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Participatory methods, techniques and tools in project preparation
Participatory methods, techniques and tools in project preparation
In a way the title of this section - participatory methods, techniques and tools - is a little
misleading because the overall aim of this manual is to promote a participatory approach
in project preparation for and with children and young people. Participation is an
underlying value in the manual and using a participatory approach implies that children
and young people are involved in project preparation.
The aim of this section is to provide project planners with participatory methods,
techniques and tools that can be used in the project planning phase for and with children
and young people. At the same time it can be used as a catalogue of ideas on how to
strengthen the participation of children and young people. The tools can be used for doing:
a target group analysis, a needs analysis, a situation analysis and problem identification.
They can also be used for identifying activities, project planning, etc.
Most of the methods, techniques and tools can be used in cooperation with children and
young people. However, before including especially younger children and other vulnerable
children and young people in project planning, read the section "Working with children and
young people". There you can read a number of ethical and practical considerations
related to the involvement of children and young people.
INTRODUCTION TO PARTICIPATORY APPROACHES AND PRINCIPLES ................................................ 2
CHILDREN AND YOUNG PEOPLE AS ACTORS ........................................................................................... 3
METHODS, TECHNIQUES AND TOOLS ......................................................................................................... 4
SECONDARY DATA ......................................................................................................................................... 4
OBSERVATION, FIELD VISITS AND TOURS ................................................................................................. 5
INTERVIEWS .................................................................................................................................................... 6
VISUALISATION TECHNIQUES, TOOLS AND METHODS .......................................................................... 10
DIAGRAMS ..................................................................................................................................................... 11
CHAPATTI DIAGRAM ....................................................................................................................................... 11
MAPS............................................................................................................................................................... 12
M APPING AND PROBLEM IDENTIFICATION ........................................................................................................ 13
SOCIAL MAPPING ........................................................................................................................................... 14
RANKING AND SCORING ............................................................................................................................. 15
PROBLEM RANKING ....................................................................................................................................... 16
OPPORTUNITY ASSESSMENT .......................................................................................................................... 16
M ATRIX SCORING........................................................................................................................................... 17
DRAMA, GAMES AND ROLE PLAYS ........................................................................................................... 18
ROLE PLAY.................................................................................................................................................... 18
CASE STUDIES AND STORIES .......................................................................................................................... 20
REFERENCES ................................................................................................................................................ 22
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Participatory methods, techniques and tools in project preparation
Introduction to participatory approaches and principles
"Change is disturbing when it is done to us - exhilarating with it is done by us"
Rosabeth Moss Kanter, the Change Masters
Rapid Rural Appraisal (RRA), Participatory Rural Appraisal (PRA), Participatory Research
Methods (PRM), Participatory Learning and Action (PLA) and Participatory Appraisal (PA)
are just some of the methods and approaches that come under the heading, "participatory
approaches". The theoretical roots for participatory approaches can be found in the radical
thinking of the 1970s, especially that of Paolo Freire. They became part of mainstream
development thinking in the late 1980s where empowerment and participation became key
terms, advocated in particular by Robert Chambers. In this manual we use the general
term, "participatory approach".
Participatory research and approaches take as their point of departure the notion of a
reciprocal learning process. A common argument for using participatory strategies is that it
is both efficient and empowering. When children and youth are involved in project
planning processes, there is a good chance of the project being designed according to the
needs and desires of the target group. There is also a good chance that the project will be
successful and that it will at the same time serve as a tool for empowerment.
Participation as a means: Participation is seen as a process whereby local people co-
operate or collaborate with externally introduced development programmes or projects. In
this way participation becomes the means whereby such initiatives can be more effectively
implemented.
Participation as an end: Participation is seen as a goal in itself. This goal can be
expressed as the empowering of people in terms of their acquiring the skills, knowledge
and experience to take greater responsibility for development.1
Principles guiding a participatory approach
Facilitation: Facilitated investigation, analysis, presentation and learning by children
and young people themselves, so that they own the outcome and learn from the
process.
Sharing: A culture of sharing information, methods, field experiences, etc. amongst
children and young people, NGOs, community and the state.
Behaviour and attitudes: More important than the methods are the behaviour and
attitudes of external facilitators. This includes critical self-awareness and embracing
error, sitting down, listening and learning, not lecturing but "handing over the stick" to
children and young people, respecting them and having confidence that "they can do
it".2
1
From "Empowering people. A guide to Participation" INTRAC and UNDP.
