One of the central features of sustainable development has been the encouragement of participatory processes leading to community-driven agendas for change. This module seeks to firstly examine the principles and practice of participation in relation to sustainability agendas, before concentrating on the concepts, principles and participatory methodologies for developing community action plans, of, by and for the people. The module begins by developing a critical understanding of the opportunities and constraints of wider participation in developing sustainability agendas, through the evaluation of case study material. Addressing both the rural and urban contexts in community action planning (CAP), it introduces you to a `toolkit' of methodologies and techniques which have been designed to gain an in-depth understanding of a community or situation. The aim is for individuals and communities to analyse their own situation, and for this learning to be translated into action. The role of the `expert' engaging in CAP, and applying these Participatory Learning and Action methodologies is not to analyse as `outsider', but help to design a process which engages the local community, undertakes and interacts with the community in understanding its findings and sets out the basis for future actions. Amongst the techniques introduced and which you will have to critically review and evaluate are: community timelines, problem analysis, transect walks, resource and community planning, visualisation techniques (story-making), gender matrix analysis, stakeholder analysis. Particular attention will be paid in these evaluations to the participatory processes especially how they address aspects of gender, class, and ethnicity in developing capacity-building for sustainable livelihoods.

280 hours independent study: 20 hours contact
The module will run over 16 weeks, and will normally include 4 weeks for you to complete the assessments to be graded.
Over this period, you will work through self-instructional course material which structures your learning by outlining a programme of specific activities and tasks. To complete these, you will be reading and critically engaging with key texts, papers and other documentary resources. This work will be undertaken on an individual basis, but at various points you will be expected to interact and share material with other students in a designated learning group.

In addition you will be encouraged to select a number of the techniques from those which you are studying and analysing and seek to apply them in practice - so that you can learn and know by doing.
This will require you to exercise initiative, personal responsibility and demonstrate a range of transferable skills in organizing this aspect.

A. Essay: 2400 words [40%] (Learning Outcomes 1,3,6).
B. PORTFOLIO: 3600 words (or equivalent) [60%] (Learning Outcomes 1-6)

Additional Assessment Details:
A. The research essay will focus on one specific theme (e.g. gender, class, ethnicity) and how PLA address these issues in developing capacity-building and community action planning.
B. The portfolio will consist of TWO elements:(i) the application of a Community Appraisal & Profile technique to a specified location;(ii) the application, analysis and review of selected PLA techniques. The critical evaluation of the techniques needs chosen also needs to draw upon the wider contextual and conceptual issues associated with these techniques, and the wider literature of the application and use of these participatory techniques in development, policy and decision-making. Some of the application of the techniques require the production of sketches, diagrams and maps, hence the `word equivalent¿ phrase in the specification above. In both elements of the portfolio, a concise annotated bibliography is required to support the reviews of the techniques and their application.

Formative Assessment:
You will be encouraged to submit proposals for (and receive formative feedback on): (a) a draft essay plan; (b) outline of the community appraisal and profile; (c) application and review of the PLA techniques.

A networked computer for accessing University VLE (Blackboard), web sites and electronic journals.
Course texts.
Learning pack.

Chambers, R. 2002: Participatory Workshops: A Sourcebook of 21 Sets of Ideas and Activities, London: Earthscan.
Kumaran, T.V., Hyma, B. and Wood, D.M. 2004: Community Action Planning: Addressing Ecological Restoration and Sustainable Livelihoods, Chennai: T.R. Publications (for University of Madras, Chennai, University of Waterloo, Canada and Shastri Indo-Canadian Institute, Calgary, Canada and New Delhi, India).
Gosling, L. and M. Edwards, 2003 Toolkits: A practical guide to assessment, monitoring, review and evaluation, Development Manual 5, Save the Children: London.
Hamdi, N. and Goethert, R. 1997: Action Planning for Cities: A Guide to Community Practice.: John Wiley, London.

Given the participatory learning aspects of this module, those students opting for it will be provided with advanced and timely access to key elements of the course material in order that they may select in consultation with the tutor, those techniques which they are seeking to study in a participatory mode. They will be required to complete a proforma, providing details of the research application and undertake an ethical review, which must be submitted and approved before the field element is undertaken.