ARI 1201 Participatory Approaches To Agricultural and Rural develpment
Course Name:
Participatory approaches to Agricultural and Rural Development
Course Instructor:
Richard Miiro/Vincent Kayanja
Course Code:
ARI 1201
Prerequisites:
ARI1101
Course structure
4 Credit Units – 60 contact hours



30 Lecture Hours
20 Tutorial Hours
40 Practical Hours
Course Description:
This course introduces students to fundamentals of participatory approaches in development and innovation processes.
It deals with the concept, the types and, levels of participation. It further explores the contextual factors and conditions
that can influence participatory initiatives as well as, the potential and limitations of participatory processes. It also
focuses at equipping students with skills in: facilitation, application of various participatory methodologies and or tools
and, assessing the practice of participation in development.
Course Objective
to equip students with competencies to effectively facilitate rural development and innovation processes.
Specific Course objectives
The course will enable students to:
 demonstrate understanding of the concept of participation in ‘rural’ development interventions and research
 Appreciate the potential and limitations of participatory approaches in different situations
 Gain knowledge, skills and experience in using several of the participatory methodologies and tools in
development work situations
 develop requisite skills and competence to facilitate participatory community development initiatives
Main References
Cornwall A. (2008) Unparking ‘Participation’: Models, meaning and practices. OxfordUniversity Press & Community
Development Journal
Biggs, S.D. (1989) ‘Resource poor farmer participation in research: A synthesis of experiences from nine national
agricultural research systems’. OFCOR Comparative study Paper No 3. The Hague: ISNAR
Chambers, R. (1994) Participatory rural appraisal (PRA): Analysis of experience. In: world development, vol. 22,
No.9, pp1253-1268
Chambers, R. (1997) Whose reality counts, Putting the first last. Intermediate technology publications, London
Groot, A. and Maarleveld, M. (2000) Demystifying facilitation in participatory interventions: Gatekeeper series
Kaulen, van W. F and S.J.E Walraven (1996).Participation and its Methodologies.Negotiation in participation.
Department of communication and innovation studies, Wagenigen, Netherlands
Leeuwis C. with Van den Ban, A. W. (2004), Communication for Rural innovation. Rethinking Agricultural
extension.Blackwell publishers, OxfordUK.
Nelson, N and S. Wright, Eds.(1995). Power and Participatory development, Theory and Practice.London, IT
publications
Pretty, J. N, I. Guijt, J. Thompson & I. Scoones (1995), Participatory learning and action.(A trainer’s
guide.IIED.London
Röling N. and J. Jiggins, (2005) Curriculum for farmer Field schools: Vulnerabilities and Remedies. FAO regional
office for Asia and the pacific, Bangkok, Thailand.
Scoones, I. and Thompson, J (1994) (Eds.) Beyond Farmer first: Rural People’s Knowledge, agricultural and
extension practice. London: Intermediate Technology Publications.
Shepherd, A. (1998) Sustainable rural Development.London: MacMillan Press (Chapter 7 Participation. Pp 179205)
ToonDefoer, (2002) Social learning for Integrated soil fertility management in Sub-Saharan Africa; In Leeuwis C. and
Pyburn R. (Eds.) Wheelbarrows full of frogs: Social learning in rural resource management.: Koninklijke Van
Gorcum BV, Assen ,The Netherlands
Braakman L & Karen E (2002), the Art of Building Facilitation Capacities: A training manual, RECOFT, Bangkok,
Thailand
Course Assessment
Continuous Assessment (50%)
This will comprise of; take home assignments at individual or group level, field work reports and written mid-semester
test. For each and every field / practical activity carried out, there shall be a group report on process and, individual
impressions to be compiled in each student’s learning report that shall be handed-in for grading.
 Continuous assignments and tests
 Individual learning dairy
 Individual and field based assignments & reports
Final university Examination (50%)
(10%)
(10%)
(30%)
A comprehensive exam on the various aspects covered in the course shall be given at the end of the semester for an
overall evaluation of students’ grasp of course content and their ability to apply acquired knowledge to development
related situations.
