Achieving real participation is not easy, and the challenges to be faced should not be underestimated. However, having clear, personal principles will help you, as well as developing an understanding of some theoretical concepts about teaching and learning. We will look at some of these in the first topic of Part II, Adult learning. From experience of using PCD in different situations, there are some specific challenges, which you may come across. In Part II of this Toolkit, you will find many ‘tips for trainers’. Here are some tips (adapted from Taylor, 2003), which should help you to address some of the challenges of PCD.
Tips for trainers
Challenge: Creating a mechanism by which different stakeholders can work and interact on an equal basis is complex due to different perceptions, experience, educational background and understanding of the wider course design. Some stakeholders may have unrealistic expectations at an early stage and these may not be met. Others may even feel that they have been invited as a ‘token gesture’, just to gain approval from some other agency such as a donor.
Response: Do not assume that all stakeholders are the same, or have the same interests or perceptions. Establish a ‘platform’ where you can have an open discussion or dialogue with different stakeholders. Try to make this non-threatening and constructive. Explain diligently and clearly what exactly you hope to achieve, and find out what their views are. Always be clear about why a particular stakeholder is to be invited to participate, and take time to discuss with different groups about what their role might be. Whenever possible, help different stakeholders to identify their own needs, and the ways in which those needs can be addressed through a joint effort.
Challenge: Involving stakeholders may be costly in terms of their time and effort, especially where they have very few resources or low income. Participation is demanding on time and resources; it is not a ‘quick-fix’ approach, and this may alienate some policy makers, donors and practitioners. In particular, there are often shortages of resources and logistical problems in involving farmers in a meaningful way; poor people may not be able to afford the potential loss in production or income by spending time away from their work.
Response: Try to find out the reality of costs and resources needed for participation. There are often resources around which are untapped. If necessary, provide resources in a clear and transparent way, according to clear guidelines. Hold special discussions with key decision-makers, and ensure that they are informed regularly and thoroughly. Explain the aims of the process openly and honestly, and emphasize that the results may well be better and more sustainable than through quick fixes. Try to understand and respect the realities of the lives of those you would like to work with, especially farmers. Spend time finding out about their lives and work, and try to arrange events and activities at times when most people can attend without too much difficulty (e.g. for farmers, avoiding market days, harvest time, etc.).
Challenge: Bringing groups of people together has logistical implications which may be beyond the capacity of the training organizers.
Response: Try to be well organized and plan events carefully. If necessary, go to the people rather than bringing people to you. Try to coincide your own events with others where many of the stakeholders will be present.
Challenge: Training course developers may think that they know best, and not value the opinions of some stakeholders, especially rural people; they may be unaware of the reality of the rural context and lack field-based experience. On the other hand, some stakeholders are suspicious or are intimidated by the training course developers because they think they are really looking for other types of information, or because they have bad experiences of training which was not useful.
Response: You should accept that you cannot know everything. It is by sharing ideas with others, and learning from them, that you will work more effectively in the long run. The more you are prepared to learn, the more you will be able to offer to others. Encourage people to be open about their fears as well as their expectations.
Challenge: Some potential trainees are not aware of where their training needs lie, and what possibilities there are for training. Often, discussions about training needs are dominated by certain powerful groups, e.g. rich farmers, male farmers, at the expense of poor farmers and women farmers.
Response: As a trainer, you are in a position to give some concrete inputs and advice. This is your job after all. Nevertheless, your inputs must suit the local context and the needs of the learners. You need to understand these before your own inputs can be of value. You should master some basic methods and tools, which will help you to find out what is needed (see Part II, topic 3 - Training Needs Analysis). As you begin to understand the situation better, you may decide to bring different groups together at different times, to avoid domination by some groups over others.