Since the 1980s there has been a rapid expansion in use of participatory diagram methods for collecting information as part of both planning and research processes. It is now widely accepted that poor people can provide complex analyses of their situation and problems and propose realisable ways forward. PALS (Participatory Action Learning System) is an innovative approach which builds on both new and established participatory methods to develop information systems for local level empowerment, grassroots-based advocacy and programme-level decision-making.
In PALS, grassroots groups are supported to identify their own information needs and use participatory diagram methods to collect information which is useful to them. The diagrams and discussions are then recorded in group minutes as accurate reflections. They are an accessible record of group activities. The diagrams are redrawn at intervals to track changes/benefits/worrying trends over time. The group level processes are scaled-up and given additional strength through the use of networking events and fairs where group-level information is exchanged and consolidated between groups. This helps them in lobbying and advocacy. Also, these events provide a forum for more systematic programme-level aggregation of information, ideas and participatory planning.
PALS Methodology
The primary focus is to build up skills, capacities and networks at community-level, particularly for the most disadvantaged groups. Information collection is not seen as an end in itself, but as a means for improving programme interventions, increasing accountability of local governance, and ultimately provide inputs to influence macro-level economic and social policies. Sustainability and dynamism are further maintained through building on existing information system at group, programme and donor levels, refining and streamlining each and linking them into a loose ‘system’ for more strategic institutional learning.
Tools of PALS
The tools are used systematically, as a cumulative process of awareness raising, training, planning, monitoring and impact assessment, lobbying and advocacy. Each tool, depending on its purpose, can be used to collect both qualitative and quantitative information on a range of economic, social and political issues. When using these tools, a number of key processes are followed to increase participation of the poorest and those who are illiterate. These tolls provide standard guidelines for participation. They use symbols and drawings, rather than words. This enables illiterate women to fully participate in discussions and also to remember and recall discussions based on the drawings produced.
At all levels, PALS is based on the use of a number of very basic diagram types which analyse different types of logical relationships (see Box 1).
Diagram sheets are kept by the groups or individuals which drew them. The key points and the conclusions are summarised briefly and included as notes for understanding the diagrams. Also, differences of opinion, participation details or problems of specific members and so on are recorded. The diagrams are revisited and redrawn at intervals to track changes over time or following the changes in programme interventions or economic policies. The degree of rigour and cross-contextual standardisation with which each tool is used depends on the precise purpose. Where quantification is needed, for instance, lobbying, this is included on diagrams or put on easy to fill formats, again mainly using symbols. For use at programme level, diagrams are photographed using a digital camera and filed together with checklist and points needed by programme staff for programme implementation and programme improvement.
The sequencing of the exercises themselves and the ways in which different diagrams are combined is guided by principles of Empowering Enquiry. The focus is on looking at what people themselves want, what they have achieved, why they do what they do and how they can be supported by a programme to achieve goals of the programmes and people’s aspirations.
Although, primarily participatory diagram tools are used, more conventional, qualitative and quantitative methods are also used when needed. They are used for in-depth investigation of sensitive issues and/or to produce statistics or for enhanced involvement of certain key stakeholders. Other methods used are photography and video to provide a visual and universally accessible means of communicating information.
The paper highlights the experience of ANANDI, an NGO in using PALS for a participatory review of programmes. ANANDI is an Indian NGO helping women belonging to some of the poorest and most marginalised communities in Gujarat to organize themselves for collective action on a range of issues from basic needs and crisis management to gender violence and gender advocacy. Activities also include livelihood development strategies, women’s enterprise development, savings and credit.
PALS in Practice
A Participatory Review process was conducted with ANANDI staff, mandal members and partner NGOs in Saurashtra and Devgadh Baria in Gujarat in December 2003. The aims of the Review were to assess the effectiveness of ANANDI’s empowerment strategy and also to train staff in use of PALS Tools. By using the tools, a wealth of qualitative and quantitative information was obtained on aspects such as food security, women’s empowerment, gender violence, and organizational development. Following is an account of the information generated in investigating food security aspect.