2
Developed from "We are strong enough: Participatory Development in Practice" DanChurchAid, 1998.
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Participatory methods, techniques and tools in project preparation
Children and young people as actors
Children and young people can play a number of roles in research and carrying out
appraisals and analyses.
As advisors
Members of advisory groups
Being consulted on specific issues
As respondents
Fill in quantitative questionnaire
Be interviewed
Take part in focus group discussions
Take part in active group work including play, drawing, singing, ranking and scoring
exercises
Validate findings by listening to summaries and confirming key points
Assist in developing recommendations
As researchers
A wheel of children's participation in research3
3
"So You Want to Involve Children in Research?" Save the Children Sweden, 2004.
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Participatory methods, techniques and tools in project preparation
Methods, Techniques and Tools
When you carry out a target group analysis, a needs analysis or problem identification, you
need to collect data. Data can be divided into secondary and primary data: secondary data
is already existing data, while primary data is collected by the project group itself.
How to chose a method or a tool
What information do I want?
Do I want information from many people without many details, or do I want a lot of
details from a few people?
What method would the people I am working with find most comfortable?
How much time do I have?
Who is available to help me collect the information?
How much money do I have?
Secondary data
Secondary data serves as a basis for understanding the target group's situation and the
context in which the project is going to be implemented. It also serves as background
information for the primary data collection.
Secondary data is already existing data4
Research, studies, reports, publications and books on social, cultural, political,
economic, ecological conditions.
International, national and local statistics, census records and data.
Articles from journals, newspapers, archives, files, maps, web-sites, cd-rom, etc.
Audio-visual documentation, television, radio, documentary films, drawings, music.
Folklore, mythology, oral tradition, local and topical stories, proverbs and poetry and life
stories, bibliographies.
Where to locate secondary data
National and local government institutions like bureau of statistics, departments of
education and health.
Research institutions, universities, libraries, scientific databases, institutes.
International organisations: UN agencies such as UNICEF, World Bank, Save the
Children, human rights organisations, etc.
Municipalities, local NGOs, clinics, hospitals, schools, traditional institutions, etc.
Newspapers, Internet, television companies, film institutes, etc.
Why children and young people should be involved:
4
"Methods for Development research", Britha Mikkelsen, 1995; "Project Design" CEDPA 1994
"So You Want to Involve Children in Research?" Save the Children Sweden, 2004.
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Participatory methods, techniques and tools in project preparation
Children and young people might have ideas about where to locate relevant
documentary sources unknown to adults or outsiders.
Children and young people may approach old problems in new, effective and
appropriate ways.
Participation in secondary research provides children with valuable opportunities to
develop their skills in such fields as problem solving, negotiation, critical thinking,
communication, cooperation and analysis.
Steps
1. Identify and collect documents and other materials for examination and analysis.
2. Examine and analyse of each of the documentary materials.
3. Do an overall analysis of the material. Identify common themes, supporting and
contradictory evidence, find questions for further investigation, etc.
4. Decide how the results of the analysis should be written and by whom, and then do it.
Observation, field visits and tours
Quite a few projects are planned at desks in offices – even in partnerships between
northern and southern NGOs - and they are not always in line with the reality of the local
community. Observation, field visits and tours can be a way for the project planning group
to get an impression of the reality of the local NGO and the target group. This lays the
foundation for a thorough target group and situation analysis, the needs assessment and
problem identification.
Observation is the observation of physical structures, social differences, behaviour,
action and symbols.
To make all observations participatory, they should be done with the aim of posing central
questions for discussion and dialogue within the project group, within the target group and
amongst the stakeholders.
Observation techniques
Observe people where they are; e.g. in the fields, at home, at work, at the clinic, the
local market, at a coffee shop, at a youth club, religious institutions, hanging out at the
street corner.
Participate in local events: village meetings, work, youth and educational activities.
Do transect walks: walk and talk together with local villagers, children and young
people in their local community.
Take notes, record meetings, photos, draw maps, keep a diary.
Follow the daily routines of children and women.
Discussion pointer
What skills are required for good observation? Are these skills readily available?
Will taking notes, recording conversations or taking photos offend anyone? How might
they affect the results of the observation? What could be done to minimise the effects?
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Participatory methods, techniques and tools in project preparation
To what extent can children and young people carry out an observation of their own
situation? How does this affect the selection of observers?
