted on the calendar all of the months in which the activities occurred.

Several nice variations occurred: in addition to using different colors for different

activities, activities or holidays which occurred only in one month or two had

their symbols placed in that month, rather than with long lines running across the

whole calendar. It simplified the calendar and made it much easier to read and

visualize.

There was some discussion if the calendar should represent only the women at

the conference or all of the women of their region. The recommendation was that

it be inclusive of all women since any project would include more than the PCV

and counterpart.

Step 4

After the calendar was completed, each group was asked to examine periods of high activity,

high expenditures and low income, and to discuss any other significant things which the

calendar revealed. This was particularly useful for the Volunteers (all teachers) to gain a

better understanding of the various factors which converged at certain times of the year and

influenced the lives of their counterparts and their students.

Step 5

After each group reflected on what they saw in the calendar, they were asked to think about

what impact these seasonal variations would have on their goal of developing a joint project

in their communities, and how they might take those factors into consideration in the design

of the project. It became very clear to all concerned that any activity planned for the summer

would be occurring at the busiest time of the year for adults. Further discussion ensued as

to how to take into account the availability of time in the winter with the cold, short days and

other negative factors while assessing the feasibility of planning a joint activity.

Note: Peace Corps Turkmenistan staff realized that the summer project objectives for

TEFL Volunteers were in direct conflict with the availability of counterparts to

work with them. They also saw that a summer camp was so successful because it

met a variety of needs in addition to the attraction of the content: it provided

much-needed child care during school vacation; it was cheap in a period of high

expenditures; and it freed up parents to do gardening, food preservation, and

other activities designed to ensure food supplies through the winter. Future

successful projects could build on those insights gained through the Seasonal

Calendar activity.

WID Workshop, Turkmenistan, 1995

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School Boys’ and Girls’ Seasonal

Calendars show Cultural

Roles and Responsibilities –

Eritrea

At a Gender and Public Health Education In-Service Training for English Teachers in Eritrea,

teachers used participatory exercises with a group of 11 to 13 year-old boys and girls. The

children were from both rural and urban, boarding and non-boarding schools. The Seasonal

Calendars they created in single-sex groups and their discussion together following presentation of the two calendars are summarized below.

Boys’ Seasonal Calendar

Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec

————————————————— ? ***************************** ?

‘’’’’’’’’’’’’’ rainy season ‘’’’’’’’’’’’’ @ Harvest @@@@

Wed 24th

25th Independence Day

Exam

Vacation 20th-Martyr’s Day

Ramadan 20th-Exam

Eid Alfitir School

— Zom Arbaa ———— Fee

? +++++++ Difficult Time ++++++++

+++++++++ Diarrhea +++++++++++++++++++++++++++++++ ++

@ Saal @

Girls’ Seasonal Calendar

Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec

============ help in the home ====================================

Wed Dig Sow

Exam Women’s Water

Day ++ Cold Season +++++++++++++ + Harvest +

 Exam Exam ^^^ Holiday ^^^^^ Christmas

Holiday Holiday School School

Fees Starts

—— Christian Holiday ——————————— ___ summer rains ___ ? ___ ———

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Booklet #8 Field Insight

Notes

• Nationally, towns participated in Green Week. Both boys and girls assisted in this

effort.

• January is the most common month for marriage because Muslims and Christians

fast before then.

• Fatima said her group did not mention the incidence of diarrhea in their Seasonal

Calendar because it happened throughout the year.

• It may be difficult to pay school fees after the difficult period. Government will pay

school fees if students’ families are unable to make payments. Thus, if the (will and)

desire is there, everyone can attend school.

• Ramadan does not disturb school. Teachers continue teaching and students study in

the evening after eating.

• Most Muslim students must begin their fast at age 17, but some begin fasting as young

as age seven.

Comparative Analysis

Note: This discussion also includes observations of the boys’ and girls’ Daily Activities.

All participants and facilitators sat in a circle. The lead facilitator asked for volunteers to

explain the flip charts.

