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Participatory action learning system (PALS): Impact assessment for civil society development and grassroots-based advocacy in Anandi, India

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  • Linda Mayoux

    (Staff: Jahnvi Andharia, Sejal Dand, Neeta Hardikar and Sumitra Thacker)

Abstract

This paper discusses preliminary experiences of ANANDI in developing a new methodology: Participatory Action Learning System (PALS). Building on both new and established participatory tools and processes, the aim is to develop participatory, integrated and sustainable information systems for local level empowerment, grassroots-based advocacy and programme-level decision-making. Individuals and groups are supported to fulfil their own information needs. The individual and group level processes are scaled-up and given additional strength through networking events where information is exchanged and consolidated for lobbying and advocacy. Although the methodology is still very much in the development phase, the quantitative and qualitative information has been rich and probably more reliable than surveys conducted under the same conditions. The PALS training process has already led to changes in peoples' lives, group functioning and staff|participant relationships. It has facilitated discussion of complex and sensitive issues like empowerment, domestic violence, and wider institutional impacts and strategies. Copyright © 2005 John Wiley & Sons, Ltd.

Suggested Citation

  • Linda Mayoux, 2005. "Participatory action learning system (PALS): Impact assessment for civil society development and grassroots-based advocacy in Anandi, India," Journal of International Development, John Wiley & Sons, Ltd., vol. 17(2), pages 211-242.
    • Handle: RePEc:wly:jintdv:v:17:y:2005:i:2:p:211-242
    DOI: 10.1002/jid.1211
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    References listed on IDEAS

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    1. Robert Chambers, 2007. "Participation and Poverty," Development, Palgrave Macmillan;Society for International Deveopment, vol. 50(2), pages 20-25, June.
    2. Helzi Noponen, 2005. "The internal learning system-assessing impact while addressing participant learning needs," Journal of International Development, John Wiley & Sons, Ltd., vol. 17(2), pages 195-209.
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