The following is extracted from the WeD Income and Expenditure (I&E) survey toolbox which can be found at http://www.welldev.org.uk/research/methods-toobox/com-prof-toolbox.htm Attributed to: Julie Newton January 2006
1. What is the community profile
The community profile is a detailed community study that has been carried out in each
of the research communities using a range of participatory techniques including key
informant interviews, observation, and secondary data. The community profiles are a
systematic description of the context within which the people and processes being
studied by WeD are located. They were an important stage in defining subsequent
fieldwork phases. The community profiles are also ‘living documents’ that are constantly
being updated and modified with additional data as the field work proceeds.
2. Conceptual rationale for community profile
The Community Profile is mainly informed by one of WeD’s theoretical foundations: the
Resource Profiles Approach.
The resource profile approach, developed in parallel to the livelihoods framework, uses
the concept of resources rather than ‘capitals’. It distinguishes between five types of
resources (material, human, social, cultural and natural). In particular, it seeks detailed
information on the social and cultural resources that influence well-being outcomes.
This provides a much richer notion of resources that recognises how they are defined in
their social and cultural context. The community profiles provide information on access
within the community to a wide range of resources. They also provide some indication
of the prioritisation of resources that may influence how they are used.
3. How community profiles contribute to WeD research
The community profile serves the following purposes for the WeD research:
1. Provide a detailed and systematic ethnographic description of the community context
within which the people and processes to be studied are immediately located. This
maps the social, economic, cultural and political characteristics of the community and
the distribution of resources between households within the community that is directly
UK Data Archive Study Number 6082 - Wellbeing in Developing Countries: Community Profiles, 2003-2006
comparable with other communities within the country and broadly across the four
countries.
2. Provide necessary background information for further detailed research within the
programme (e.g. establish local terms to be used in RANQ, and frame questions for
Quality of Life work). It also provides opportunities to identify sub samples of individuals
and households for more detailed qualitative research.
3. Assist with building rapport between the villagers and the research teams and other
involved agents.
4. Description
The community profiles did not follow a consistent format, and therefore vary across the
four countries. However, they all include details on the following:
Physical description of the community (locating the site in space)
Historical background and key events (locating the site in time)
People (population and demographics), languages, religion, social settlement
Material resources (occupation, market, infrastructure, provision of government and non
government services)
Natural resources and land use (water, livestock, forest, wildlife, crops)
Human resources and processes (education, migration, health)
Socio political resources (social and political groups, local institutions, social
stratification)
Cultural resources (traditions and beliefs, religious and non religious events)
5. How the community profile was developed
In keeping with WeD’s ethos of methodological experimentation, a key priority in
compiling community profiles was to ensure each country team sufficient flexibility.
As long as it fulfilled certain criteria (described above), each of the country teams was
able to use their expertise in a range of methods (key informant interviews, participant
observation, focus groups, participatory methods and secondary data) to produce the
required description.
This also permitted additional data gathered from the remainder of the ongoing
fieldwork to be incorporated into existing community profiles, thus making them ‘living
documents’. For this reason, there was no strict grounding and piloting phase.
6. How the community profile was implemented
Each community profile was compiled and written by members of the country teams
with a detailed working knowledge of each community. The range of methods used to
compile the community profiles are administered in the local language by a team of
researchers selected by the country teams. As is the case of all the research tools used
throughout WeD, the researchers underwent intensive training using the individual
country guidelines.
Throughout, care was taken to ensure that all key groups were represented covering
different socio economic status, ethnicity, gender, age and religion. Findings are
recorded in the local language; translation of these into English is ongoing. The
implementation of the community profiles consequently involves an ongoing process of
updating existing/previous community profiles.
Each of the four country teams used a different approach to the community profiles
summarised below.
Bangladesh
The Bangladesh team has from the outset conceived of the community profile as a
‘living document’ that progresses as the research programme advances. For the initial
reports, the teams used a mix of participatory assessment methods including:
Transect walks
Community social map
Community resource map
Wealth ranking
Wellbeing analysis
Survey/short census
Focus groups
Group discussion
Time line/ time trends
Daily activity chart
Decision making matrix
Seasonal calendar
Institutional (Venn) diagram
Semi structured interviews
Mobility map
Occupational ranking
It was found that these methods enabled the teams to involve a greater number of
people from the sites where the research is being carried out. While this improved the
quality and quantity of data, it also helped familiarise individuals and communities with
the research. The second phase in building up the community profiles will involve
adding site-specific information found in the Resources and Needs Questionnaire, the
Quality of Life instrument and the in-depth, process-orientated research initiatives that
are being carried out using a combination of quantitative and qualitative methods.
These second phase profiles are currently being drafted and will be available shortly.
Finally, it is anticipated that in a third iteration the team will use secondary sources to
better locate each site in the wider political-economy context of Bangladesh. Research
into Structures will contribute to this third phase.
Ethiopia
The first drafts of the rural Ethiopian community profiles are based on the Well-being
and Illbeing Dynamics in Ethiopia (WIDE 1) research that took place in 1995 in 15
villages selected to represent the diversity of livelihoods across Ethiopia. Four of these
villages are participating in the WeD research. WIDE 1 comprised a set of “Ethiopian
Village Studies” edited and produced jointly by the Department of Sociology, Addis
Ababa University, Ethiopia and the Centre for the Study of African Economies, Oxford,
UK and financed by the UK Overseas Development Administration. The fifteen villages
have also been taking part in the IFPRI/CSAE Ethiopian Rural Household Survey
(ERHS), which to date has collected six rounds of panel data (1994 – 2004). The first
drafts of the urban profiles will be available shortly.
The community profiles for the WeD sites are currently being updated using semi-
structured protocol-guided research (WIDE 2) carried out in 2003 by WeD researchers
in the 15 WIDE 1 villages and in five additional sites. The wider coverage enables the
Ethiopia WeD programme to situate the six sites selected for in-depth study in space
and time, covering much of the country’s diversity and recent history. The WIDE 2
protocols gather data on people and society; social structures and dynamics; site
history; policy regime interfaces; crises and local responses; men’s conceptions and
responses to drought and famine; women’s conceptions and responses to child
malnutrition, illness and death; HIV/AIDS and conflict; grounding WeD-related concepts;
changes in well-being and inequality; revisiting people and society. These were carried
out by a male researcher (talking to men) and a female researcher (talking to women)
using the same protocol adapted to the gender of the respondent. For more detail on
the protocols, see http://www.wed-ethiopia.org/wide_module_summary.htm
Peru
The Peruvian community profiles were initially based on secondary data. These have
now been updated with ethnographic methods, participant observation and in-depth
interviews carried out by researchers at the beginning of the research period.