What gender issues can arise in observation?5
Tip
Follow a child or a young person in her/his daily routines from dawn to dusk. This is a
good exercise for understanding the challenges faced by children and young people. A
second child can work as a co-observant and later help interpret and analyse the
situation and the challenges faced.
Interviews
Interviews, especially semi-structured interviews6, are critical for developing an in-depth
understanding of qualitative issues in particular. As the interviews are open-ended, they
are helpful, for example, in assessing opinions about children's participation in a particular
project. In a participatory approach, interviews are more conversational than standardised
and quantitative interviews, but nonetheless they are to a large extent still structured and
controlled.
Doing semi-structured interviews is a strategy for getting people to talk about what they
know.
Informal interviewing: The interviewer doesn't control the conversation, although he/she
may steer it towards topics which interest him/her. The interviewer does not take notes
during the conversation. Often informal interviewing goes together with participant
observation. Notes are made afterwards.
Unstructured and semi-structured interviewing: Both the interviewee and the
interviewer know that an interview is taking place. The interviewer has a list of topics and
questions in his/hers mind or written down. However, he/she tries to encourage
interviewees to open up and express themselves in their own terms.
Structured interviewing: Structured interviews are usually based on questionnaires. The
advantage of this type of interview is that the interviewer is able to control the
conversation. The output can then be compared with the output from other interviews.
Characteristics of semi-structured interviews
Only some questions and topics are pre-determined.
Questions are open-ended.
Many of the questions are formulated during the interview.
The questions follow a flexible checklist or guide.
5
"Project Design for Programme Managers" CEDPA 1994.
6
The section on semi-structured interviewing was developed from: "Institutional Development: Learning by
Doing", draft booklet, European Centre for Development Management; "Methods for Development Work and
Research" Britha Mikkelsen, 1995; "Participatory Learning & Action", IIED 1995; "So You Want to Involve
Children in Research?" Save the Children Sweden, 2004.
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Participatory methods, techniques and tools in project preparation
The interviewer decides the sequence and wording of questions in the course of the
interview.
Who should be involved
Individual interviews
Interviewing a number of different people on the same topic will quickly reveal a range of opinions, attitudes
and information. Men and women, rich and poor, people from different ethnic or religious groups, children
and adults represent different experiences and opinions.
Key informant interviews
Key informants have special knowledge on a given topic. They are not necessary leaders. A child worker is a
key informant on child labour issues.
Focus group, homogeneous or mixed groups
Focus groups are typically six to eight people brought together to discuss a particular topic under the minimal
guidance of a facilitator.
Steps
1. When preparing an interview, pay attention to the following:
Define the objective of the interview and the information you need. Make a check
list of topics and questions you want to talk about.
Define who you are going to interview and prepare yourself. In general do not take
more than 1 1/2 hours of the interviewee's time. Identify potential politically or
culturally sensitive or controversial questions beforehand. Semi-structured
interviews are best conducted by two people, one performing the interview, the
other taking notes.
2. Formulating of questions
Good questions start with the "6 helpers": Who? What? Where? When? Why? How?
Questions should be open-ended and phrased in such a way that the interviewee
has to give explanations rather than the answer "yes" and "no".
Question should be specific and in relation to the interviewee's situation, e.g.
asking a child "what did you eat today?" rather than asking "what do you usually
eat?".
Pre-test the interview questions to ensure that they are appropriate and that the
answers provide useful data.
3. Starting the interview
Take time to greet the interviewee correctly (in line with norms, culture and age)
Explain who you are, what the analysis you are working on is about, what you are
going to do with the information and how you are going to use it.
If necessary assure the interviewee of his/her anonymity.
Explain that you want to know what the interviewee thinks. In some situations the
interviewee might think that it is better to tell the interviewer what she/he wants to
hear.
If you intend to make notes or record the interview, ask the interviewee's
permission.
Encourage the interviewee to interrupt you in case he/she does not understand the
question.
4. Asking the questions
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Participatory methods, techniques and tools in project preparation
Interviewing is about being able to communicate effectively with others, being able to
ask the right questions and being able to make good notes.
Concentrate on what the interviewee is saying.
Recapitulate and summarise what the interviewee has been saying: "If I understand
you correctly, you mean that… ".
Organise the information and continue the discussion.
5. Taking notes
The interview guide can be organised in a table, easy to use while taking notes.
Identification data Topic, date, place, name of interviewer, etc.
Gender, age, position in organisation,
local community, etc.