• The male students said they feel they have more time to study which impacts

positively on their academic performance and negatively on girls’ performance in

school. This is borne out by the fact that boys are virtually always the academic prize

winners. Girls think that their grades would be better if given more time to study.

• Even when boys have less time to study during harvest season (October to December)

when they work in the fields, they feel they have ample study time. Girls work in the

fields with their mother.

• A facilitator noted that while boys cook and clean for themselves, girls perform this

function for the entire family. Boys will assist with this task if there are no girls in the

house. It was noted that boys sometimes assist with washing dishes.

• Girls said that boys get up later, but in fact, boys reported rising earlier in the

morning. It was pointed out that boys are afforded the luxury of an afternoon nap

while girls are not.

• When asked if they observed anything new from the Seasonal Calendar, Kassem

noted that boys vacation during their school holiday while girls work during their

holiday.

• In response to Salome’s inquiry if there is anything the students would like to change,

Tesfaalem responded, “There is something that must be changed. Girls help mothers

all the time. This must be shared by boys and girls.” He said that he is willing to help

his mother. Esaw said he would help around the house voluntarily. Jamel admitted

to not wanting to help his mother all the time, although he did acknowledge that the

workload could be lightened by helping his sister.

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• In response to a question, Tesfaalem said he learned for himself that boys should help

their sisters.

• The group noted that there were considerable differences between both the seasonal

and daily responsibilities for urban and rural students.

Facilitator Insights

• Different facilitators have different styles, with some being more directive. One

facilitator saw that two different styles were used in leading the students (directive

and non-directive) and the result was the same.

In-Service Training, Eritrea, 1996

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Booklet #8 Field Insight

Seasonal Calendar Shows

Relationship Of Agriculture

and Health Volunteers’ Work –

Niger

A Micro Nutrient Staff Development workshop was held in Niger for the Health and

Agriculture Associate Peace Corps Directors (APCDs) from Africa and one from Europe who

belong to a working group dedicated to trying to reduce micro nutrient deficiencies in the

communities where their Volunteers work.

The calendar below was developed as an example of a participatory tool for agriculture and

health Volunteers to use together in their communities to address nutrition issues. By

working together with a visual tool, they can better address the interrelationships of

agriculture and health issues. Specifically, the calendar could be used to pinpoint times when

disease outbreaks occur during the hunger periods. By identifying these periods in advance,

the Volunteers can work with the communities to start projects months earlier that will

address the hunger period, such as growing a garden or processing fruits or vegetables by

drying or other techniques to store for use during this period.

When families have extra micro nutrients during the hunger period, specifically vitamin A,

iron, and iodine, the effects of a disease like measles can be greatly mitigated. Some children

will have less severe symptoms, and some may not have any at all. Having fewer or no

symptoms cuts down on the time children may be away from school or family agricultural

activities, thus increasing human productivity and well-being.

Food Production and Nutrition Calendar – Niger

JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC

RAIN

millet —————————————————————————

————— maiz ————————————————————

————————

intensive male labor period ——————

 intensive female labor period ———

gardens ——————————————————

grasshoppers (crops) ###############

kids ^^^^^^^

(goats)

newcastle (poultry) outbreak ++++++++++++++++

measles (humans) @ @ @ @ @

@ @ @ @ @ @ @ @ @ @ @

 ))))) RAMADAN ((((((((

Period * * * * * * * * * Hunger

Micro Nutrient Staff Development Workshop, Niger, 1995

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Boys’ and Girls’ Seasonal

Calendars Compare

Curriculum and Activities –

Guyana

At a Gender and Development Participatory Processes in-service training (IST) in Guyana,

Community Health and Youth Volunteers and counterparts had several opportunities to

consider how the PACA tools could be used in their particular setting. A very unique

application of the Seasonal Calendar emerged.

Volunteers and their counterparts from two different residential institutions for delinquent

youth were concerned about the girls in their institutions. They had different requirements

than the boys in terms of when they had to be in their dorms and whether their dorm rooms

were locked at night. There were also significant differences in their curriculum and extracurricular activities. Efforts to bring up these issues with the institution administrators had

not been fruitful.

