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| VIPP Community of Practice > List of applications > VIPP in Participatory Learning and Action (PLA) |
| VIPP in Participatory Learning and Action (PLA) |
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VIPP and PLA are complementary. Over the past decade, VIPP has been used to train village-level facilitators before they can apply PLA tools on selected topics. Focus is placed on recognition of the potential of indigenous knowledge and the threats coming from outside interests to exploit the resources of the local communities, as well as from modernization policies and globalization trends which usually destroy indigenous knowledge and cultures.
In 2004–2005, trainers of the Indigenous Knowledge and People's Network in Southeast Asia trained a regional pool of 18 facilitator-trainers in VIPP facilitation and PLA tools, intercultural communication and design of workshops and training events. The trainers then applied their skills in local training and planning workshops aimed at the inclusion of indigenous knowledge in local community action plans concerned with strengthening livelihoods, cultural identity and preservation of nature and biodiversity. Below is an example of a training workshop in Ratanakiri, Cambodia with a group of NGO workers belonging to indigenous groups such as Tampuen, Kreung, Brao and Jarai.
Indigenous Knowledge Training in Ratanakiri , Cambodia
After two days of training on how to apply PLA tools, the participants selected up to six different topics to practice in two villages – Tampuen, and Kreung-Brao. The village planning processes had the following steps: |
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Discussion with the village leaders about the purpose of the planning process and agreement on the process, informing all villagers, and establishing a heterogeneous planning team. |
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During a first meeting with some of the leaders, both male and female, the team applied PLA tools on general aspects such as mapping of the community, transect walk of the village territory, historic diagram of changes in livelihoods, land uses, demography, etc. This led to the identification of issues which the villagers wanted to deal with in depth. |
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In the next step a map was made about the most knowledgeable people in the community and they were interviewed on specific topics. The team then applied tools (drawing, resource maps, matrix, ethno-taxonomy of seeds and plants, calendars and time cycles) to understand the people's indigenous knowledge. |
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After finishing this step the team set up exhibitions in public locations such as the village square, schools, meeting halls and invited all villagers to view them. |
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After visiting the exhibition the villagers developed a village planning process. First they selected the issues and aspects of village life that they wanted to strengthen, affirm or improve. Then they discussed future actions and responsibilities and agreed on their village plan and on how to monitor the implementation of activities, as well as the next steps. |
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The results were edited and published in a village action plan. |
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In the two villages the following topics were documented and discussed: forest products, using forest fields for rice and other food crops, indigenous seeds, arts and crafts, housing, natural resources, healing and herbal medicine
The main concerns of the villagers in their concluding meetings were how to continue the discussion and how to involve young people in learning their indigenous knowledge and cultural traditions, as they are reluctant to respect elders and prefer a modern lifestyle. |
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