Headings Content
6. Analysing the information
Point for reflection
"Interviews with heavily armed teenagers in the middle of the night were at times a tense experience for all
involved, not least for some of the interviewees who were more than a little sceptical about why we were so
interested in their lives. Yet, with time, interviewees started to relax, to open up and talk freely about their
work, family backgrounds and their reasons for deciding to become involved in such a dangerous
occupation. This was helped by the fact that they knew that their identities and the names of the
communities in which they worked would remain confidential. Interviews were taped for later reference and
analysis and in some cases we were allowed to take photographs of armed children and teenagers (with
their faces covered)."
From Favela nights: Interviewing children working for Rio
de Janeiros drug factions.
In "So You Want to Involve Children in Research?", Save the Children, 2004
Tips
Peer interviewers
Using children and young people as interviewers ensures that the focus is on issues
that children and young people think is important. On some issues children will feel that
it is easier to confide in other children. However, empathy and sensitivity from one child
to the other is not always a given factor. Therefore, supervision and training should be
a precondition.
Note that all interviews, and investigations in general, should be guided by "Real
Learn"
R - Respect of the people
E - Encourage people to share ideas
A - Ask questions
L - Listen carefully
L - Listen
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Participatory methods, techniques and tools in project preparation
E - Encourage
A - Ask
R - Review
N - Note
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Participatory methods, techniques and tools in project preparation
Visualisation techniques, tools and methods
A distinct feature of participatory approaches is a shift from verbally oriented methods like
formal interviewing and written assessments to visually oriented methods like
diagramming, visualisation, mapping, ranking and scoring. These are used as a means for
children and young people to express, share and analyse their knowledge. The outsiders,
or adults or other children, are facilitators - children or insiders are actors.
The outsider hands "over the stick" and insiders determine the agenda.
"Handing over the stick" symbolises the handing over of power to somebody else. Children
are seen as the experts on their own situation.
Comparing the Verbal Visual
verbal & the visual (interview, conversation) (diagram, model, drama, play)
Investigator's mode and role Probing investigator Facilitator and catalyst
Local person's mode and role Reactive respondent Creative analyst and presenter
Aim Extraction of information Generating local analysis
Local people's awareness of High Low
investigators
Degree of eye contact High Low
The medium and materials chosen by: Investigators Local people
Information flow Sequential Cumulative
Ownership of information Appropriated by investigators Shared: can be owned by local
people
Robert Chambers, 1992 in "Participatory Learning & Action" IIED 1995
"From verbal to visual" implies that the transfer of knowledge takes place through visual
media. Like social and census mapping, resource mapping and modelling, seasonal
analyses, Venn and chapatti diagramming, matrix ranking and scoring of options, etc.
Literacy skills are not necessary for constructing diagrams and maps and these are
therefore excellent tools for involving even small children. Attention is taken away from the
outsider / facilitator and the participant is given a large degree of control over the situation.
Tip
"It helps children talk about their ideas, if they have activities to do and participate in. For example, they can
give their ideas through drawings, acting, story telling, or making models. If children are enjoying themselves
and having fun during the activities, this is an indication that they feel at ease with the methods used"
"So You Want to Involve Children in Research?", Save the Children, Sweden, 2004
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Participatory methods, techniques and tools in project preparation
Diagrams
Diagramming and mapping are a means of generating and presenting empirical facts as
well as being a form of interaction.
Diagrams and maps are simplified models of reality. They presents information in an
understandable and visual form.
Why use diagrams and maps
Diagrams, including maps and sketches, can be used for exploration, problem
identification, planning and analysis. They can help identify problems and opportunities in
specific areas, and help open discussions between children and young people and the
project group. They are very flexible tools and can be drawn on almost anything:
blackboard, flipchart paper, transparencies or on the ground.
Examples of diagrams
Time lines give an overview of events of significance for the history of the group or the
area. They show changes over time.
Trend analysis emphasises changes in local resources, physical and social infrastructure,
settlement, population, migration wealth, quality of life, etc.
Seasonal diagrams indicate annual variations of relevant periods for vital factors of
production and reproduction, e.g. food availability, prices, etc.
Chapatti or Venn diagrams place circles of different sizes in symbolic relationships to
each other.
Chapatti diagram
A chapatti diagram is characterised by its round shape, just like the Indian bread that gave
it its name. Another name for this is the Venn diagram.
A chapatti diagram can be used to understand institutional linkages and relationships,
e.g. in regard to the projects, the local organisation or the individual child or young
person.
A chapatti diagram can be used to illustrate different perceptions of a project's links
with the various stakeholders.