In one practice session, they used the Seasonal Calendar format to lay out the courses and

other activities by month, identifying by gender who has access to them.

Over the course of the week of the workshop, the Volunteers and their counterparts decided

that a very objective way to analyze some of the differences would be to use the Seasonal

Calendar format. They planned to do this with their fellow staff members on their return

from the workshop.

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In-Service Training, Guyana, 1996
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Seasonal Calendar

Introduced as Tool to

get the “True Picture”

in PDM Workshop –

Zambia

In Zambia a Training of Trainers was followed by three Project Design and Management

(PDM) Workshops for Community Health and Water and Sanitation Volunteers and their

counterparts. After a day of exploring ways of empowering communities, on the second day

of the workshop the participants addressed the topic of tools for gathering community

information, including finding reasons for successes and failures of past projects. Several

options were presented to the participants, and their choice was the Seasonal Calendar since

sometimes failures are due to trying a project at the wrong time of the year.

The participants self-selected into four groups, one each to look at agriculture, education,

health, and cultural events (social and religious). In the small groups they brainstormed all

the items for the calendar they could think of, placed them on small calendars they had,

decided which of the items should be put on a large calendar, and selected a spokesperson

to put the items on the composite calendar and explain them.

When the small groups had completed their work, they pulled their chairs around a large

wall chart marked off into twelve monthly segments. They were asked, “When does the year

begin?” They decided to start in October as that is when the agriculture cycle begins.

Their calendar is on the next page. Perhaps unique to their calendar are the health entries

related to wild animals; some of the participants lived near a game park which presented

some unique health hazards.

The processing questions included:

1. What implications do you see for project design? (This question never had to be asked.

As soon as all the entries were put on the large calendar, others started asking questions

to understand the items and identify the interrelatedness of different entries.)

2. How does it relate to a community project? (Of particular interest to host country national

participants was how this technique showed the “big picture”—how the different

aspects of life fall into time relationships with each other.)

3. How would you apply this technique in a community? (There was a marked division

between Volunteers and host country counterparts on this questions. The counterparts

felt the community members could do this technique as they had, whereas the Volunteers

felt that since many of the community members were illiterate, perhaps the Volunteer

would have to take their information and place it on the calendar.)

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Following a PACA training of trainers (TOT) workshop provided to Associate Peace Corps

Directors (APCDs), pre-service training (PST) training directors and technical trainers,

language coordinators and other PST staff members, the PST training staff used a modified

form of the seasonal calendar tool to do preliminary planning for their PST. Their goal was

to see when and how they would integrate knowledge and skills acquisition of Gender and

Development (GAD) and PACA into their PST.

They started with three flip charts labeled: List of Skills, To Do, and Techniques.

With each component of training represented by different colored post-it notes, staff

members wrote specific items that they thought should be included in the PST. The items

were placed on the flip charts.

Example:

List of Skills To Do Techniques

maps

observation other gender info

interviewing daily activities

They then constructed a large calendar on the wall with PST training dates across the top and

components of training down the side. Based on the considerations for their own component

of training, they moved their post-it notes to dates during the training program.

Guinea Bissau Field Insight (Page 1 of 2)

SEASONAL CALENDAR FORMAT ASSISTS

PST STAFF IN DEVELOPING CALENDAR

OF TRAINING EVENTS (COTE) –

GUINEA BISSAU
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Guinea Bissau Field Insight (Page 2 of 2)

PST Calendar

Dates: July July Aug Aug Aug Aug Sept Sept

Components:

Language

Technical

CrossCultural

Health and

Safety

Once the post-it notes were in place, there was a visual picture to help all PST staff members

discuss their ideas. Where do skills need to be taught? In what components? Where did they

see ways to integrate components, reinforce each other? Where was there repetition?

overkill? In the course of their discussion, they could combine, move, or eliminate the postits.

This was considered a preliminary plan as the entire PST staff had not participated in the

PACA training and was not present. They planned to incorporate this planning tool into the

PST TOT.