It was regarded as an intrinsic component for building trust that was essential for the
more qualitative research investigating the subjective and cognitive aspects of
community life using the ECB ‘Entrevista a profundidad sobre Compenents del
instrument'. In addition, the Peruvian team have recently included complementary data
from the process research undertaken at the community level using a variety of
instruments such as: seasonal calendars, inventory of social organisation and collective
action, case studies of social organisation and conflict, and participant observation of
festivities.
Details on the history of the site together with the cultural meaning of exchange and
reciprocity of goods and services, religious spheres (traditional and modern), loyalties,
trust, collective action, community identity and significance of individual and social
exclusion have also been included together with more descriptive information on the
sites using secondary data.
Thailand
The Thai community profiles provide a comprehensive account of the physical, cultural,
economic and socio political dimensions constituting individual and community
wellbeing. The approach to gathering this information differed amongst the two teams.
The team in the North East based at Khon Kaen University relied primarily on a
selection of ethnographic and participatory methods similar to the Bangladesh team.
These included focus groups, semi structured interviews, transect walks, seasonal
calendars, time lines, flow diagrams of resources, participatory physical mapping,
participatory social mapping, wealth ranking and matrix ranking for the use of various
crops. The team in the South based at the Prince of Songkla University, Hat Yai used a
similar strategy of key informant interviews, informal interviews with a range of
informants, small group discussions, participatory mapping, and participant observation
(particularly focused around special events).
A second phase community profile is currently being undertaken for each of the
communities in the North East and the South incorporating data from Phase 1 QoL and
from RANQ, covering the following areas: Household characteristics, social and cultural
characteristics, housing, assets and wealth, land use, agriculture, and natural
resources, livelihoods and occupations. It will also be augmented with a brief analysis of
the possible explanations of emerging patterns drawing on the insights of fieldworkers.
7. How the community profiles can be analysed
The community profiles provide:
a) Detailed qualitative and quantitative material on each site including rich ethnographic
material.
b) Considerable information that can be compared across sites within the same country
c) Some, but less comparable information across the four countries
The community profiles provide a useful starting point for highlighting ‘traces’ of what
dynamics might be at play, suggesting areas for further investigation. Because the
community profiles only establish basic parameters of resource distribution, need
satisfaction and some subjective views and opinions within the researched
communities, more in depth analysis would be needed to explore the intricacies of
power relations that underpin poverty within the community. For example, they do not
give information on access of all individuals to services and infrastructure within the
communities. This detail is being covered by other methods used by the research team
such as the RANQ and the process research.
8. Links to other WeD research tools
The community profiles play an important role in situating the households and
individuals explored in RANQ within the context of the overall community. The
household survey work will not capture much of the wider community level information,
thus making the community profile an essential complement to the RANQ. They provide
an important link to the structures work by providing some explanation for where the
community is situated in relation to the wider regional and national context. Similarly,
they serve to highlight potential areas of investigation for subsequent QoL work in
relation to people’s perceptions of wellbeing.
File Details Description of Contents Achingaon Community Profile.doc Cases: 1
Profile of the one of researched communities in Bangladesh
Aloknagar Community Profile.doc Cases: 1
Profile of the one of researched communities in Bangladesh
Baniknagar Community Profile.doc Cases: 1
Profile of the one of researched communities in Bangladesh
Bichitropur Community Profile.doc Cases: 1
Profile of the one of researched communities in Bangladesh
Shantipur Community Profile.doc Cases: 1
Profile of the one of researched communities in Bangladesh
Telkupigaon Community Profile.doc Cases: 1
Profile of the one of researched communities in Bangladesh
Dinki Community Profile.doc Cases: 1
Profile of the one of researched communities in Ethiopia
Kolfe Community Profile.doc Cases: 1
Profile of the one of researched communities in Ethiopia
Korodegaga Community Profile.doc Cases: 1
Profile of the one of researched communities in Ethiopia
Shashemene Community Profile.doc Cases: 1
Profile of the one of researched communities in Ethiopia
Turufe Community Profile.doc Cases: 1
Profile of the one of researched communities in Ethiopia
Yetmen Community Profile.doc Cases: 1
Profile of the one of researched communities in Ethiopia
Peru Community Profile.doc Cases: 7
Document containing profiles of 7 researched communities in Peru
Ban Dong Community Profile.doc Cases: 1
Profile of the one of researched communities in Thailand
Ban Lao Community Profile.doc Cases: 1
Profile of the one of researched communities in Thailand
Ban Tha Community Profile.doc Cases: 1
Profile of the one of researched communities in Thailand
Nai Muang Community Profile.doc Cases: 1
Profile of the one of researched communities in Thailand
Ban Chai Khao Community Profile.doc Cases: 1
Profile of the one of researched communities in Thailand
Ban Thung Community Profile.doc Profile of the one of researched communities in
Cases: 1
Thailand
Klai Talad Community Profile.doc Cases: 1
Profile of the one of researched communities in Thailand
WeD Bangladesh Research and Confidentiality The question of confidentiality in our research was addressed at two key moments. First before the research took place, the WeD team had a series of meetings with residents of the research sites. This was to explain the overall nature of our research work. During the meetings, it was stressed that
• all data collected would be anonymised • the names of the sites would be anonymised • data would be managed, stored and used for analysis in a proper and
professional manner Second, before specific moments (interviews, group discussions etc) researchers were asked to make sure participants
• were made aware of the overall research purpose • understood that their names would be anonymised and that information would
only be used for research purposes • realised they were free not to take part in the research or to end their
participation if they so desired. The below statement was translated and used in the resources and needs questionnaire applied in Bangladesh: Statement of confidentiality: This questionnaire is part of a wider project on the well-being of people in different parts of the world. All information gathered is confidential and will be used only for research. The identity of the respondents or households will not be revealed to anyone. Nobody will be able to identify you or use the information against you. To the interviewer: The above statement of confidentiality was read to the respondent and the respondent has agreed to participate in the interview. Please tick the box.