A chapatti diagram can be used to understand decision-making in local association,
etc.
A chapatti diagram can be used to analyse the linkages and relationships of the
project to other institutions in the local community and elsewhere.
Who should be involved
Staff, volunteers, members, target group of the project.
Time: 1 hour…
Materials: Pens, paper, scissors, tape or glue.
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Participatory methods, techniques and tools in project preparation
Steps
1. Make the objective of the production of the chapatti diagram clear to everybody
involved.
2. Divide participants into peer groups of either age, gender, length of time in the
organisation, role (volunteer/staff/member) or any other category that makes sense.
3. Brainstorm to develop a list of different institutions, organisations, groups, departments
or other projects to which the project is linked.
4. Cut paper into circles of different sizes and colours. Circles of different sizes are
allocated to the different institutions, groups….. etc. Large circles represent
organisations or institutions that play an important role in the project. Alternatively, ask
participants to draw circles on paper or on the ground.
5. Place the project/organisation in the middle. Participants place the circles in relation to
how they perceive the distance of the institution to the particular project/organisation.
6. Ask the groups to exhibit their chapatti diagrams. Discuss and analyse key differences
between the groups and the underlying causes. Remember to record the discussions.
Discussion pointer
This can be an illuminating exercise for participants as certain aspects of their own
organisation and work may be revealed for the first time. It will also show the different
perceptions of the groups. It may help to highlight contrasting perceptions of different
roles, responsibilities and linkages.
Children, for example, may emphasise the importance of a school by using large circles,
while young men may emphasise the tuck shop that is their local meeting place.
Tip
A chapatti diagram can be used to understand how a child or a young person perceives
the importance of different institutions in his/her life, e.g. school, religious institutions,
the project, the organisation, etc. This can help identify possible strategies of
intervention and potential partners.
For a practical example of a chapatti diagram, go to the stakeholder analysis in the LFA
section.
Maps
This technique covers a number of exercises that are similar in that participants depict a
physical space or a problem with the aid of available materials or by producing a map.
Maps show where resources, activities, problems and opportunities are located. Maps are
crucial for understanding the boundaries and characteristics of the community.
Why use maps
Mapping may uncover how a person or a group perceives an area of interest or a problem.
The participants' choice of materials, symbols, colours, sizes and distance reveals a lot
about how they perceive reality. There are many different types of mapping: mapping of
the local community, village, social mapping, mental mapping, etc.
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Participatory methods, techniques and tools in project preparation
Asking a child to map his/her local community can give valuable information on how the
child perceives his/her reality and it can also provide project planners with valuable
information, e.g. how far the child has to walk to school, where he/she collects water,
whether or not the environment is safe for the child, whether there is a large road to
cross. This shows project planners what the child has to deal with. They can then relate
this information to the topic of the problem identification exercise.
A map can be used to identify specific households or individuals at risk. If your project
aims to reach the poorest of the poor, a map can help identify who they are.
In the event that your project aims to assist child-headed households, a mapping
exercise can identify where they are.
A map drawing exercise can also be used to identify where a possible project should
be carried out, where good locations for training are to be found, where there is a youth
club which is easily accessible for the young people, etc.
Mapping and problem identification
Objective
To start a discussion about problems faced by the local community in which the project
is to take place.
Who should be involved
Representatives from different age, gender, social, ethnic, religious groups, etc.
Time: 1 hour.
Materials: What can be found outside.
Steps
1. Divide participants into two groups. Assign one group to draw a map of the village or
local community as it was 10 or 20 years ago. The other group should draw a map of
what the community looks like today. The maps can be drawn on the ground outside or
inside on large sheets of paper.
2. Encourage the groups to use any materials that they can find outside and combine
them with their drawing on the ground. Leaves may illustrate trees, twigs and stones
houses, and so on.
3. The groups present their maps to each other. The combination of mapping and
presenting and comparing results, is likely to lead to a discussion concerning basic
problems in the local community.
4. Record the discussions and the results.
Discussion pointer
The advantage of this exercise is that everyone can participate. Children and young
people know very little about conditions as they were 10-20 years ago. The technique is
very dynamic and activating and even very small children can participate.
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Participatory methods, techniques and tools in project preparation
Social mapping
Social mapping can be used to rank households with the aim of analysing the social and
economic dimensions of life in the community the project is planned to help. It can also be
used to identifying the poorest of the poor or any other wealth or well-being category the
project is working with. Social mapping is a tool for target group analysis and needs
analysis. It is also a discussion tool for problem identification.