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Needs Assessment Leads

to Two Lists: By Importance and

By Possibilities for Action –

Turkmenistan

A Women in Development Workshop in Turkmenistan was attended by TEFL Education

Volunteers and their counterparts, all secondary and university teachers in urban areas. The

Needs Assessment and Priority Ranking tool was used in the following way.

Step 1

The group brainstormed “Problems that women and girls face.”

The list included (this is not all of the items):

• Salaries don’t meet needs

• Salaries come three months late

• Inflation

• Overlooked, overworked

• Discrimination in education

• Men’s alcoholism

• Women’s alcoholism, drug abuse

• Women must serve husband’s guests

• Single mothers: stigma and financial burden forces them to find a husband

• Physical and mental abuse

• Emotions are stifled (teenage girls and young women)

• Emotions, hobbies stifled

• Limit of opportunities (for future)

• Health, family planning, sex education

Step 2

The top five problems (not in rank order) selected through voting were:

• Overlooked, overworked

• Health, family planning, sex education

• Limit of opportunities (for future)

• Emotions, hobbies stifled

• Physical, mental abuse

Step 3

To determine priorities, pairwise matching was used. A question arose over whether they

were ranking them by importance or by possibilities for action. It was decided to rank them

twice: once by importance, and once by possibilities for action.

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The rankings were:

By importance By possibilities for action

1. Physical, mental abuse 1. Health, family planning, sex education

2. Overlooked, overworked 2. Emotions, hobbies stifled

3. Health, family planning, 3. Limit of opportunities for the future

sex education

4. Limit of opportunities 4. Overlooked, overworked

for the future

5. Emotions, hobbies stifled 5. Physical, mental abuse

An interesting observation: the top issues in terms of importance were seen as things nothing

could be done about by PCVs and counterparts.

Step 4

Volunteers and their counterparts met to discuss possible action plans for themselves. This

was considered a very important step because Volunteers have said repeatedly that girls and

women feel their problems are overwhelming and they can’t do anything about them. It was

felt that this attitude about not taking personal action was a legacy of the Soviet system where

the state was the one to solve the problems.

Some of the actions determined were:

• a summer camp for girls

• a mini-WID conference based on this one to encourage more girls and women

• a Career Day

• future meetings to develop an action plan

WIDD Workshop, Turkmenistan, 1995

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Needs Assessment and

Priority Ranking by

Urban and Rural Groups –

Albania

A Women in Development organizing meeting in Albania was attended by TEFL, SBD, and

Agro-forestry Volunteers interested in working on women’s needs in their communities, in

both rural and urban areas. The Needs Assessment and Priority Ranking tool was used in the

following way.

Step 1

The group was divided into rural and urban, according to where they worked in the country.

Each group brainstormed “Problems that Albanian women and girls face as they perceive

them,” not as perceived by the Volunteers themselves.

Step 2

The top five problems (not in rank order) selected through voting were decided on in each

group and placed on the group’s flip chart.

Step 3

To determine priorities, pairwise matching was used first by ranking them by importance of

the problem. Then the same list was re-ranked, based on possibilities for action. When the

two groups met to report out their lists and priorities, it was clear that each group arrived at

a similar list but with some differences. More importantly, the priority orders were quite

different. This reflected a common development issue, i.e., the development agenda is often

set on the basis of the urban development agencies’ workers and their perspectives, while

those priorities and issues may not be shared by the rural population often targeted as the

beneficiaries.

WID Organizing Meeting, Albania, 1996

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TEFL and SBD COMMUNITY NEEDS

ASSESSMENT and Priority Ranking:

REACHING CONSENSUS –

LITHUANIA

An application of the Needs Assessment and Priority Ranking tool was used in the Small

Business Development/Teachers of English as a Foreign Language Regional Staff Workshop

“Education for Participation” in Lithuania. Seventeen TEFL and 16 SBD/SED Associate

Peace Corps Direc-tors (APCDs) participated. The session and results are below.

Rationale

The PACA Needs Assessment and Priority Ranking tool has direct application to Peace

Corps programming. As a gender-differentiated ranking tool, it elicits opportunities for

project intervention based on community preferences as identified by all stakeholders.

