Third PME training workshop schedule (May 31-June 2, 2001)

1

Day 1 (May 31, 2001) 9:00 - 9:15 am 9:15 - 9:30 am 9:30 - 11:00 am 11:00 - 11:30 am 11:30 - 12:30 am

Welcome remarks by Xu Jianchu Introduction of the purpose of this workshop by Ronnie Vernooy Report of field activities by the GAAS team Break Report of field activities by the KIB team

12:30 - 14:00 pm

Lunch and rest

14:00 - 15:15 pm

Report of field activities by the Yunnan Maternity and Child Health Center (YMCH) Break Further discuss issues of concern

15:15 - 15:45 pm 15:45 - 17:30 pm

2

3

Day 2 (June 1, 2001) 9:00 - 10:30 am 10:30 - 11:00 am 11:00 - 12:00 am

Collectively discuss the PME publication Break Evaluation of the workshop

12:00 - 14:00 pm

Lunch and rest

14:00 - 15:00 pm 15:00 - 15:30 pm 15:30 - 16:30 pm

Continue the evaluation Break Discuss the next PME action plan

Day 3 (June 2, 2001)

Due to the bad weather, the field visit was cancelled. Further discussions on the PME action plan was organized. The participants were divided into two groups. The first group discussed practical PME follow-up projects, and the second one, activities on the diffusion of knowledge and experience on PME. In the afternoon the participant started to leave Baoshan.

Presentation of results and brief analysis of the third PME training workshop (May 31-June 2, 2001)

4

First day’s activities (May 31, 2001)

4.1

Welcome remarks by Xu Jianchu

Xu Jianchu, the president of this workshop, welcomed all the participants and briefly reviewed the first and second PME workshop which took place in Guiyang and Kunming. He invited everybody to actively participate and speak out during the workshop and hoped we will come up with appropriate plans for the next steps. 4.2

Ronnie Vernooy introduced the procedure of (translated by Xu Jianchu)

this

workshop

Dr. Ronnie Vernooy presented the workshop’s schedule, which consisted of four parts: 1 Review of field activities by the different teams (31/05) 2 Dissemination of the work done (results), and insights (02/06) 3 Evaluation of the PM&E training project (approach, methodology, process) (02/06) 4 Next steps (02/06) Ronnie Vernooy put forward the following 10 questions to inquire the degree of the participants’ comprehension of PME: How did you deal with the 6 key questions? How does the original PM&E plan compare to the actual field work? What has PM&E added to your project? And beyond the project? What has been/have been the highlights of the PM&E training? What has been/have been the major challenge? Whose participation, in what? For what? How to scale up and institutionalize PM&E? How to measure progress or success of PM&E? How do we assure adequate communication among team members and stakeholders? How to develop suitable tools, especially appropriate for farmers? Different teams gave similar answers to above questions. Answers from the GAAS team: •

Contribution of PME • Enhance the community’s organization and managing capacity • Find and resolve the questions on time

• • • •

Promote understanding and cooperation among relevant groups The implementing organization can effectively and quickly provide evaluation and monitoring methods. The total and successful project plan can be guaranteed if PME is implemented throughout the project procedure. Provide bigger participation opportunity for community inhabitants.

•

Highlights of PME • Magic wheel • Motivation and method of the relevant participating groups • Establish indicator system with different groups for common evaluation • Participation of the local government • Always want to improve one’s own work • Select appropriate objects to monitor and evaluate • Project staff must have proper understanding of PME • Implementing PME during the procedure is better than implementing it in the end.

•

Identification of the indicators • Capacity building • Make PME method work • It is difficult to combine with traditional monitoring and evaluation methods • Need to disseminate and promote the extension of PME • Existing national system • Villagers organize themselves consciously to do PME • Develop tools

Answers from the KIB team: •

Value of PME • Increase professionalization (possess the feeling of accomplishment) • Trust each other • Understand more information beyond the project • Share the risks • Community’s feeling of identity • Improve project management • Pinpoint the objectives and anticipate the results

•

The challenges of PME • Make most people to accept PME’s thinking • Turn back to PME indictors the time of day • Facilitators need to be flexible and very skillful • Conflict management • Who should carry out PME? Researcher or local farmer? • Complicated social relationship

•

Contribution of PME • Increase the transparency of project management • The farmers change their attitude toward the project • Increase community’s self-development capacity • Bear responsibility

4.3

Project activity report by Sun Qiu on behalf of GAAS team

The presentation showed that the field activities followed PME theories and methods. All the team members took actively part in the project activities. One of the lessons learnt was the successful cooperation with local government agencies in the field to facilitate conflict management. GAAS team presented the application of PME through the presentation of the setting of water resources management on the project site, addressing the following questions. • • • • •

Figure 2 Project report of GAAS team (by Sun Qiu)

Why PME must be done on these sites? What can PME do? Who will do PME and for whom is PME done? Explain why a certain village was elected to implement PME How to implement PME?