Objective
To identify poor households through the perception of the local community and / or
children and young people.
Steps
1. Social mapping is a visual method and it can be done by a group. In smaller
communities a map of the community is drawn. In larger and urban communities, a
map of the residential area or neighbourhood is drawn.
2. Facilitate a group discussion on what constitutes wealth and well-being and agree on
the main criteria. These could be: access to assets, ownership of land, no of children,
ethnicity, occupation, income, clean water. The choice of units to rank should be
determined by the local context and should not be imposed.
3. Each household on the map is assessed according to the well-being criteria and
symbols are placed on the map. The social and economic differences should be clearly
illustrated on the map.
4. Record the findings and use them in the process of identifying problems and possible
solutions.
Discussion pointer
Sensitivity to the local context is required.
To openly discuss issues like social and wealth differences might be difficult as it also
involves local power relations and other sensitive issues.
Children from very poor households might feel exposed or hurt in public.
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Participatory methods, techniques and tools in project preparation
Ranking and scoring
Ranking and scoring are tools for generating basic information. They help to focus
questioning and to initiate a discussion on what possibilities there are in a local setting.
Ranking and scoring can be used to explore children and young people's perceptions of
their own situation and to understand choices - why people act as they do and why they
make the choices they do. There are rankings of people, problems, opportunities and of
things.
Ranking or scoring means placing something in order.
Ranking means "putting in order".
Scoring means "weighting differences".
Why use ranking and scoring
To generate discussion and awareness in a certain group of people about what is more
and less important.
To generate information about people's priorities.
In concrete terms ranking and scoring may enable people to express their preferences,
e.g. example which activities a project should include.
Types of ranking
Problem, preference and opportunity
Is a quick way of identifying main problems, opportunities or preferences as experienced
by the local community, children and young people.
Pair-wise ranking
Items of interest are compared in pairs, respondents being asked which is the preferred or
dominant of the two and why. Simply - what is good and what is bad?
Matrix ranking and scoring
Helps to identify people's criteria for a certain topic. It reveals the reason for the
preferences of different groups with regard to children and young people.
How to use ranking and scoring
Tables can be used to prioritise and order the chosen categories.
Cards, with statements and categories written on them, can be sorted and ranked in
order of preference.
Stones, beans, twigs, etc. can be used for scoring. Draw a table or a map on the
ground or on a flipchart. Use beans or stones for scoring. They are easy to move
around as the discussion progresses and they visualise the value of preference better
than a number written on a piece of paper.
Here are a few examples of problem ranking and matrix scoring.
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Participatory methods, techniques and tools in project preparation
Problem ranking
Objective
To identify problems faced by children and young people as perceived by the local
community
Possible categories
Problem Children Young Young Married Older Older Total score Ranking
women men young women men
women
Lack of
school fees
HIV/AIDS
Orphans
Lack of
health
facilities
High level
of school
drop outs
5 = most important, 1 = least important
Problems ranked in order of importance
Objective
To identify how children rank their problems in order of importance
Problems Most important Next most Third Fourth Total response
important
1. Child abuse
2. Drug abuse
3. Teenage
pregnancies
4. School
dropout
5. HIV/AIDS
5 = most important, 1 = least important
Opportunity assessment
An organisation has decided that it will assist a specific group of young people.
1. The organisation has a pre-made list of what it can offer in accordance with the
objectives of that particular organisation or
2. When the objective of a project has been identified the opportunity assessment can be
used to explore possible strategies or alternatives, (see LFA section).
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Participatory methods, techniques and tools in project preparation
Matrix scoring
Objectives
To produce a scored list of criteria or qualities of some topic of interest.
Steps
1. Make a list of objects…. Identify the 5 or 6 most important objects.
2. Elicit criteria for what is good and bad about each object: "What is bad about it?",
"What is good about it?"
3. List the criteria and turn all the negatives into positives
4. Draw up a matrix with the objects across the top and the criteria down the side. The
matrix can be drawn on paper or on the ground where everyone can see it and
counters can be arranged in the cells of the matrix in line with the ongoing discussion.
Object
Criteria
5. Decide how well each criterion is fulfilled by each object. The following question can be
used (if it makes sense in terms of the objectives of the matrix):
Which is the best?
Which is the next best?
Which is worst?
Which is next worst?
Stones, seeds, paperclips, etc. can be used as counters and placed in the cells in
quantities corresponding with the value accorded the various criteria.