Investigating food security
A combination of a calendar and diamond tools were used to investigate patterns of food security in Devgadh Baria Block with the Devgadh Mahila Sangathan (DMS) women Leaders. The exercise started by producing a food security calendar of seasonal availability of food. The women divided the year into 3 periods of 4 months each.
- Rainy season represented by an umbrella, rain and a plough. During this time there is acute shortage of grain. There is tension within the family marked by fights over food shortage.
- Winter season: During this period there is enough to eat and nutritious food like green leafy vegetables available. The drawing depicts green fields, basket full of “rotlas”
- Summer season: During this time dust blows, some farms that have irrigation will have green fields. It is also the season of marriages, festivals. There is water shortage and not enough food but the men drink a lot and get into fights. Families prepare to migrate in search of wage-work to other parts of the state.
The period of most acute food shortage occurs as the summer comes to an end and the rainy season sets in. There is no food to eat, there is acute water shortage for human and animal consumption, and there is no fodder for the animals either. Families have to either borrow money at very high rates or purchase grain paying almost one and a half times or double the normal price.
After drawing out the calendar of food security the groups of women were asked if they could categorise the different levels of food insecurity experienced by the families in their area. The categories they came up with were:
- Food sufficiency : Have grain for all 12 months, 4 pairs of Bullocks, large land holdings, big storage bins for grain
- Medium sufficiency in food: 1 pair of bullocks, 2-3 bins of grain, food for 10 months.
- Poor food security: Only 1-2 bins of grain, more children, no cattle, food for only 6 months
- Very poor food security: grain only for three months, no plough of their own, no cattle, and very small grain bin.
Lines were drawn on a Food Security Diamond to represent the 4 levels with corresponding symbols.
Then the women plotted themselves relating to which level they felt they belonged in. Most of the women there marked themselves in the poor or the very poor category. A few marked themselves in the medium sufficiency category. The women currently in the medium sufficiency category women said 7 years ago they were in the poor or very poor categories, but with the support of the mahila mandal, the loans and other sources of income, they have been able to move into a better position.
The exercises took 3 hours. The information obtained was far more detailed than what was previously known by staff, particularly in relation to the gender dimensions of intra-household conflict. All these issues could be followed up by further quantification and discussion. Other tools like maps and trees could also be used to quantify and crosscheck the findings.
Conclusion
Experience so far indicates that the methodology has considerable potential to bring together reliable and rigorous quantitative and qualitative information at group and community level. Moreover, this is done in a way which itself empowers participants both in the short and longer term. All the findings from the participatory exercises with a few selected groups would have to be systematically conducted for a purposive or random sample of groups. Also, increasing the ability of programme participants to collect and analyse their own information improves relations between programme staff and participants. It also means that advocacy activities of organizations have a much more solid grassroots base.
There are challenges as well. PALS is currently still in an exploratory phase. Tools and methods are still being developed. In all the programmes where PALS has been implemented so far, the challenge has been documentation for the outside world. Systematic ways of documenting the rich information are needed to feed into programme information systems and aggregation for advocacy and lobbying. It is this challenge which will form a key focus of future development of the methodology.
Full details of these tools, methods and manuals can be found at: http://www.lindaswebs.org.uk /Page3_Orglearning/PALS/PALSIntro.htm and the PALS website: www.PALSnetwork.info. For further information, please contact Linda Mayoux at l.mayoux@ntlworld.com
References
Mayoux L., and R.Chambers, 2005, Reversing the Paradigm: Quantification and Participatory Methods and Pro-poor Growth: Journal of International Development, v.17, p. 271-298.
The full paper from which this article is taken from is:
Mayoux. L., and ANANDI, 2005, Participatory Action Learning in Practice: Experience of Anandi, India: Journal of International Development, v17, p. 211-242.
Linda Mayoux, Jahnvi Andharia, Neeta Hardikar, Sumitra Thacker and Sejal Dand