Message to informants
From the Ethiopia WeD Research Team This research is part of a five year research programme which is being conducted in four countries: Ethiopia, Bangladesh, Peru and Thailand. It is paid for by the British people, many of whom are worried about the state of the world, specially the problems faced by people in poor countries. The British research funders believe that the lives, achievements, and problems of the people and country of Ethiopia are not well understood in the rest of the world, and that this research, whose conclusions will be published in a number of books and disseminated through other media, will help to put that right. The Ethiopia research team is also interested in helping people in the Ethiopian government, in NGOs and the donor community to get a better understanding of the achievements and problems of people in communities like yours, so that they can use their funds to respond more effectively to the needs of the people. We are also interested in helping the community itself to understand and focus on its achievements and problems. Your answers to our questions will help us in both endeavours. No-one will be able to identify you when reading our books or policy briefs. Dr Alula Pankhurst, University of Addis Ababa, and research team. Dr Philippa Bevan, University of Bath, UK.
WeD Peru Research and Confidentiality The below statement was translated and used in the resources and needs questionnaire applied in Peru: Statement of confidentiality: This questionnaire is part of a wider project on the well-being of people in different parts of the world. All information gathered is confidential and will be used only for research. The identity of the respondents or households will not be revealed to anyone. Nobody will be able to identify you or use the information against you. To the interviewer: The above statement of confidentiality was read to the respondent and the respondent has agreed to participate in the interview. Please tick the box.
Thailand Confidentiality Statement Remarks This interview is conducted as a part of The Wellbeing in Developing Countries’ research (WeD). Any information from the interview will remain confidential. WeD will use this information only for research purposes. Hence the interviewee will not be identified or be affected by the interview.
For Interviewer Please read the above remarks to the interviewee in order to assure their confidence and to create more corporative participation. If he/she agrees to give an interview, please mark in
WeD community profiles – summary of headings used in each country
Heading & Sub-headings Bangladesh Ethiopia Peru Thailand PHYSICAL DESCRIPTION OF COMMUNITY X X X X
Location X X X X Geography (topography, climate, soil, hydrology, etc) X X
Main outputs / products X Infrastructure X X X X
PEOPLE & PLACE X X X X Population X X X X
Religion X X X X Languages X X
Pattern & number of households X X Social settlement & mapping X X X
HISTORICAL BACKGROUND X X X X Economic changes X X X
Cultural changes X X X Political changes X X X Natural changes X X
MATERIAL RESOURCES X X Occupation & employment X X X X
Employment & income across occupations X X X Savings & credit X X
Community income & expenditure X Major assets in the community X X
Market X X X X Government & non-government services X X X
NATURAL RESOURCES X X X X Land X X X X
Water X X X Livestock X X X
Crops / Plantation / Forest/Wildlife X X X X Common resources X X X
Natural variability X X X HUMAN RESOURCES X X X X
Education X X X X Main value attached to education X X
Health X X X X Skills / Training X X
Migration X X X X PHYSICAL / INFRASTRUCTURE RESOURCES X X X X
Transport & communication X X Institutions X X X X
Markets X X X X SOCIO-POLITICAL RESOURCES X X X X
Social & political groupings X X X Conflict & co-operation X X X
Organisations X X X Leadership X X
Election X X Government Services X X X
CULTURAL RESOURCES X X X X Religious events / ceremonies X X
Non-religious events / ceremonies X X Community access and participation X X Religious figures and sacred places X
Life cycle events (incl. Marriage) X X X X Honorific titles X
Status X X STATUS OF WOMEN X X X
Marriage X X Public life status X
Work in public places X SOCIAL ORDER X X
Threats and strengths X Safety and insecurity status X
PERCEPTION OF WELL-BEING X Equality / Inequality X
Material sense of wellbeing X Political sense of wellbeing X
Socio-cultural sense of wellbeing X Psychological sense of wellbeing X
ADDITIONAL INFORMATION X X X X Glossary of unusual words and acronyms X X X
Hand-drawn map X X Published accurate map X
Photographs X Graphical information (bar charts, graphs, pie charts,
etc) X X X Timetables X X
Tables or lists X X X
Summary of headings in Bangladesh’s Community Profiles Chandair, Manikgonj
Farirchar, Manikgonj
Saidpur Dakshin Ranipur
PHYSICAL PHYSICAL PHYSICAL PHYSICAL Location Location Location Location Infrastructure Infrastructure Infrastructure Infrastructure PEOPLE & PLACE PEOPLE & PLACE People People Population Population Religion Religion Pattern & Number of Households
Pattern & Number of Households
Social settlement and mapping
Social settlement and mapping
Condition of residences
HISTORICAL BACKGROUND
HISTORICAL BACKGROUND
HISTORY HISTORY
Economic Changes Economic Changes Social Changes Social Changes Cultural Changes Cultural Changes Political Changes Political Changes Natural changes Natural changes MATERIAL RESOURCES
MATERIAL RESOURCES
MATERIAL RESOURCES
MATERIAL RESOURCES
Occupation & Employment
Occupation & Employment
Occupation & Employment
Occupation & Employment
Expected Income Expected Income Employment and Income across occupations
Employment and Income across occupations
Savings & Credit Savings & Credit Agriculture Agriculture Community Income & Expenditure
Community Income & Expenditure
Market Market
Welfare / Services Welfare / Services Major assets in the community
Major assets in the community
Savings and Credit Savings and Credit Community