Course Outline:
Topic
Instructional Content
Instructional Methods/ delivery Tools/Equipment
Approach
needed
General Introduction
Introduction to the
concept of
Participation
 Course overview
 Defining participation:
o as a means vs. as an end
o as contribution
o as empowerment vs. instrumental
o as responsibility
Independent study (4 hrs)
Course notes, course
reader materials,
student scratch book
Introduction to the
concept of
Participation
continued
 Principles & requisite attitudes
Independent study hrs (4hrs)
Course notes, course
reader materials,
student scratch book
Rationale for
participation
(reasons for & against
participation) in
development
for use of participatory
methods/ tools
Individual reading/analysis
Assignment on concepts (2hrs)
Assignment sheets
Course notes, course
reader materials,
student scratch book
 Arguments for participation:
o Pragmatic views
o Ideological /( belief/philosophy)
o Political
o Accountability (organizational
Independent study (4 hrs)
Topic
Instructional Content
Instructional Methods/ delivery Tools/Equipment
Approach
needed
Historical overview
of participation in agric
extension/ rural
development &
Research
 Perspectives prior to participatory
Independent study (4hrs)
Course notes, course
reader materials,
student scratch book
o
 Trends in participatory approaches
Independent study (2hrs)
Course notes, course
reader materials,
student scratch book
Case study materials
Assignment sheets
survival)
o Responsibility
 Importance/benefits of
participation
 costs/disadvantages of
participation
Historical overview
of participation in agric
extension/ rural
development &
Research
Individual written
assignment
(2hrs)
thinking
o The linear Transfer of technology
(TOT)/ traditional thinking
o Systems thinking
o Farmer first & beyond farmer first
o Local /Rural people’s knowledge
(approaches that have been used)
o Transfer of Technology (TOT)
o Farming systems research &
extension
Individual case study
development of
district experiences
Assignment sheets
(4hrs)
Categorization of
Independent study (4 hrs)
 Modes, types & levels of
participation & Participatoryparticipation
methodologies
 Basis for categorization and comparison
 Desirable & possible levels of
participation
Categorization of
Independent study (4hrs)
 Distinguishing between:
participation & Participatory o Methods ,Methodologies
methodologies
o approaches & tools
Individual written
 Types of participatory methodologies Assignment (2hrs)
o Extractive
o Action & learning
Selected Participatory
approaches
methodologies
& their use
Selected Participatory
approaches
methodologies
& their use
Selected Participatory
approaches
methodologies
& their use
 Participatory Rural Appraisal
 Definitions &
 Usefulness of PRA
 PRA principles,
 Shortcomings /what can
 go wrong
 PRA tools and their use(s)
 Steps in planning &
Practicing some of the tools
Course notes, course
reader materials,
student scratch book
Assignment sheets
Independent study (4hrs)
Course notes, course
reader materials,
student scratch
book
Independent study (4hrs)
Course notes, course
reader materials,
student scratch book
carrying out a PRA exercise

Course notes, course
reader materials,
student scratch book
Guided field study on practicing outBrown paper, flip chart,
some PRA tools (12 hrs)
markers
Individual written assignment
(2 hrs)
Community group
Field assistant
Assignment sheets
Topic
Instructional Content
Selected Participatory
approaches
methodologies
& their use continued
 Participatory Learning &
Action Research (PLAR
o Definitions
o Principles
o Steps in PLAR process
Farmer Field school (FFS):
o definition of basic FFS concepts
o FFS principles;
o history (link to IPM principles)
o operational requirements;
o Establishment & operation of
o FFS
 Competenciesrequired of FFS
facilitators)
Instructional Methods/ delivery Tools/Equipment
Approach
needed
Individual Independent study (4hrs)Course notes, course
reader materials,
Individual case study analysis of student scratch book
selected FFS projects in the
country and out of the country
Case study materials
(4 hrs)
Assignment sheets
Structuring
Participation into
development
Practice (a)
Independent study (4hrs)
Course notes, course
 Stakeholder analysis
reader materials,
o Definitions
o Who, why, when & how aspects Individual case study analysis and student scratch book
Case study materials
o Stakeholder importance &
assignment (2hrs)
Assignment sheets
influence
o mapping appropriate
stakeholder participation
Structuring
Participation into
development
Practice (b)
Course notes, course
 Gender considerations in development Independent study (4hrs)
reader materials,
o Definition,
o Structuring
Individual case study analysis and student scratch book
Case study materials
o Participation into development assignment (2hrs)
Assignment sheets
o practice Gender analysis
o Gender mainstreaming
Structuring
Participation into
development
Practice ©
 Participatory planning, managing,
Independent study (4hrs)
Facilitating
Participatory
processes
 Defining facilitation
 Skills and attitudes desired of
Independent study (4 hrs)
Course notes, course
reader materials,
student scratch book
Guided field practice and
assignment (8 hrs)
Field manual on PRA
practice
Assignment sheets
Facilitating
Participatory
processes
Course notes, course
reader materials,
monitoring& evaluation
o Participatory planning
Individual case study analysis and student scratch book
Case study materials
o Participatory monitoring & evaluation assignment (2hrs)
Assignment sheets
(PM&E)
facilitators
 Feedback &personal development
 Core roles of facilitators
 Practicing facilitation
o Practicing being a good
process guide
o Practicing listening
o Practicing questioning & probing
 Integrating skills–Handling resistance;
fostering inclusive solutions