6. Record the final scoring in a matrix.
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Participatory methods, techniques and tools in project preparation
Drama, games and role plays
Drama, games and role plays are very good tools for exercise and communication and
many good experiences have been recorded as a result of using them with children and
young people. Children's capacity to combine work and play can add to the quality of
project planning processes.
Role play
A role play is a short drama acted out. A role play aims to bring situations or events to
life. Although people draw on their own life experiences when enacting a role play, it is
mostly improvisation.
Why role plays
A role play can improve the understanding of a situation and encourage empathy
towards those who are involved in it.
A role play can be used to highlight or identify a problem and the challenges faced by
the target group of a project. Displaying a particular problem such as child abuse can
kick start discussions about possible solutions and thereby lead to the identification of
specific objectives for a project.
A role play can be used to play out possible scenarios on project strategies and to
discuss alternative strategies for a project.(See the section on LFA.)
A role play can be used to uncover power relations and stakeholder interests as well as
to highlight the potential conflicts between stakeholders in a project. (See the section
on stakeholder analysis.)
The value of role plays is that they imitate real life. They may raise questions to which
there is no simple answer, e.g. about the right or wrong behaviour of a character. To gain
even greater insight, a useful technique is to ask people to reverse roles.
Types of role plays
Illustration
Role play can be used to illustrate an important issue. It can be used, for example, to pass on information
about health or how to negotiate the use of condoms. Particularly in situations where language can be a
challenge, role-play is a valuable way of passing on information.
Role play can be used to act out a specific dilemma or a situation in order to set off a debate or discussion.
Presentations
Role play can be used as a creative way of presenting a specific group assignment to the rest of the
participants in a training session. This is often more fun than to sit and listen to oral presentations.
Interactive
An interactive role play can highlight potential conflicts or specific problems. A dilemma is presented to the
participants and the situation is developed while the players are acting their roles. The facilitator must be
very alert and not let the role play and the role players get out of control.
Another interactive way is to label people. A label is pasted on the forehead of a role player so that he/she
cannot see what is written on it. The other players must behave towards the person according to the
message on the label. This is a very good way of illustrating different perceptions and could be used to
highlight gender roles in a project, or the different perceptions that the Southern/Eastern organization has
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towards the Northern partner and vice versa. (For more on role playing go to the section on facilitation.)
Time
Role play can be time consuming.
Steps
1. Preparation. Role play requires a vast amount of preparation and its success depends
on a good manuscript and instruction. Make sure that the play is acted out in a safe
environment both for the players and onlookers.
2. Acting. A role play does not necessarily require a lot of materials and a specific
physical setting. It can be done both indoors and outdoors. Make sure that the people
chosen to act are comfortable with the situation.
3. Debriefing & discussion. A role play should be followed up by a thorough debriefing.
The learning points that have come to light in the play should be discussed as well as
possible solutions to the specific problem that has been raised in the role play.
4. Note. Make sure that a note is made of the learning points from the role play session
and that they are used later in the problem/objective analysis.
Discussion pointer
Role plays need to be used with sensitivity.
Firstly, it is essential that people have time at the end to come out of their roles. Secondly, everyone needs
to respect the feelings of the individuals and the social structure of the group. For example, a role play about
disabled people should take into account the fact that some participants may suffer from disabilities
themselves, (maybe not visibly), or may have relatives or close friends who are disabled. They should not
feel hurt, or forced to be exposed or marginalized. Also, be very wary of stereotyping.
Role plays draw out what participants think about other people through their “ability” to play or imitate them.
This is what makes these activities great fun! Make a habit of always addressing the issue in the debriefing
by asking, “Do you think that the people you played are really like that?”. It is always educational to make
people aware of the need for the constant, critical reviewing of information. You can, therefore, also ask
participants from where they got the information on which they based the development of the character.
Tip
With regard to project preparation it can be useful to use role play before an interview
session or a meeting, for example with the project's target group. The role play can be
a tool for discussion on how to overcome potential barriers or conflicts.
Example - Child abuse in Ottawa7
Objective
Role play as a tool for identifying possible strategies for solving the problem of child abuse.
Steps
1. Problem identification. Children were asked what they liked and disliked about their community and a
list of concerns was made. The list was prioritised and child abuse was chosen as the focal question.
The children's knowledge about the problem was explored and gaps in their knowledge was identified.