The identification monitoring indicators has been a difficult issue for the PME practitioners during the activities implementation. However, the method for identifying indicators through always revising established ones to add new ones is interesting. The former are put forward according to the experience of researchers and the latter are mainly put forward by farmers during the implementation procedure to fit their local situation.

4.4

Report by Prof. Chen Deshou

on behalf of the GAAS team This report presented the evaluation and self-review of the ‘CBNRM’ project, which has been implemented for 6 years. It shows the successful utilization of PME for natural resources management. This report also presents in detail the methods used and the results obtained. Through this report we find the following important aspects. •

Sufficient preparation • The work content in this report is based on strict proposal not for fulfilling the task temporarily. • Before entering the site the team members discuss in detail and design 5 important issues to discuss. • How many years we have been implementing the project and what for after all? • What is the most effective activity implemented in your village? • What benefits have been gained through the whole project? • What is the activity, which has brought the least benefits in your village? Why? • Which activities are worthy to be extented to other communities? • Perfect the project evaluation design, through comparing project evaluation between trial area with non-trial areas, for example.

• Mobilize sufficiently local farmers’ initiatives PME emphasizes very much the participation of relevant stakeholders. It is shown through the report tables that not only the team members took an active part in the implementation of PME but also local cadres and farmers participated in the discussion during the evaluation procedure. • Skillful methods The whole bag of tricks was used during the implementation to deal flexibly with the local situation. For example, when looking at the issue of the ‘recognition of the project purpose’ the speaker’s answers were recorder together with their sex. • The project selected was pertinent The following conclusion was reached through answering the second issue: ‘Projects are successful and effective if they are closely related to farmers’ lives and production, if

communities are willing to raise funds and contribute labor, if technological training is provided, and if the established management system which is strictly followed’. 4.5

Report by Stephanie Mas on behalf of the KIB team

Stephanie Mas presented the implementation of PME in the PARDYP project, in the Xizhuang watershed. The emphasis was put on the overall process of introducing and experimenting with PME and the different methods used, rather than on the various activities implemented. (Translated by Xu Jianchu. See figure 4)

4.6

Figure 4: Report of KIB Stephanie

Report by Li Yan on behalf of the YMCH team

As a staff of the Yunnan Maternity and Child Health Center, Ms. Li Yan presented a different picture of the PME function and role. Her team took part in a similar training process offered by CIDA. After analyzing the advantages and disadvantages of PME, she concluded that PME does not adapt to all situations, especially in poor and remote rural areas. PME is sometimes unpractical and can not reach its goals.

Figure 4: Report of YMCH (Li Yan)

5 5.1

Second day’s activities (June 1, 2001) Publication and dissemination of PME results

Three training workshops were conducted in China, in Guiyang, Kunming and Baoshan, in 1999, 2000 and 2001. Sharing the results is an important output of the PME training. Ronnie Vernooy, Xu Jianchu and Sun Qiu discussed together the publication of the results. They put forward the following publication plan to be discussed by the workshop’s participants.

5.2

Evaluation of the PME training sequence

5.2.1

Review of the PME workshop

What impressed you the most during each workshop?

•

Workshop in Guiyang in July 1999 • The Magic wheel • The original work plan established • Introduction of PME through games • Realize the gap with GAAS • A big book is not as good as practice • I am convinced that PME have many advantages which traditional method lacks • Unique way of introducing each others • Basic understanding was gained.