Income and Expenditure
Community Income and Expenditure
Government and non-government services
NATURAL RESOURCES
NATURAL RESOURCES
NATURAL RESOURCES
NATURAL RESOURCES
Land Land Common Resource
Common Resource
Water Water Natural Vulnerability
Natural Vulnerability
X:\wed\Community Profiles\Bangladesh\Headings in Bangladesh.doc 06/09/2004 12:41
Livestock Plantation Forest Common resources Common resources Natural variability Natural variability HUMAN RESOURCES
HUMAN RESOURCES
HUMAN RESOURCES
HUMAN RESOURCES
Education Education Health Health Main value attached to education
Main value attached to education
Education Education
Health Health Skills Skills PHYSICAL RESOURCES
PHYSICAL RESOURCES
Transport & Communication
Transport & Communication
Institutions Institutions Market Purchases & Sales at market
Female participation in markets
SOCIO-POLITICAL RESOURCES
SOCIO-POLITICAL RESOURCES
SOCIAL & POLITICAL RESOURCES
SOCIAL & POLITICAL RESOURCES
Social & Political groupings
Social & Political groupings
Social groupings Social groupings
Conflict & Co-operation
Organisations Organisations
Leadership Leadership Election Election Government
Services Safety Net Programmes
CULTURAL RESOURCES
CULTURAL RESOURCES
CULTURAL RESOURCES
CULTURAL RESOURCES
Religious events and community participation
Religious events and community participation
Cultural Identity Religion
Access/ Participation
Religious Ceremonies
Major Religious events
Non-religious events and community participation
Life cycle events Life cycle events
Religious figures and sacred places
Religious figures and sacred places
Major religious figures and sacred places
Major religious figures and sacred places
Life cycle events Life cycle events Major non-religious events
Non-religious events
Honorific titles Honorific titles Honorific titles Honorific titles Status Status
Women status Women status Government and
Private services STATUS OF WOMEN
STATUS OF WOMEN
ISSUES TO CONSIDER
ISSUES TO CONSIDER
Marriage Marriage Marriage Marriage Public life status Public life status Social Order Migration Work in public places
Social Order
MIGRATION MIGRATION Sharecropping History of migration History of migration Types and prevalence
Types and prevalence
Remittance SOCIAL ORDER IN THE COMMUNITY
SOCIAL ORDER IN THE COMMUNITY
Threats and strengths
Threats and strengths
Safety and Insecurity Status
Safety and Insecurity Status
Incidents of violence and their resolution
Incidents of violence and their resolution
PERCEPTION OF WELL BEING
PERCEPTION OF WELL BEING
EQUALITY-INEQUALITY
EQUALITY-INEQUALITY
Equality-Inequality
Equality-Inequality
MATERIAL SENSE OF WELL BEING
MATERIAL SENSE OF WELL BEING
Material sense of well being
Material sense of well being
Rich and poor people in the village – defining factors
POLITICAL SENSE OF WELL BEING
POLITICAL SENSE OF WELL BEING
Political sense of well being
Political sense of well being
Power Power SOCIO-CULTURAL SENSE OF WELL BEING
SOCIO-CULTURAL SENSE OF WELL BEING
Socio-cultural sense of well being
Socio-cultural sense of well being
PSYCHOLOGICAL SENSE OF WELL BEING
PSYCHOLOGICAL SENSE OF WELL BEING
Community’s sense of happiness
Community’s sense of happiness
[glossary] [glossary] [sketch map] [sketch map] [proper map] [proper map] [photos] [photos] Pie charts Pie charts Bar Charts Bar Charts
Tables Tables Lists Lists
List of headings in Ethiopia’s Community Profiles NB. This information came from the 1996 Ethiopian Village Studies website (see http://www.csae.ox.ac.uk/evstudies/main.html ). 1. Locating the Site in Time and Space Geography and Population Climate Production Infrastructure Social Structure History 2. Seasonal Activities and Events 3. The Farm Economy Crops Livestock Land Labour Interlinkages Technology Innovations Common Property Resources Environment 4. Off-farm Income Activities Within the Community Occupational Structure Migration 5. Reproductive Activity Household Management Fuel and Lighting Water Sanitation Fertility Childbirth and childcare Socialization Education Training Health 6. Consumption Food and Other Day-to-Day Goods Saving and Investing Housing Household Assets Local Services
7. Local Institutions and Organizations Households Marriage Divorce Inheritance Kinship Lineages Clans Age Grading, Life Cycle Changes and Rites of Passage Friendship Friendship Contracts Citizenship Markets Credit and Social Security Community Decision-making Local Organizations Redistributive Mechanisms 8. Beliefs and Values Land Religion Explanations of Misfortune and Illness Community Values Political Beliefs and Attitudes 9. The Community Community organization Politics Social Conflict Poverty and Wealth Social Mobility Status Social Stratification Dissent 10. Relationships with Other Communities and the Wider Society Clans and Tribes Villages and Regions Relationships with Wider Ethiopia Effects of Government Policies Government Activities in the Community NGO and Community Activities in the Community The Future Bibliography Glossary Acronyms Calendars
Draft on 27th October 2003 Community Profile Guideline
Community Dynamics and Understanding of well being and Ill being
Bangladesh
Content 1. Introduction 2. Modules for the community profile 3. Guideline for using the tools/methods 4. Plan of action
2
Section A Introduction
This document contains three section excluding introduction. The second section describes the eight modules to capture the dynamics and understanding well being and ill-being of the community. It covers the area of research concern, protocols and methods. The methods have been chosen in order to gather community level information, which are relatively easy to implement and produce reliable information. Not all but these are mainly PRA tools. We have proposed a number of tools either as alternative or a combination, which is required to generate necessary information. The third section covers the guideline that tales how the methods to be used. The fourth section contains the plan of action for the Bangladesh team.