Time

3 hours

Goal

To reach consensus on identification and prioritization of Business Education and TEFL

programmers’ perceived community needs in the Europe/Central Asia/Middle East Region.

Objectives

1. to identify how programmers perceive community needs based on all sources of

information;

2. to practice pairwise ranking technique and demonstrate cross-sectoral, intra-regional

consensus reaching; and

3. to relate the community needs assessment to programming and training that incorporates gender realities.

Materials

• Flip chart paper

• Markers

• Tape

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Session Outline:

I. Introduction and Explanation of session (15 minutes)

This session is about identifying how we perceive the needs of SBD/TEFL beneficiaries,

both men and women, in a community context. What have you discovered about how

community members perceive their needs? How do you think community members

would define their needs? Are the needs of women and men different or the same? How

do you think community members would respond to the question “What are your most

important needs?”

For the SBD sector, the community may be the capital city, regional cities, or a smaller

localized community such as a non-governmental organization, high school, or business

center. How do the people, both men and women, in these communities perceive their

needs? Consider business people, clients, customers, entrepreneurs, economics teachers,

Junior Achievement students, and government officials.

For the TEFL APCDs, consider both the school and the surrounding locality as the

community. How do TEFL beneficiaries—the students, teachers, parents, school administrators, and townspeople—perceive their needs in English education? Do you think the

needs of the men and women are the same or different?

Round I: By Sector and Gender (45 minutes)

Tasks:

1. Select a discussion place, facilitator, and recorder. All individuals should

contribute to the discussion so that the results reflect the group consensus and

not an individual’s perspective.

2. Brainstorm a list of gender-specific needs in your sector using this question:

What needs of employable women or men (ages 15 – 35) do you hear about

most often from your best sources in Business Education or TEFL?

3. From the list, prioritize the three most important gender and sector-specific

needs. Record these three needs on a flip chart.

Round II: By Sector (45 minutes)

Tasks:

1. Trainer acts as a neutral facilitator.

2. Ask each group to present their list briefly explaining the categories. The

groups compare and contrast briefly the lists differentiated by gender.

Questions for Discussion:

a. What are the similarities and differences? Why might these be?

b. What relationships are there between items?

c. Why do some items appear only on one list? Why do others appear

on both lists?

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3. Practice the pairwise ranking technique with the six identified needs using

the following question: Which needs can Peace Corps Volunteers (PCVs) and

counterparts do the most about? Determine the top three needs in your sector

and record on a flip chart.

Round III: Total Group (1 hour)

Tasks:

1. Trainer acts as a neutral facilitator.

2. Ask each group to present their list, briefly explaining the categories. The

group compares and contrasts the lists differentiated by gender and sector.

3. Practice the pairwise ranking technique with the six identified needs using

the following question: Which need is more important? Prioritize the top

three needs across sectors and genders.

V. Closing (30 minutes)

Summarize the session outcomes and link them to the next day’s session objectives.

Adaptations and Commentary

When possible, participants should go directly into communities and work with community

members to identify and prioritize their needs. The session plan could also be adapted to use

in supervisors conferences, project plan advisory groups, project plan review, pre-service

training (PST), trainers of trainers (TOT), or in-service trainings (IST). It could also be used

with host government organization partners, selecting Small Project Assistance (SPA)

projects, counterpart workshops, cross-cultural learnings, focusing agendas, community

entry skills, and classroom activities. The consensus on identifying needs may be useful to

incorporate into a strategic plan of action or vision for a community.

