Community-Based Participatory Research

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Start date: 2000Subject: search.filters.subject.Community-Based Participatory Research

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Now showing 1 - 10 of 42
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    NZ VASS impact assessment: Pilot programme-Facilitator’s report
    (Participatory Research in Asia (PRIA), 2001-07) Dwivedi, Anju
    How can impact assessment become a process of learning rather than only an exercise in measurement? This facilitator’s report by Anju Dwivedi documents the NZ VASS Participatory Impact Assessment Pilot Programme and reflects on how evaluation can be transformed through sustained participation, capacity building, and institutional commitment. The programme was designed not simply to assess outcomes, but to immerse partner organisations in the philosophical and methodological foundations of participatory impact assessment while learning from experiences of the past. Drawing on pilot initiatives in India, Bangladesh, Fiji, and New Zealand linked organisations, the report shows how facilitators worked with staff, communities, and local groups to identify indicators, plan assessments, collect evidence, and analyse change together. A wide range of participatory tools were used, including mapping, role play, Venn diagrams, interviews, ranking, focus groups, and seasonal analysis. These methods enabled communities to articulate impacts in their own terms and strengthened confidence, ownership, and dialogue. A central lesson of the report is that participatory impact assessment succeeds only when organisations demonstrate a genuine commitment to the process. It requires time, openness, and willingness to learn by doing.
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    Involving communities in planning and assessing the impacts of development programmes: Report on a pacific NGO workshop on participatory approaches to development, Nadi, Fiji, 23–25 June
    (2023-06-23) Quinn, Marion; Clark, Kevin
    This report documents a Pacific NGO workshop on participatory approaches to development held in Fiji in 2003, aimed at strengthening the capacities of civil society organisations to use participatory impact assessment, stakeholder analysis, indicator setting, and community based monitoring in their own contexts. Its central concern is how development can move beyond expert driven models toward processes where primary stakeholders influence decisions, resources, and outcomes. The report covers practical sessions on identifying stakeholders, understanding gender relations, designing meaningful indicators, collecting and analysing data, and using participatory tools such as mapping, ranking, focus groups, seasonal calendars, and time use studies. Through examples from Pacific countries, it shows how communities can define priorities, generate knowledge, and evaluate change on their own terms. This report offers an important lesson that monitoring and evaluation are not merely technical exercises but democratic processes linked to power, voice, and accountability. It demonstrates that when communities participate from the beginning of a project cycle, development interventions become more relevant, more sustainable, and more responsive to local realities.
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    Social development monitoring: A process to ensure accountability
    (Prashasnika A Journal of Administrative Processes, 2006-12) Dwivedi, Anju
    What does it mean to monitor development processes, and who holds the power to do so? In this paper, Anju Dwivedi situates social development monitoring within the broader shift toward people centred development that emerged in the 1990s, where participation became central to planning and implementation. Instead of viewing monitoring as a technical exercise carried out by experts, the paper argues for a process rooted in community participation, where citizens continuously observe, question, and engage with development interventions. Social development monitoring is presented as a means of strengthening accountability and governance by creating spaces for those historically excluded to articulate concerns, influence decisions, and exercise control over resources. The process moves beyond an instrumental function of tracking outcomes, and instead operates as a political act that redistributes power and challenges hierarchical decision making structures. By involving communities in identifying issues, generating information, and taking collective action, monitoring becomes a site of learning and citizenship in practice. The paper ultimately positions social development monitoring as a process that not only ensures accountability but also enables communities to shape development pathways in ways that reflect their own priorities, knowledge, and autonomy.
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    Women and multiple vulnerabilities in an area of unrest: Key issues and challenges of tribal women in dumka and jamtara districts of Jharkhand: Final report
    (Participatory Research in Asia (PRIA), 2013-11-12) Jaitli, Namrata; Singh, Shivani; Ahluwalia, Deepa; Nasruddin
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    Community-based participatory research with Dr. Rajesh Tandon-Podcast, Episode 1
    (The Action Research Podcast, 2021-09-21) Tandon, Rajesh
    In this episode, the Ar Pod team welcomes Dr. Rajesh Tandon, an internationally acclaimed leader and practitioner of participatory research and development. In 1982 Dr. Tandon founded the Society for Participatory Research in Asia (PRIA), a voluntary organisation providing support to grassroots initiatives in South Asia and continues to be its Chief Functionary. He also holds a UNESCO Chair on Community Based Research and Social Responsibility in Higher Education since 2012. He is a prolific writer and scholar and is highly decorated. The conversation opens with an introduction of Dr. Tandon and the story behind PRIA (2:02), followed by a lightening round of questions (8:29), where Joe and Adam ask about the mission and vision of PRIA, a recent project with domestic workers, definitions of community based participatory research and, how is participatory research different from community-based participatory action research. Later in the episode, Adam asks what have been some of the more effective mechanisms or processes that you have used to catalyze participation in the field as it relates to participatory research (19:16). Dr. Tandon responds by placing emphasis on building trust among the stakeholders, facilitating conversation with the community and finding a local trusted organisation. How might a budding scholar identify those local organisations? How can these local organisations be trusted? (26:28). To find out, tune in!
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    International collaboration for changing the culture of research: UN SDGs and knowledge for change consortium
    (2020) Hall, Budd L; Tandon, Rajesh
    Dr. Budd L. Hall and Dr. Rajesh Tandon explore the role of international networks in advancing participatory knowledge creation for social change in higher education. They trace the evolution of participatory research from its origins in the 1970s to its institutional development today. . They describe a series of global studies produced under the Chair that document community-university research partnerships across multiple countries and connect this work to the policy debates around the UN Sustainable Development Goals, including the European Union's Responsible Research and Innovation framework. The article outlines three practical ways community-based participatory research (CBPR) can support SDG-linked knowledge, framing research locally, building community knowledge partnerships, and developing new researcher competencies. It also details the Knowledge for Change (K4C) Consortium's Mentor Training Program, which has built research capacity across the global South and the "excluded North" through hubs in eleven countries. Hall and Tandon call for a transformation of research culture toward justice, equity, and community relevance.
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    Community based participatory research & sustainable development goals
    (2017) Hall, Budd L; Tandon, Rajesh
    In this report, Dr. Budd Hall and Dr. Rajesh Tandon explore the role of Community-Based Participatory Research (CBPR) in achieving the Sustainable Development Goals (SDGs). The authors contend that addressing the social, economic, and environmental challenges within the SDG framework demands knowledge production approaches that go beyond what conventional academic research offers. Higher education institutions, with their considerable intellectual, physical, and digital resources, are seen as well-placed to generate locally relevant and actionable knowledge through socially responsible research. CBPR is discussed as a collaborative and participatory approach that brings together universities, communities, civil society, and policy actors in equitable partnerships, with an emphasis on co-learning, capacity building, and social change. The report also considers how higher education institutions can integrate CBPR into their research work through locally grounded and community-driven methods. It closes with recommendations for universities, policymakers, funding agencies, and civil society organizations on building stronger institutional support for CBPR in the pursuit of the SDGs.