An Evaluation of the Participatory Learning and Action ( PLA ) Training Workshop

The main objective of this study was to evaluate the perception of the trainees regarding the participatory learning and action training workshop which was held at Edamer Local Implementation Unit during the period of July 17-25/2011. The participants of the training workshop were selected individuals and groups. Twenty four trainees attended the training workshop. The questionnaire was developed by the researchers and covered selected statements related to perceptions of the trainees regarding overall activities of the training program. The data was collected from the trainees at the end of the training program. Information obtained from the questionnaires analyzed using the Statistical Package for Social Sciences (SPSS), means and standard deviation were used as statistical methods to determine the perceptions level of the trainees. The results of the study indicated that the trainees as a group agreed that the training program was very useful and interesting. They also indicated that the trainer was very friendly, helpful and used a variety of teaching methods and field work techniques. The results also indicated that the training program covered required technical and professional competencies in participatory learning and action approach. The study produced some recommendations and strategies for improving the present and future program.


Introduction
Participation define as a process in which a group or groups of exercises initiative in taking action, stimulated by their own thinking and decision making, and over which they have specific controls (Tandom, 1998).The traditional meaning of training has been the transfer of knowledge and expertise from the trainer to the learner, where the trainer defines what particular set of knowledge and expertise are needed to learn.This approach to training believes that trainers know everything, and the learner is considered as an empty container to be filled up by the trainer.Learners play a passive role and are bound to learn what the trainer teaches.Participatory training views training not as a transfer of "knowledge and expertise" but as a process of growth and discover, aimed not just at "knowing more" but behaving differently.The focus is on building up ones critical consciousness; on examining one's values, attitudes and orientations; on unfreezing set of notions and set of patterns of behavior; and questioning, rethinking and re-learning.It is this view of training as a learning process-learning new skills, concepts and behavior which practice in participation focuses on this thematic area (Kirk Patrick et al., 2005;Andria, 2008).
The participatory training is an educational strategy in which learners are active participants in the educational process, and their needs and questions, their reflection and analysis, and their strategies for change to carry the process forward.This approach to training aims at freeing people from patterns of thinking imposed upon them by dominant focuses, such approach should help to build in more confidence in their competencies.Its methodology is learner-centered, experience-based and open-ended.Participatory training contributes in enhancing observation and analytical skills of learners and has been effective in preparing people for bringing change in their lives for betterment.It strengthens people's understanding that change is possible within one's self and at the level of the group (Tandom, 1998;Bhandari, 2003;Mwanyumba, 2010;Ibnouf, 2014).
The Eastern Nile Watershed Management Project (ENWMP) is one of the Nile Basin Initiative (NBI) projects.The main objectives of the community watershed management component are to promote wider adoption of sustainable land water management practices and technologies, and increase agricultural productivity (Ministry for Foreign Affairs-Finland, 2010).The philosophy of this project is to adopt the participatory training approach to enhance the capacity of the field staff and the stakeholders.Participatory training is used in the process of adult education to effectively applying the communication and facilitation skills to help local communities to identify their needs and problems.

Statement of the Problem
The personnel of the Watershed Management Project (WMP) are the major resource for sustainable development in the project area.The project's success depends to a large extent on their level of competencies.Whether they are administrators, technical assistance, or counterparts this personnel must possess two broad areas of competencies.Technical competencies related to different components of the project as a general subject or at some degree of specialization in one of its fields.The professional competencies related to the concepts, principles, methods, and approaches of planning, implementation and the evaluation of extension or rural development programs.In addition to communication and facilitation skills and approaches to change the behaviors and attitudes of the target groups (Ibnouf, 2015).
According to Laxer (2010) the training needs assessment of the whole Sudan component of the ENWMP project team and its counterparts was conducted as a self-assessment activity where the respondents were requested to fill in a standard matrix form.The training needs assessment target the project management staff persons, its Sudanese technical assistance experts as well as the project counterparts.Based on the results of this assessment it would appear that the focus of the project capacity building and training events for the project personnel and the stake holders should be on the skills related to the use of participatory approaches.It is important to realize that participatory training is not just a set of techniques, it functions in a certain historical socio-political context.The ideological bias of the participatory training needs to be understood clearly, it must be recognized that the role of the participatory training in bringing about change has some limitations.Firstly, structures and systems of society do not change within the training programs.Individuals can understood the social dynamics and the social change, their potential role in the process of change.Groups can learn how to function as an effective unit for action, and groups can experience a microcosm.Secondly, while working towards the change with poor, and illiterate people there is a great temptation to define change for them.As such, the educational intervention basically mobilizes support for a particular cause that consider right (Tandom, 1998).