3
Section B Modules for Community Profile
Summery sheet
Module Protocol Module: 1 Resource, History and People: an overview
1.1 Resource 1.1.1 Infrastructure 1.1.2 Communications 1.1.3 Education 1.1.4 Institutions (formal and informal) 1.1.5 Community economy (e.g. major productive assets, and use along with formal and informal credit operations) 1.1.6 Common resources 1.1.7 Natural resources 1.1.8 Uses of modern technology 1.1.9 Drinking/safe water & sanitation 1.1.10 Health 1.2 History 1.2.1 Social change 1.2.2 Cultural change 1.2.3 Economic change 1.2.4 Political change 1.2.5 Natural change 1.3 Demographic composition of the community 1.3.1 Population 1.3.2 Religion 1.3.3 Ethnicity 1.3.4 Women's status
Module 2: Community Economy
2.1 Occupation 2.2 Assets (including farm and non-farm) 2.3 Income 2.4 Savings 2.5 Investment 2.6 Expenditure
Module 3 Social structure and dynamics
3.1 Social groupings 3.2 notion of assets and their symbolic using pattern 3.3 Education status 3.4 Local organizations (samaj, panchayet, zamaat etc.) 3.5 Household types 3.6 Marriage 3.7 Dowry 3.8 Polygamy 3.9 Divorce 3.10 Kin, neighbour 3.11 political parties 3.12 religious leader 3.13 Chairman, member, pradayn and other local government representatives and other leaders 3.14 political family
Module 4 Cultural interactions
4.1 Community interactions and exchange 4.2 Gender and ethnic divisions of labour
4
4.3Local organisations and people's involvement (samaj, panchayet, zamaat etc.) 4.4 Religious beliefs and practices 4.5 Identity; e.g. ethnicity, caste, gender, professional group
Module 5 Crisis and response
5.1 Natural hazards 5.2 Economic hazards 5.3 Social hazards 5.4 Political hazards
Module 6 Legal and Customary Rights
6.1 Different forms/kinds of rights like International human rights, Constitutional/Statutory rights Customary rights 6.2 Actors and stakeholders involve in operationalising/ practicing right 6.3 Rights in practice
Module 7 Migration and remittance
7.1 Types of migration 7.2 Use of networks 7.3 Reasons 7.4 Nature of remittance 7.5 Consequences 7.6 Impact
Module 8 People's perception about well being and ill being
8.1 Ownership of material assets 8.2 physical health 8.3 mental health 8.4 mental peace and happiness 8.5 income and money 8.6 presence of husband/wife/children 8.7 social relations 8.8 social security/stability
5
Module: 1 Resource, History and People-an overview
Area of concern
Protocol Issues/elements Methods (it can be used
several tools for a protocol)
1.1 Resource 1.1.1 Infrastructure Road, bridge, embankment,
dam, culvert, building/establishment including commercial/industrial units
1.1.2 Communications Means of interactions with distance people/external connection like television, telephone, or/and other satellite equipment
Types of resources available in the community
1.1.3 Education Literacy rate and level of education (primary to SSC etc.) Number and status of different educational institutions
1.1.4 Institutions Different types of institution both formal and informal (e.g. state services, NGOs programme, local i.e. kinship, local government etc.) in which the community has access or not and, why; level of satisfaction with the access/service/ involvement
1.1.5 Community economy (e.g. major productive assets, and use along with formal and informal credit operations, occupational pattern)
Type of assets (e.g. land and agriculture equipment, livestock, water bodies, different non-farm assets i.e. ownership on vehicles, shops, etc., using pattern and returns from these assets for a particular period of time, market values of the assets; level of satisfaction; different type of financial institutions (formal and informal) operate credit to the community people, and their roles in the community economy
1.1.6 Common resources
Different type of common resources they have, time/seasonal relation to the communal access, level and satisfaction of users (sharing, dispute, conflict and alliances)
• Transact Walk-TW (by research team)
• Village Resource
map-VRM with well- informed males and female
• Group
Discussion-DS with well- informed males, Mixed Group considering age, sex
• Focus Group Discussion-FGD with male and F separately
• Institutional Venn
Diagram with Male and female group separately
• Village Social
Mapping-VSM with Male and female group separately
• Seasonal
Calendar-SC with mixed group or with M-F separately
• Decision Making
Matrix-DMM with well informed male group or with M-F l
6
1.1.7 Natural resources Different type of natural resources including water bodies, forest, hill etc., community's access to the resources management and in what extent, level of satisfaction for the uses of natural resources-both customary and legal.
1.1.8 Uses of modern technology
Identification the 'modern' technology the community uses, field of uses, intra-community behaviour shaped /generated due to the introduction of the technologies, and relation regarding tech. uses; impact (material and non-material, and solidarity, trust, conflict etc.) i.e. gain or loss
1.1.9 Drinking/safe water & sanitation
sources of drinking water and variety of uses, social and financial aspects of using drinking water; types of sanitary uses/sanitation, impact of sanitary conditions, community attitudes towards 'hygienic health'/ hygiene
1.1.10 Health The common disease they have to face, different ways to get treatment, different types of medical facilities for treatment
F separately
1.2 History Significant incidents have been happened that people can remember
1.2.1 Social changes
Significant incidents have taken place over decades include; How people understand 'social changes'; major events (over 50 years) regarding social changes, perceptions towards the changes, consequences (i.e. differentiation) of the changes in different groups
1.2.2 Cultural change How they perceive the 'cultural changes (i.e. breaking down the purdah for Muslim women) '; major events (over 50 years) regarding cultural changes, perceptions towards the changes, consequences (i.e. harmony/tension) of the changes in different cultural and aged groups
• Time Trends-TT With old aged group both M-F
• Seasonal
Calendar-SC With mixed group both M-F
• Matrix Scoring-
MS With mixed group or separately with M-F group
• Group
Discussion-GD With mixed
7
1.2.3 Economic change Major events of economic changes (over 50 years), importance/reasons/necessity of the changes, perceptions towards the changes, consequences and impact(discrimination, tension, violence etc.) of the changes in different class-groups, 'external' (i.e. national level policy) and 'internal' (local production relations) factors of changes
1.2.4 Political change Level of awareness regarding political matters, What changes (over 100 years) they have been noticed so far, reactions/perceptions towards the changes, background/reasons behind the changes, national-local relations, impact/consequences (i.e. violence, tension,) of the changes, can they being isolated from the political arena?
1.2.5 Natural change Scenario of the nature in the past (50 years back), and the changes (i.e. salinity in water), reasons (local knowledge and experiences i.e. flood, cyclone etc.) for the changes, consequences of the changes (impact on livelihoods, adjustment and conflict with the changes)
group or separately with M-F group
• Focus Group Discussion-FGD with specific groups based on issues
• 1.3.1 Population • Size, sex ratio, age composition, trend of growth per 10 years, 'factors' behind the growth rate, and child rate mortality
• 1.3 Demographic composition of community
• 1.3.2 Religion • Population size of different religious groups, intra and inter relationships
• 1.3.3 Ethnicity • Population size of different ethnic groups, intra and inter relationships
• Transect Walk-TW by research team
• Short Census SC
with well informed group
• Village Social
Mapping-VSM by both M-F
8
• 1.3.5 Women's status • Condition and position in private space e.g. in decision making, resource allocation (e.g. education, health, food), working status in public space e.g. work division, wage discrimination, making balance in triple role, participation in community activities e.g. salish, meeting, NGO involvement
group • Group
Discussion-GD With mixed group or separately with M-F group • Focus Group
Discussion -FGD with specific groups based on issues
• Semi structured interview with some key informants
• Matrix scoring With mixed group or separately with M-F group
• Daily Activity
Chart With separately with M-F group
9
Module 2: Community Economy Objectives: To understand the different economic aspects of community
Area of concern Protocols Issues/Elements Methods • 2.1 Occupation
• Types, diversification, availability, satisfaction, wage, gender division of work
• 2.2 material
and natural assets
• Land, livestock, water body, hill, forest, market place
• 2.3 Comparative income and income opportunity
• Average income (monthly) by individual group (e.g. different professions), types, major sources, risk and insecurity
• 2.4 Comparative savings
• Types, when, uses, consequences, impact
• Dynamics of the community economy
• 2.5 Investment
• Types, returns and outcomes, risk and risk management
• • 2.6 Expenditure
• Types, areas of expenditure
• Occupational Ranking-OR With mixed group
• Group Discussion-
GD With mixed group considering age, sex or separately with M-F group
• Focus Group
Discussion-FGD • with different
occupational group or with different social groups
• Mobility Mapping-
MM With mixed group considering age, sex and separately with M-F group
• Transect Walk-TW
by research team • Village Resource
Mapping-VRM by well- informed male and female
• Seasonal Calendar-
SC With mixed group
• Semi Structured
Interviewing-SSI with some key informants
10
Module 3 Social structure and dynamics Objective: To understand the social structure and its elements with their relations Area of concern Protocol Issues/elements Methods
3.1 Social groupings different social groups, castes, descent, clans etc., their main customs including religious identity, the familiar trend they like to be introduced with others
3.2 notion of assets and their symbolic uses
Both economic and non-economic 'factor(s)' e.g. land holding, religion, gender, caste etc.