7
Developed from "Researching child abuse in Ottawa" in "So You Want to Involve Children in Research?", Save the Children, Sweden,
2004
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2. Secondary sources. A plan was made together with the children for how to get more information in
answer to their questions. The children explored secondary sources: libraries, web-sites, community
organisations, departments, nurses, etc.
3. Primary sources. The children decided that it was necessary to ask other children about child abuse in
order to find out more about the problem.
4. Developing questionnaires. The children developed their questions on the basis of information gained
from the secondary sources and informal conversations with other members of the community.
5. Interviewing. It turned out to be difficult to get other children to talk one to one about child abuse.
Therefore the children decided to do group interviews spiced up with different games in order to make
the respondents feel more relaxed and comfortable about talking.
6. Analysing data. From the data collection and analysis, the children identified three different messages
about child abuse. They decided to design role plays and use them as a focal point of discussion with
the children in the community.
7. Role playing. Three different role plays were enacted in the local youth centre and parents, teachers,
youth workers and other children participated.
8. Discussion. The role plays and the messages were discussed with the local community.
Case studies and stories
Life stories, oral or written stories told by children and young people or by key people can
serve as material for in-depth case studies of groups, events or households. Case studies
can supplement information provided in the situation analysis and they can be used to
identify problems.
Case studies use special cases as illustrations of life situations, problems, dilemmas,
best and worst practices.
Case studies involve the presentation and analysis of incidents or scenarios that have
actually happened or that could happen.
Forms of case studies or stories:
A story read aloud
A written case that is distributed to participants in a session
A drama
A video clip
A radio recording
A picture that illustrates a certain problem, dilemma or situation
A poem, song, or saying about children
Why use case studies
Case studies can be used as inspiration for discussions about specific topics in the project
preparation phase. The learning comes from processing the case study material and
drawing parallels with one's own situation, both in the assigned roles and in normal life.
If a case study is used, there is a greater chance that the discussion will be concrete. A
case study forces people to take a stand on issues they would normally not think about in
their everyday lives.
For a case study or a story to function it is important that:
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Participatory methods, techniques and tools in project preparation
the case study is relevant to the target group. If you are working with children and
young people in Africa, a case study with a Danish setting might not be meaningful.
the case study takes its point of departure in a well known setting. If you are working in
an urban setting, for example, it is no use presenting an example from a rural area.
the case study can be developed and presented by children and young people.
the case study can be a tool for finding strategic options for a project.
Steps
1. Preparation. The project group or the facilitator prepares a relevant case that will
illustrate the focal question of the session. Alternatively, the participants are given time
to prepare a case taken from their own life situation and to relate it to the focal
question.
2. Presentation. The case is presented in one of the suggested forms by either the
facilitator or the participants.
3. Debrief & Discussion. The learning points of the case study are discussed and written
on a blackboard or a sheet of flipchart paper. The learning points are then related to
the local conditions. For more on debriefing, see the section on role plays.
Tip
The strength of case studies is that they are specific. Generalisations from case studies
must be handled with care.
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References
International Institute for Environment and Development (IIED) 1995. A Trainer's Guide
for Participatory Learning and Action. London.
http://www.iied.org (order from www.earthprint.com)
A very good introduction to participatory methods and tools. Can also be used in the
field but it focuses mostly on training in participatory methods.
International Institute for Environment and Development (IIED). Participatory Learning
and Action (PLA Notes). UK.
http://www.planotes.org
Journal on PLA approaches and methods, providing a forum for those engaged in
development work. Published three times a year. Older issues can be downloaded for
free. Special publications on child participation.
Johnson, Victoria et al. (1998). Stepping Forward. Children and young people's
participation in the development process. UK.
A book with a wide selection of articles about children and young people's participation
in development projects. Very good for inspiration and practical ideas.
Mikkelsen, Britha (1995). Methods for Development Work and Research. Denmark.
A very good introduction to methods for development work and research. The user
needs to have some understanding of development and methodologies beforehand.
Save the Children, Sweden (2004). So You Want to Involve Children in Research?.
Sweden.
http://www.rb.se/bookshop (can be downloaded)
A toolkit supporting children's meaningful and ethical participation in research.
The Danish Youth Council in co-operation with The Children Foundation, UNICEF, Save
the Children (2001). Children and Youth in Development Work. Denmark.
http://www.DUF.dk (can be ordered and a Danish version downloaded from www.bu-
net.Denmark)
A very good and inspirational guide for development work and for strategies for working
for and with children and young people.
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