•

Workshop in Kunming in April 2000 • Team spirit • Discuss the tools of PME • Learning model through flexible participation • I was inspired with PME methods and thinking after experimenting it • Exchange of ideas and lessons learnt as well as giving advice, through the participation of two teams • Basic understanding and mastery over PME’s concrete operation method • KIB made a good POWERPOINT presentation and had a clear understanding of the PME tools • Explain the concept of PME

•

Workshop in Baoshan in May 2001

5.2.2

What is the topic of PME evaluation? • • • • • • • •

Individual manner of applying PME Training method What we learnt? What are the similarities and differences between PME and other participatory methods? PME tools and methods Master over PME methods PME tools Effective PME indicators and tools

• • • • • • • • 5.2.3

Workability of the methods which PME introduces Indicators for PME evaluation Mutual promotion of PME methods Combine PME with each projects Applying capacity of PME PME’s promotion at work Applying in the field and the issues in the next workshop Participating degree of the workshop participants Group evaluation of the PME workshop

According to the above areas of interests, the T-tool was used to evaluate: PME methods and tools, field applications, the training process and the role of the facilitator, PME concept and content, and individual trainees attitudes and behaviors. Suggestion

Negative aspects

• •

•

Positive aspects

Evaluation of PME methods and tools • Negative aspects: • Lack of practice • Subjectivity • Lack of new tools / innovative application of the tools • Suggestions: • Tools could be developed by team members together during preparation sessions • Positive aspects: • PME methods and tools help to quickly understand relevant situatiosn • Easy to master and useful • The tools are easy to use in the field, but they can also be too simple • Relevant PRA tools can be used for PME • Clear understanding of PME methods and tools • Easy to master and convenient to operate • Simple and explicit • Master basic tools and their advantages and disadvantages PME’s application in the field • Negative aspects: • Different stakeholders • Lack of flexibility • Not enough practice

• • • • •

No practical PME has been done Lack of guidance Weak ability for implementation Limited skill to implement More opportunity to practice • Suggestions: • increase practical opportunities • continue training • More practice • Strengthen the team’s ability in the field • Positive aspects: • Continue to use the concept and methods of PRA in the field • Possess certain applying capacity through learning •

PME training workshop + facilitator’s role • Negative aspect: • Language limitation • Suggestions: • Organize more training and develop more sites to reach more people • More discussion opportunities and time • Training of local trainers • Conduct PME exchange on the spot • Organize internal expert training • More training for practical implementation skills • Could 3 workshops be united into 1 or 2 workshops? • Positive aspects: • Effective and dynamic participation • Lack enough experience of training the farmers • Rich and colorful models were adopted • Training method is practicable • Vivid and vigorous • Training methods are flexible and changeable • Trainees’ enthusiasm has been mobilized fully

•

PME concept and content • Negative aspects: • Not clear (attend only once) • Lack of understanding • Problem of understanding • Lack of Chinese materials • Suggestions: • Strengthen the connection with other concepts and contents of PRA • Translate training materials

•

•

Publish a public edition in Chinese Positive aspects: • Deepen the understanding of PME • Explain the 6 basic concepts • Explain the basic PME concepts and training content • Systematical and comprehensive understanding

Individual attitude + behaviors • Suggestions: • More patience and time during field work • Positive aspects: • Is one part of the community • Is coordinator not researcher • Participant’s attitude is changed totally by PME • From now on actively take part in the field site and promote PME extension step by step • Do one’s best to conduct PME activity with farmers and other relevant groups • Misunderstanding-understanding-acceptance-applying self-consciously

5.2.4 •

•

The three training workshops’ effects on participants (presided by Li Yan):

The first phase • The results 3 basic concepts, 6 basic issues, understanding of PME, take part in actively, individual attitude is very important, realization of PME and its basic methods •

Shortages

Difficulties in applying the PME theory in the practice, lack of experience, lack of operation in the field, slow operation procedure, do not know how to operate in the field, difference between PRA and PME •

The second phase • The results Practiced PME, enlightenment after exchange between the two teams, clear procedure, concept is understood step by step, can do a little applying, have basic understanding of PME, know its concept and methods, begin to turn over to think after action, enhance of handling affairs, design project according to PME’s thinking, learning attitude. •

Shortages

Selection of PME indicators, utilization of tools and development of new tools, how to practice PME •

The third phase •

Results Extend tools, learn tangible evaluation methods, try to use in other projects with a better effect, contact first and have deep experience, rich content, have basic understanding of PME, further understanding, understand comprehensively PME, distinguish PME and PRA, operation of PME is clearer, how to do, deepen realization of meaning and usage of PME, enhance understanding and applying capacity of PME, learnt many field practical experiences from GAAS team