RESULTS

Round 1:

TEFL

Women’s Needs

1. Education

2. Job

3. Personal Communications

Men’s Needs

1. Job Opportunities

2. Opportunity to keep learning (abroad, postgraduate studies, retraining, clubs)

3. ESP/Business English, law, computers, etc.

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SBD

Women’s Needs

1. Communication Skills (computer, language)

2. Organizational Development (business/NGO)

3. Career Options (perceptions included)

Men’s Needs

1. Business Planning/Preparation

2. English Language

3. Human Resource Management

Round 2 :

TEFL

Men and Women

1. Communication Skills

2. Continued Learning

3. Job Opportunities

SBD

Men and Women

1. Organizational Development

2. Business Planning/Preparation

3. Communication Skills

Round 3:

Combined Needs – TEFL and SBD

Men and Women

1. Communication Skills

2. Continued Learning

3. Job Opportunities

The following pair wise ranking chart illustrates the identification of the top three needs

across gender and sector which PCVs and their counterparts can do the most about in the

ECAM region:

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Lithuania Field Insight (Page 5 of 5)SBD/TEFL Regional Staff Workshop, Lithuania, 1997

Business Organizational Communication Job Continued Higher

Planning Development Skills Opportunity Learning Education

Business X BP 4 OD 23 BP 13 CS 10 JOP 23 BP CL 25 H. ED 23 BPPlanning Organizational Communication Job Continued Higher

Development Skills Opportunity Learning Education

Organizational CS 23 OD 4 JOP 18 OD 8 CL 17 OD 11 H. ED 12Development X X Communication Job Continued OD 15

Skills Opportunity Learning Development

Commununication JOP 10 CS 17 CL 6 CS 19 H. Ed 4 CS 24Skills X X X Communication Communication Communication

Skills Skills Skills

Job CL 17 JOP 9 H. ED 11 JOP 16Opportunity X X X X Continued Job

Learning Opportunity

Continued H. Ed 2 CL 27Learning X XXXX Continued

Learning

HigherEducation X XXXXX
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Booklet #8 Field Insight

Needs Assessment and

Priority Ranking Used To

Select One Issue as Focus

of Workshop Content –

Romania

A Women in Development Workshop in Romania was attended by TEFL, SBD, and Social

Work Volunteers and Romanian women working on women’s issues in their communities,

both rural and urban areas. The Needs Assessment and Priority Ranking tool was used in the

following way.

Step 1

The participants were divided into five interest groups, based on area of interest which they

had chosen before they arrived. Topics included Women and Politics, Women and Business,

Women and Violence, Women and Health, and Empowering the Next Generation. The

women remained in these topic groups throughout the workshop.

Step 2

Each topic group brainstormed “Problems that women and girls face in ________________

topic area.”

Each topic group arrived at a different list, based on their area of concern. The list included

(this is not all of the items):

• Unemployment (Women and Business, Women and Violence)

• Salaries don’t meet needs (Women and Business, Women and Violence)

• Inflation (Women and Business)

• Overlooked, overworked (Empowering the Next Generation)

• Discrimination in education (Empowering the Next Generation)

• Men’s alcoholism (Women and Health, Women and Violence)

• Women’s alcoholism, drug abuse (Women and Health, Women and Violence)

• Physical and mental abuse (Women and Violence)

• Emotions are stifled (Women and Violence)

• Limit of opportunities for future (Empowering the Next Generation)

• Health family planning, sex education (Women and Health)

• Lack of political representation (Women and Politics)

Step 3

The top five problems (not in rank order) selected through voting were decided on in each

topic group and placed on the group’s flip chart.

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Step 4

To determine priorities, pairwise matching was used first by ranking them by importance of

the problem. Then the same list was re-ranked based on possibilities for action.

Step 5

The participants used the “possibilities for action” list to identify one problem on which they

would work as a small group during the workshop. This problem then became the basis for

a number of sessions on project planning and design, fund-raising, and other organizational

skills which were the substance of the workshop training. Each topic area group had chosen

their own problem based on the priorities within the topic area, not within the whole range

of problems faced by women in Romania.

WID Workshop, Romania, 1996

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Needs Assessment and

Priority Ranking Tool:

Some Suggestions

and Alternatives –

Paraguay

When the Needs Assessment and Priority Ranking tool was practiced at the Gender and

Development Training of Trainers Workshop in Latin America, several suggestions were

made for ensuring that the Needs Assessment tool is not an isolated, linear activity when

working with a community group. Some of the suggestions included:

1. Spend time walking around the community with local people (both men and women)

talking about what you see, asking questions, getting a feel for the community.