3.3 Education status
The level of education its relations with social status
Construction of social status and its maintenance
3.4 Local organizations (samaj, panchayet, zamaat etc.)
Different types of social organizations and their influence, interactions on/with the community
• Well being grouping and Analysis-WBA With mixed group considering age, sex or separately with M-F group
• Village Social
Mapping-VSM With mixed group considering age, sex or separately with M-F group
• Group
Discussion-GD With mixed group considering age, sex or separately with M-F group
• Focus Group
Discussion-FGD with different social group
Changing family pattern and marriage
3.5 Household types
Types (nuclear, extended, joint), intra and inter relationship (Alliance, coalition and conflict)
3.6 Marriage
Marital (conjugal) status, family role, position in HH, awareness about law, interpretation of different aspects of marriage by local elite and religious persons (e.g. dowry, polygamy, divorce, maintenance, age of marriage)
• Group Discussion-GD With mixed group considering age, sex and separately with M-F group
11
3.7 Dowry
Changes over years in the particular community, the 'assets' usually used for dowry/types of dowry, consequences (gainer and loser, affect on relations), use of dowry, people's perception regarding dowry, awareness about legal options and religious option (e.g. denmohr for bride), state level administrative role and action regarding dowry practice
3.8 Polygamy
Polygamy practice, dominant/ratio in different group, reason, people's view about polygamy, awareness about the legal and religious option, legal practice, Relationship among wives and with husband, consequence on wife/wives, children, family from different aspects.
3.9 Divorce
divorce practice, dominant in different group, main reasons, people's perception, awareness about the legal option, consequence and affect in community, changes in divorced women's personal, family and community
• Focus Group
Discussion-FGD with both M-F
• Mobility
Mapping-MM with female group
• Semi Structured
Interviewing-SSI with some key informants
3.10 Kin, neighbour
Types/nature of networks with different kin and neighbours, reasons and necessity of the connections, when (always or in a particular circumstances), impact/consequences (positive/negative).
3.11 political parties Political actors in the community, people's interest for them, reasons for connection and their choices, benefits and constraints, status of political party worker
3.12 religious leader Religious actors in the community, their contributions for the community people, reasons for connections (both spiritual and non-spiritual causes), and their choices, changing pattern of relations, age and gender dimensions, perceptions towards religion based political activities.
Explore the connections/relations among different power groups
3.13 Community leader (formal and informal i.e. Chairman, member, pradayn, matbar etc.)
Type and terminology of leaders, How they become leaders, their roles/activities, their influence over the community, peoples experiences with their leaders (positive/negative), why and how they keep relations with the leaders
• Institutional (venn) diagramming and mapping by well informed male group and also by M-F group separately
• Focus group
discussion-FGD with specific group based on issue
• Decision Making Matrix-DMM by well informed male group and also by M-F group separately
12
3.14 political family Identification the 'political family' in the community; their power, positions and roles, why and how people make relations with them, impact of this type of family
Module 4 Dynamics of culture and its importance Objective: To understand the cultural traits as well as practices in the community and its importance
13
Area of concern Protocols issues/elements Methods 4.1 Community economy and exchange
Different customary exchanges of goods and services (i.e. religious practices to donate/exchange) that lead the community to interact; customary production relations and wages pattern in the local labour market; customary/local management of natural resources as part of economy;
4.2 Gender and ethnic divisions of labour
particular cultural constructions for gender and ethnic divisions of work, level of rigidity, trend of breaking the rigidity and the changing scenario
4.3 Local organisations and people's involvement (samaj, panchayet, zamaat etc.)
• Type of organizations/institutions related to cultural practices, their roles for individual group of people, how and why people find importance to be involved with the org.