•

Shortages Limited in time and energy, how to make PME mechanism, less participation and poor understanding, relationship between PME and PRA, lack of skills and creativity, shortage in personnel, specious evaluation results, need to combine theory with practice, how to extend PME, apply PME in project self-consciously, do not explain why PME is needed

Even though PME methods can play a very good role in resources management or capacity building based on community, not every one accepts this method, especially in those experimental projects. 5.3

Publication issue

Participants: Ronnie Vernooy, Xu Jianchu, Sun Qiu and other participants •

The book structure is as follows: Topic: for decision Chapter 1: introduction Chapter 2: participatory research in China Chapter 3: methods Chapter 4: PM&E in the field

Work division invite public bidding Ronnie KIB Ronnie GAAS 1&2, KIB, case study from KIB, GAAS 1&2

Chapter 5: conclusion Three exercises, evaluation of the training process, 10 issues, issue of mechanism, next step References Thanks Appendix: list of participants

•

Schedule: First draft: before the end of June, 2001 Synthetic draft by Ronnie: before August 15

Feedback by GAAS and KIB: before August 31 Final version and design: September Publication: October 5.4

Next steps

The participants split into four groups.

Input Who will Other do resources Editor in chief, author, time, fund, workshop, on the spot activity report

Activities

Results

Publish book

Share our experiences and lessons

The first group People with PME experience, 2002

KIB, GAAS, 2002

KIB, GAAS, 2003 (1-6)

Each person should make their own PME work plan, practice and share Participatory development of PME tools, train farmers in participatory skills PME workshop, training of trainer, share PME tools through internet, share PME with other trainee in other projects

Self-enhancement

Practice again

Share with other practitioners

The second group Trainer, use local materials and fund

GAAS, KIB

The third group Researcher, farmer and government officers, bear in mind PME Researcher, farmer and government officer,

Training of relevant groups, joint projects (practice) Joint training program such as government taking part in visiting and exchanging with southeast countries and various organizations, report in schools, to researcher institutes and to communities

Use PME in existing project or preparatory project, promote and develop PME

Take full advantage of existing case and resources

Arrange PME into projects Use PME self-consciously plan Publication, workshop, joint field work, continue

Share and exchange, make PME mechanism

experience, opportunity, time and case Relevant personnel at all level of project team, beneficiary, message, fund support and technology support Compile the book mainly by the researchers with PME practical experiences of Yunnan and Guizhou, IDRC provides necessary fund for compiling and publishing, October, 2002 The forth group

to monitor and evaluate water resource management Conduct workshop and other exchange, develop appropriate tools, spot, time, discuss, develop and disseminate materials

Combine PME with traditional methods

The compiling personnel from 2 provinces conducts jointly 2-4 PME activities and summarize their experiences

Compile a popular PME edition

Researcher, government officer, technician, local people, donor

Monitor the growth and decline of forest resources, monitor water resources at the community level

Produce successful PME cases

Researcher, government officer, technician, local people, donor

Publication, conference exchange

Share experiences and lessons

5.4.1 Proposal for next steps • The first team What When Jointly practice 2002.2 PME in the field

Who Yuan Juanwen, Wang Jianhua, Zhang Lanying

Self PME work plan

2001.12.31

All of the three team members

Develop PME tools

2002.12003.12

Team members

How Design jointly Implement unitely Hani in Banna and Luodian in Guizhou Finish case report Feedback of experience exchange Each person looks for a small topic, small project or small activity for which he/she will set up a yearly plan and implement it according to his interest and task Arrange materials Discuss the use of tools Appraise field innovations through comparison

Finance *

*

Practice in the field and train farmers Exchange and share among the 3 teams Regular exchange among project members

2002

Each project

Train community cadres

*

Annual meeting

3 teams and others

Exchange of experience

*

Project coordinator and team members

Work by law and work plan

• The second team Who What/How Develop extension teaching materials PME workshop Person with PME background KIB, GAAS, YMCH mixed group

Training of trainer Train community manager Train other project members Organize visiting and exchange PME special, monograph, website

When

Where

2002.1-3

Kunming, Guiyang

2002.5-7

Lijiang (health project) Hongfan Lake in Guiyang (project site) Project site

2002.8-10

Project site

2002.8-12

Project site

2002.4 2003.1

2003.3-5 2002-2003

Project site, southeast countries, Canada PRA network of 2 provinces

Why

1. Promote PME 2. Promote to achieve the project goal 3. Enhance self development capacity of community