Strategic planning through a participatory learning and action framework: a Kenyan study

Abstract

This paper reflects on the use of a participatory learning and action (PLA) framework in a strategic planning process (SPP) at a primary school in rural Kenya. Successes and challenges are discussed, focusing on the barriers to fully implementing the PLA framework. Additionally, lessons learnt and ways forward for participatory SPPs are outlined. The PLA framework allowed the project stakeholders to engage in a planning process that gave participants a voice in the process. Although PLA methodology faces shortcomings, the application of this model is a step towards making community development more sustainable.

Cet article traite de l'utilisation d'un cadre d'apprentissage et d'action participatifs (AAP) dans un processus de planification stratégique (PPS) dans une école primaire rurale du Kenya. Les réussites et les défis font l'objet d'une discussion, en se concentrant sur les barrières entravant une mise en œuvre complète du cadre AAP. De plus, les enseignements et les manières d'aller de l'avant pour les PPS participatifs sont présentés dans leurs grands traits. Le cadre AAP a permis aux parties prenantes du projet de participer à un processus de planification qui a donné la possibilité aux participants d'exprimer leur avis dans le cadre du processus. La méthodologie AAP présente des défauts, certes, mais l'application de ce modèle constitue un pas vers un développement communautaire plus durable.

El presente artículo analiza el marco de aprendizaje y acción participativo (AAP) utilizado en un proceso de planeación estratégica (PPE) realizado en una escuela rural de Kenia. En este sentido, examina los éxitos y los retos correspondientes, identificando la existencia de barreras que impiden la implementación plena del marco AAP Asimismo, se resumen los aprendizajes y las formas de avanzar en torno al PPE participativo. El marco AAP posibilitó que los actores del proyecto pudieran participar en el proceso de planeación, brindando a los mismos la oportunidad de opinar sobre dicho proceso. Aunque la metodología AAP adolezca de algunas lagunas, la implementación de este modelo constituye un paso avante hacia el objetivo de hacer más sostenible el desarrollo comunitario.

Keywords:

• Aid – Capacity development
• Monitoring and Evaluation
• Civil society – NGOs
• Partnership
• Participation
• Methods
• Social sector – Education
• Sub-Saharan Africa

Acknowledgements

The authors are extremely grateful to members of the Bwaliro community for welcoming them into their homes during their stay, and to the participants in Bwaliro for their time. They would also like to thank Karen Morrison, who assisted with the background literature research, Judi Bell, who provided comments on the earlier drafts of this article prior to submission, and the two anonymous referees for their invaluable comments. This research was funded by the University of Guelph.

Notes on contributors

Jolène Labbé holds a BAS with emphasis in International Development and Biology from the University of Guelph, Canada. She has undertaken development work in Kolkata India, western Kenya, and field research in southeastern Uganda. Her research interests include: social determinants of health, epidemiology, intersections of environment and health, and participatory methodology.

Catherine E. Dewey is the Population Medicine Department Chair and a Professor of Epidemiology and Veterinary Medicine at the University of Guelph. She has worked in western Kenya since 2006, conducting research with smallholder farmers, butchers, and government extension workers. In 2006 she founded the Children of Bukati foundation.

Laura Jane Weber is a fourth year undergraduate in Bio-Medical Science at the University of Guelph and an intern at the university's Institute for Community Engaged Scholarship/Research Shop. She was a member of the facilitation team that worked on behalf of Children of Bukati in Kenya.

Jennifer McIntyre is a graduate student of theology at the University of Toronto. She holds a BA in International Development from the University of Guelph. Jenn has spent a number of years working with the Multi-Faith Resource Team and Student Life at the University of Guelph, with a focus on community engaged learning and experiential adult education.

Kiera Hoekstra graduated from the University of Guelph International Development Studies Program. Kiera participated in the Students for Development Internship in Bwaliro, Kenya, conducting research on agricultural extension practices. Her research interests include participatory approaches to development, gender and politics in the Global South, and urban change in Vancouver.

Cameron Klapwyk received his Masters of International Development from the University of Guelph. His major research project dissected the history of the Kikuyu Independent School Movement (Kenya). Cameron has a wide array of experiences and is adept in curriculum development, the integration of social media and social justice, and Canadian refugee settlement.