4.4 Religious beliefs and practices
• A range of beliefs and practices take place in the community, intra and inter-religion groups relations, how people perceive their well being and ill being behind religions
How Culture matters to the community
4.5 Ethnicity • Indigenous beliefs and practices; relation with the 'mainstream' (national) culture and people
• Institutional (venn) diagramming and mapping by well informed male group and also by M-F group separately
• Group Discussion-GD with mix
group considering age, sex, ethnicity • Focus Group Discussion-FGD with
specific group based on issue • Semi Structured Interviewing-SSI
with some key informants • Mobility mapping MM by different
group
14
Module 5 Crisis and response Objective: To explore the community responses to different type of hazards Area of concern Protocols Issues/elements Methods
Natural hazards Types (e.g. draught, flood, cyclone, heavy rainfall) way of responses, support from community, government, NGO, local organizations, constraints faced, effect on individual, HH and community life as a whole
types (e.g. non-production of crop, employment problem, …) and effect in relation with other shocks like natural, social, economic as well, way of responses in any crisis, support from community, government, NGO, local organizations, effect on individual, HH and community life as a whole
Social hazards types (e.g. conflict due to property, religion, ethnicity), shocks from marriage related issues, and effect in relation with other shocks as well, way of responses in any crisis, support from community, government, NGO, local organizations, effect on individual, HH and community life as a whole
Different type of hazards and people's response
Political hazards Types (e.g. election impact, power conflict, conflict for sharing benefit among parties or workers) and effect in relation with other shocks like natural, social, economic as well, way of responses in any crisis, support from community, government, NGO, local organizations, effects on individual, HH and community life as a whole
• Seasonal Calendar-SC by well informed group
• Institutional (venn)
Diagramming and Mapping-IDM by well informed male group and also by M-F group separately
• Semi Structured
Interviewing-SSI with some key informants
• Group Discussion-GD with mix group considering age, sex, ethnicity, religion
• Focus Group
Discussion-FGD with specific group based on issue
15
Module 6 Formal and informal Rights Objective: To explore the different types of formal and informal rights in focusing their awareness, and degree of access to the rights in relation to roles of different stakeholders. Area of concern
Protocols Issues/elements Methods
6.1People's awareness about different forms/kinds of rights like International human rights, Constitutional/Statutory rights, Customary rights
People's awareness and view about civil, political, economic, social, cultural, legal, kinship and resource based rights
6.2 Actors and stakeholders involvement in operationalising and practicing right
• legislators, politicians, elite, court, bureaucrats, kinship group, media, advocacy group's role and influence regarding practicing rights
Perception about and practice of Rights on the community
6.3 Rights in practice • appropriateness with the local community context (e.g. contradiction with customs, recognition from society
• empowered or not to practice rights
• Group Discussion-GD with mix group
• Focus Group
Discussion-FGD with specific group based on issue
• Semi-Structured Interviewing-SSI with some key informants
• Institutional
venn Diagramming-IVD with well informed group
16
Module 7 Migration and remittance Objective: To explore the role of migration and remittance on the community Area of concern Protocols Issues/elements Methods
7.1 Types of migration long- short term, push-pull,
local- outside(regional, abroad)
7.2 Use of networks
sources of assistance (for migration) and where ( close or far)
7.3 Reasons economic, social, political, natural hazards
7.4 Consequences
Opportunities & constraints in relation to migration. (to get a job/work, Problems of migration in terms of gender, change of occupation due to migration, changes in social status
How migration makes a contribution
7.5 Impact
On family & community (in the family level the issues are health, education, food, sanitation, cloth, housing which have impact in community as well) (in the community level particular group e.g. religious, professional group can leave the place forever)
• Mobility Mapping-MM by both M-F group
• Group Discussion-
GD with mix group
• Focus Group Discussion-FGD with specific group based on issue
• Semi-Structured
Interviewing-SSI with some key informants
• Institutional venn
Diagramming-IVD with well informed group
17
Module 8 People's perception about well being and ill being Area of Concern Protocols Issues/elements Methods
8.1 Ownership of material assets
Ownership of productive assets e.g. land, water bodies (ponds etc.), farms etc. with other non-farm assets, having good housing, clothing, and contextual value of material assets - why these are important
8.2 Physical health Conditions of physical health (not having disease or having), and how does it relate to well being and ill being
8.3 Mental health Conditions of mental health (having any disorder or not), and how does it make a sense of well being and ill being
8.4 Mental peace and happiness
Conditions for being mental peace and happiness; how does it perceive
8.5 Income and money Importance of income and money in the society, perceptions based on different class/gender/age /group
8.6 Presence of husband/wife/children
aspiration for family and its members, desire of having boys or girls and their preference.
8.7 Social relations What perceptions people have about their neighbours, households and community; and the social institutions; expected assistance, importance and value of reciprocal relationships.
How people do perceive their well being and ill being
8.8 Social security/stability
How social unrest, conflict, uncertainty, insecurity on the one hand, trust, cooperation and solidarity on the other are being produced and balanced; people's expectations
• Well being Analysis-WBA with mix group, M-F separate group
• Group
Discussion-GD with mix group, M-F separate group
• Focus Group
Discussion-FGD with specific group based on issue
• Semi-Structured Interviewing-SSI with some key informants
18
Section C Guideline for using the tools
This section explains how different methods to be used for collecting community focused information, can be use in appropriate way. It is chosen eighteen mostly PRA based methods. It is needed to mention that in the previous (section- B)section, it did not mention about the rapport building as a specific method, but rapport is must to introduce the researchers with the community people. Here it is explained therefore, major methods are 1. Rapport building 2.Transact Walk-TW/ Physical observation- PO 3.Village/Community Social Map- VSM 4.Village/Community Resource Map- VRM 5.Wealth Ranking- WR 6.Well-being Analysis-WBA 7.Survey/ Short Census-SC 8.Group Discussion-GD 9.Focus group discussion-FGD 10.Time line/ Time trends-TL 11.Daily Activity Chart-DAC 12.Decision Making Matrix-DMM 13.Seasonal Calendar-SC 14.Institutional (venn) Diagramming and Map-IVM 15.Semi Structured Interview-SSI 16.Mobility Map-MM 17. occupational Ranking-OR 1. Rapport building Process • Enter into the village. Exchange greetings with the people you met in the street or in the market place/ tea stall. • Introduce the team and explain the purpose of the visit (example, We have come to know about your village, its
inhabitants, occupation, livelihoods, etc. Our learning will be used in our future research work for the development of this area.
• Know from the people about the village, its past history or any important events of the past, present situation, occupation of the people.
• During informal discussion try to find out key informant people whom you may select as potential participants for the next PRA sessions. Also try to find out a person who may act as contact person to organise people for the next PRA session.
• Decide a venue, time and number of participants with the people present for the next session and request the contact person to inform all other participants to be present in the venue in time.
2. Transact Walk Process • Transact Walk can be done during rapport building with the villagers. Go to the village meet with people available in
the village. • Request them to tell about their village, such as people, their occupation, common resources, organisations working,
and institutions. • Observe each and everything with sharp eyes, such as people’s behaviour, way of talking with an outsider, information
on any particular issue or event. • Record all information and observation clearly in your notebook later on. Do not start writing while you are talking
with the people. If you write during talking, people will hesitate to give you information and they will be selective. On the other you will not be able to concentrate on the discussion.
• Try to cover the whole village during physical observation. • This physical observation will help you in analysing information given by the people in the next sessions.
19
3& 4.Village mapping (Resource and social mapping) Process • Introduce the research team members with the participants and also request them to introduce themselves. • Explain clearly with few words the objective of the exercise. (Example; This exercise will help us to understand your
village and its resources, problems, potentials etc. This map/ sketch will also help the illiterate people to participate and interact in the discussion).
• Make sitting arrangement in an open clean ground in a circular or U shape form keeping a space in the middle for drawing map on the ground.
• Invite some one to draw the map on the ground with a hard stick. Do not give pressure on some one who is not interested. If none become interested to draw then someone from the team starts drawing and does some intentional mistake. Instantly you will find that they will take away stick from you and start drawing the map. This is an easy technique to hand-over the responsibility to the people.