2. Begin working with groups using the Community Mapping and/or Seasonal Calendar activities. They provide both a warm up and give context to problem areas.

3. Consider having problems expressed in different ways, and avoid confusing problems, causes, and effects (which may happen in a simple list):

a. Using cards and a pocket chart, have participants draw pictures of problems,

causes, and consequences. They can be moved around in the pockets until

sequences make sense.

b. Create problem trees, with problems written or drawn on cards. Then causes and

effects can also be drawn and placed in spatial relationship to the problem. Cards

can be moved around as needed.

c. Have critical situations dramatized. Stop the action and discuss the problems and

potential solutions.

d. Ask each person to “bring” (suggest) a problem their own household faces; in

sharing them, they realize others have the same problems.

An alternative way to determine priorities

Divide into small groups to discuss the list of problems developed. In the small group

develop consensus (not voting). Then combine small groups and repeat the process with

more people. Finally, have the entire group together, again reaching consensus.

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GAD TOT, Paraguay, 1995

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NEEDS DEVELOPED

AND REFINED FROM

COMMUNITY MAP –

GUINEA BISSAU

At a Participatory Analysis for Community Action (PACA) training of trainers for preservice training (PST) trainers, the mapping practice was done using the training site as the

focus. The next day the needs assessment session was introduced. To demonstrate the

technique of paired ranking, information was used from the community mapping session.

One group of trainers was guided through a paired ranking of the needs and wants they had

identified the day before on their training center map. A helpful step that was added to the

session was to outline the distinction among four terms—problem, cause, need, and action—

and then to have the group restate their needs in action terms.

For example:

problem: no water

cause: lack of well

need: well

action: dig a well

PACA TOT for PST Staff, Guinea Bissau, 1997

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Urban Uses of

PACA Tools

In the InterAmerica Program and Training Officer, Training Director, and Senior Associate

Peace Corps Directors (APCDs) Conference in Jamaica, a group of participants who had

experience with urban programs discussed how PACA techniques, drawn from rural

Participatory Rural Appraisal (PRA) models, could be adapted for use in urban areas.

1. What would constitute an urban community?

• A community within a large urban area

• Groups by definable area or unit or affinity:

Sub-neighborhood

Students

Market People

Wholesalers, etc.

2. How could PACA tools be used?

• Community maps

community or neighborhood, itself

community related to city

market, services, etc.

• Transect maps

meander through a community versus a straight line

real interpretation by local residents, such as:

— location of “crack” house

— other dangerous areas

• Seasonal Calendar

school or day care

holidays and celebrations

holiday employment

tourist seasons

climate

labor demand curve

foods: prices, availability

elections and related services, political considerations

organizational calendar (Kiwanis, Elks, Rotary, etc.)

• New tools

Daily schedule of activities in typical week

— group dependent

Network analysis between individuals and/or organizations

3. What are considerations and possibilities for use?

• Possibility of using tools from two different perspectives:

Volunteer Support

Project related

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• Heterogeneity of urban communities

People not knowing each other

Extended family network probably more distant

• Distrust of people asking questions

Should be conducted with trusted cultural interpreters

• Urban pace

change is constant and ongoing

ability of participants to spend the time to do this (willingness)

• Women’s roles

out of the house

unavailable for these activities

possibly more independent from men

• Look at communities as inter-personal networks; use these or other definable groups

market people

students

street kids

wholesalers

older people, etc.

• May need more time to gain trust before doing PACA activities

• Resource surveys should or could be carried out

• Locate municipal projections for neighborhood or community

• Elicit five to ten year vision of community from the group

• Rural to urban migrants:

expectations when group came

current expectations

hopes and aspirations for children

• Statistical information and maps may be available to supplement participant information gathered (sewer, water, community services, roads, parks, etc.)

• Focus information gathering to the baseline information really needed for (PCV)

personal support and project

Urban Uses of PACA (Page 2 of 2)

Inter-America PTO and TO Workshop, Jamaica, 1994