Purpose and Objectives
The main purpose of this study was to assess the perceptions of the trainees regarding the participatory learning and action training workshop which was held at Edamer Local Implementation Unit (LIU), on July 17-25, 2011, using a summative evaluation type, which assesses the worth of the workshop activities (Taylor, 1974).More specifically the objectives of the study were as follows: 1. To evaluate the weaknesses and strengths of the training program as perceived by the trainees.

To determine the level of agreement of the trainees regarding different component of the training program.
3. To provide feedback for developing more effective future training programs.

Description of the Training Workshop
According to Abderhman (2011), the main objective of the training workshop was to enhance the abilities of the participants on the utilization of the participatory approaches and tools to facilitate community based development process.The specific objectives were as follows: 1. To understand the principles of the Participatory Learning and Action (PLA) approach.
2. To apply the PLA tools and techniques to facilitate situational analysis and gap identification.
3. To orient the participants on the shortcomings of PLA. 4. To expose the participants to have a feeling of how PLA can be used or applied in the field.-Emergence and evolution of participatory approaches.
-Concept of PLA, its uses, strengths and shortcomings.

Participants
The participants of the training workshop were selected individuals and groups from the National Project Co-ordination Unit (NPCU), Edamer Local Implementation Unit (LIU), Stakeholders, Non-Governmental Organizations (NGOs) and communities representatives.Twenty four trainees attended the training program during the period of July 17-25, 2011.All the trainees completed the questionnaire.Table 2 shows the distribution of the trainees by gender.

Conclusions
Based on the finding of this study the following conclusions are drawn: In addition to that specific conclusions, general conclusions can be made as the following: 1. New confidence.
2. New positive social and political relationships.
3. New technical, political and professional competencies.
4. New organization and management abilities and capabilities.

Recommendations
The following are some recommendations and strategies for improving the present and future training program of the CWMP: A. Since the CWMP is a Technical Assistances (TAs) oriented project, it is recommend that all the future training programs are to be organized and conducted by the TAs team.This is because they are aware about the needs, interests and problems of the watershed communities, stakeholders and counterparts.They also interact closely and contribute to the success of different activities of the project.G.The results of this study should be shared with the trainees, trainer, stakeholders and the administrators of the CWMP.
PLA skills such as questioning skills, listening skills and nonverbal communication skills.Skills of PLA practitioner -Introduction to PLA general tools: Secondary data, direct observations and semi structured interviews.General tools -Introduction and practice on: Time line, trend analysis, daily routine and seasonality analysis.Time study tools -Introduction and practice on resources and services map, social map and mobility map.Space study tools -Introduction and practice on: Preference ranking, direct matrix ranking and pair-wise ranking.Ranking tools -Introduction and practice on: Problem analysis (problem tree).Analysis tools -Rules of different team leaders and team members.-Technical and logistical support for the field work.Preparation for field work -Conduct PLA in three selected sites.Field work -Prepare report on field work events.Feedback from the field work -Review training contents.-Evaluate the training workshop.Wrap up and closure (a) The trainees as a group agreed that the training program was very useful and interesting.(b) The trainer was very friendly, helpful and well organized.(c) The training program was worthwhile, important and designed according to the needs of the trainees.(d) The training program covered the required technical and professional competencies in the participatory leaning and action approach (PLA).(e) The trainer used a variety of teaching methods and field work techniques.(f) Adequate time was given to the practical and field work activities

B
. Greater collaborative effort should be made among the project team in Edamer, Dinder and Bau.Cooperation and sharing of expertise, ideas and facilities would help to improve the effectiveness of the future training programs of the project.C. The project team should continue to develop and enlarge follow-up survey to determine the effectiveness of this training program.D. The emphasis of the proposed follow-up survey should not merely be on (knowing) but rather on (making use of what is known).E. Certain communication and facilitation competencies are required for success farming and rural development activities.The most important competencies have implications for the project team for present and prospective watershed development activities.F. A follow-up survey should be considered by the project team to determine the participation level of the former trainees in the project activities.The follow-up survey should be organized on continues basis to meet the problem of the former trainees.

Table 1
shows the summary of the training workshop contents as demonstrated by Abderhman (2011).

Table 1 .
The training workshop contents

Table 2 .
Distribution of the trainees by gender

Table 3 .
Means, standard deviations and ranking, for the perceptions of the trainees regarding the training program