RRA Notes 19: Training

This special issue of RRA Notes focuses on the need to move towards a new learning paradigm for agriculture and rural development.

Article, 01 February 1994
Participatory Learning and Action
A journal for newcomers and experienced practitioners alike.

February 1994

Guest Editor: Jules Pretty

Evidence suggests that in order to develop a new learning paradigm, there are three essential areas to tackle. These are: 

  • new methodologies for partnerships, dialogue, participatory analysis and sharing; 
  • new learning environments for professionals and rural people to develop capacities; and 
  • new institutional environments, including improved linkages within and between institutions. 

The most sustainable solutions lie in the overlapping central sector of these three areas. The papers in this issue of RRA Notes are seeking to explore how we can better understand the process of moving towards this central zone. Many issues are identified in the 26 papers that are important for trainers and facilitators of learning.

This work is licensed under the Creative Commons Attribution-Non-Commercial-Share Alike 3.0 Unported License. Content can be freely reproduced for non-commercial purposes, provided the source is fully acknowledged. 

Follow the links below to download the whole issue or individual articles in pdf format.

Download the complete issue.


Editorial: Training for learning
Jules Pretty

Section A: Training in universities

PRA training in universities: some thoughts prompted by a recent workshop in Canada
Andy Inglis and Janice Jiggins

RRA training in a UK-based rural development course
Mick Howes

PRA exercise in an Indian village – a retrospective evaluation of the process
N. Narayanasamy

RRA training in a US Masters programme: the director's view
Stephen Howard

RRA training in a US masters programme: the students' view
Tracy Mygrant

Learning by doing to enhance local initiatives
Marc Limmerink

PRA training for health workers
Neela Mukherjee

Section B: Reflections of new trainees

Some reflections of a new PRA participant: the action researcher
Kavita Srivastava

Some reflections of a new PRA participant: the development manager
Manu N. Kulkarni

Section C: Reflective Learning of Trainers

Extracts from a trainer's notebook
Alice Welbourn

Reflections of a trainer
James Mascarenhas

Section D: The Forgotten Issues: Training Areas Commonly Overlooked

Making a difference: integrating gender analysis into PRA training
Irene Guijt

From participatory appraisal to participatory practice: viewing training as part of a broader process of institutional development
John Thompson

Some insights into training for Rapid and Participatory Appraisal in a northern setting
Uwe Kievelitz and Reiner Forster

PRA training workshops: follow up issues from Uganda and Ethiopia
Parmesh Shah

Participatory Rural Appraisal in a women's health education project in Bangladesh
Marcy Vigoda

Applying the methods to a new context
David Thomas

PRA learning methods in agricultural policy analysis: implications for training
Gerry Gill

Training in Rapid Rural Appraisal for baseline data collection and target group identification
Bill Duggan

Applying PRA methods to Participatory Monitoring and Evaluation: report on a course held in El Obeid, Sudan
Suzanne Quinney

Training of village analysts: from PRA methods to process
Parmesh Shah and Meera Kaul Shah

PRA training for church workers: an example from Tanzania
Thomas Kroeck

PRA training in the participants' workplace: an example from Kenya
Kenneth K. Odero

Section F: Training Tips and Ideas

Juggling game to energise a seminar
Sarah Holden

Twenty-one ways of forming groups
Robert Chambers

Twenty-one tips for short PRA workshops with lots of people
Robert Chambers