• Tell them first to draw the main roads and the link roads. Then place schools, markets, other institutions, banks, post office, big bushes etc. on the map. Then tell them to put all households on the map from one side of the village to the last end. While drawing the household ask the name of head of each house with father’s or husband’s name. Write the name of each household on a small piece of paper with serial number and put the paper on the specific house drawn on the ground. So that after completion of drawing total number of household with name and other information will be collected in the same sitting.
• Tell them to draw boundary of the village • Finally ask the participants to add any important missing thing in the map • Copy the map as it is on a big sheet of paper either by the facilitation team member or by the participants. 5&6 Wealth ranking and Well being analysis Process • Ask the participants to divide all households of the village into different categories according to their socio-economic
status (e.g. rich, middle class, poor etc.). • Tell them to quantify the number of households in each category. (either in number or in percentage) • Ask the participants to clarify the status of each category in terms of food intake, landholding, housing pattern,
occupation, women’s occupation, status in the society, income etc. • Ask more detail about the extreme poor/ hard core poor. Note down all information and ask for further clarification (if
any) 7. Survey/Short Census-SC Process H/H Head
Family member
Occupation Involvement with NGO
Age Religion Education
M F 8. Group Discussion-GD Process • It needs a group of people to discuss on a range of issues necessary in the research • The group, usually consists of 8-12 members, must be represent cross sectional people • It needs to consider age, sex, occupation, religion and other social groupings in forming the group • Ask the possible people/participants to be available in a particular place in a particular time; also inform them about
the total time might be consuming for the discussion • Let them well informed about the objectives of such discussion, and try to select much appropriate persons/participants
for achieving the target of the discussion • They will be the key player of the discussion, your role is just facilitating them for the issues, you should not interfere
them, however, the discussion should not be out of tract/objective.
20
• Make a tentative plan what issues need to be discussed, and how. Try to follow the plan according to the time as well as objectives.
• Make everybody to be well participated/active in the discussion; care that any body is trying to influence the discussion or leading it in the wrong tract. Make him/her stop/manage asap.
• Take note what the people say, and you can record if they permit. Share the responsibilities who will do what throughout the programme. The team consists of 2-3 members is better to manage as well as conduct a group discussion.
9. Focus Group Discussion-FGD Process • The FGD has some sorts of similarities with the GD mentioned above, however, it has particular differences. • FGD has intention to focus on a particular issue or subject (but may switch other related issues; i.e. dowry during the
discussion of marriage as women's issue), and the discussion should not cover a vast/larger area in terms of issue • The group size is as same as GD, but must be homogenous based on issue/subject. Group may be based on age, sex,
occupation, religion etc. where some selected individuals will be asked to participate in the discussion. • Follow the manual of 'Group Discussion' for other instructions. 10.Time line/ Time trends-TL/TT Process Year Incident Matrix: Historical change
Year Historical changes
Social Cultural Economic Political Natural
11. Daily Activity Chart-DAC (for gender dimension) It is usually used for collecting data on gender division of labour in productive and reproductive work with the household and community. It suggests desegregating roles and responsibilities. Process
Ask the participants to make a table and write down the different task they do by men, women and children/others in different column on the chart.
•
• If it is needed, ask them to write down in detail the information about other factors like as the amount of time spent on activities, the location of activities etc. Activities include the required information based on that area of concern/protocol. For example. See the table and matrix below:
21
Table: Who does what?
Activities Women Men Children,
elder/Others
Reproductive
Collecting food, fuel, childcare etc.
Productive
Agriculture
Income generation
Employment
Community work
Self help group
Community politics
Village committee
Political party
Comparative matrix: Access and control of resources by Men and Women
Access Control
Men Women Men Women
Resources
Benefits
12. Decision making Matrix Process
Types of decisions
Name of the institutions
13. Seasonal Calendar-SC Process • Select some issues that relate with seasons, e.g. Health situation, diseases, income, expenditure, social functions,
mobility, • Ask the participants how different seasons affects their livelihoods • Draw a line on the big sheet and divide it into twelve months (Bengali or English months as practice by the
participants in their community)
22
• Ask them to put different sticks/ line according to the situation of each month. You can use seeds instead of line/ stick. • After completing all months ask them to analyse the situation 14. Venn Diagramming/ Institutional Mapping-VD/IM Process • Carry some colour circular paper in the village to make Venn • Ask to inform the name of persons/ institutions involved in local power structure e.g. local elite, political leader,
religious leader, influential persons, local NGOs, CBOs etc. • Ask them to make size of Venn according to strengths (in terms of resources, manpower/ supporter, control/ working
area) of each persons/ institutions. • Write the name of village in the middle of a big sheet and ask the participants to put the Venn nearer or furthest to the
village according to their linkages/ contact with the persons/ institutions. After having consent by all fix the Venn on the sheet.
• Draw lines between each Venn to show their linkages/ relationship with each other. 15. Semi Structured Interview-SSI • This will be an alternative for checklist in gathering the information for Community Profile. • The semi-structure questionnaire will be based on the issues to be addressed • The statements in the questionnaire should be easy so that everybody find interest with it • Any debatable/sensitive issue should be addressed carefully. 16. Mobility Map-MM Process • Draw a small circle in the centre of a big sheet of paper and write the name of the village in the circle. • Ask participants to draw circle one within other to show area of Para, Village, Union, Upazila, District and Division. • Ask them to draw picture of different places where they generally go in each circle. Sign out the different places
according to priority/ frequency by using sign pen (e.g. according to priority thick line for more frequency and small line for less frequency of movement).
• Now ask each individual person to put dot on each place where they personally go. This will help you to analyse how many of them visiting how many places, i.e. their mobility.
17. Occupational Ranking
Process • Ask the participants to write the name of different important occupations on different column of one row Ask them to write down the comparative benefit of each occupation to the extreme left • (see table below as example).
Occupation Reason/Comparative benefit
Agriculture Fishing Petty business
Day labour Small business Poultry
1. !!!!!!!!! !!! !!! !!!! !!!! !!!!! 2. !!! !!!! !!!!!!! !!!! !!!! !!!!! 3. !!!!!!!!! !!!! !!!! !!!!! !!!!! !!!!!
23
24
Section D Plan of Action
Serial no
Community Profile Module will be covered Duration
1 Exploration module 1 & 8 November to December, 2003 2 Provisional (G& P) module 2 to 8 January to March, 2004 3 Main phase module 1 to 8 April 2004 +