CONFLICT SENSITIVE PEACE PROMOTING

BARANGAY DEVELOPMENT PLAN

THROUGH PARTICIPATORY RURAL APPRAISAL
(CSPP PRA-BDP) MANUAL

VOL UM
E2
GoP-UN ACT FOR PEACE PROGRAMME

CONFLICT SENSITIVE PEACE PROMOTING

BARANGAY DEVELOPMENT PLAN

THROUGH PARTICIPATORY RURAL APPRAISAL
(CSPP PRA-BDP) MANUAL

VOLUME 2

GoP-UN ACT FOR PEACE PROGRAMME

Conflict Sensitive Peace Promoting BARANGAy DEVELOPMENT PLAN

Through Participatory Rural Appraisal (CSPP PRA-BDP) Manual
Volume 2
2010
Published by the GoP-UN ACT for Peace Programme.
Writers:

Dolores S. Corro
Jose Dax Evaristo P. Tibus
Ian C. Digal
April Jhim G. dela Cruz

Review Team:
Ms. Diosita Andot
Ms. Cynthia Guerra
Mr. James Abdul
Mr. Rey Tan
Mr. Hector Tuburan, Jr.
Ms. Leah Bugtay
Cover, Layout and Book Design: John Mark P. Dionson

All rights reserved.

Reproduction of this material for non-commercial use is encouraged provided
due acknowledgement is given to the GoP-UN ACT for Peace Programme.
The ACT for Peace Programme is a Government peacebuilding program that is
supported by the Governments of Australia, New Zealand and Spain through
the United Nations Development Programme (UNDP) in the Philippines as the
managing agency. The Programme is implemented by the Mindanao
Development Authority (MinDA) in partnership with the Autonomous Region in
Muslim Mindanao Regional Government.
The Programme seeks to strengthen peacebuilding and conflict transformation
efforts towards sustaining the gains for peace and development in Southern
Philippines.
Printed in Davao City, Philippines, 2010.
ISBN xxxxxxxxx

MESSAGE

MESSAGE

TABLE OF CONTENTS
Introduction ...................................................................................... vii

1. Tools For Analyzing Space.............................................................. 1b

General Steps in Drawing Maps............................................................. 2b
Steps in Making Mobility Maps............................................................... 3b
Steps in Making a Transect Walk........................................................... 4b

2. Tools for Time Analysis..................................................................... 5b

General Steps in Preparing a Calendar .................................................
Steps in Drawing Seasonal Calendars ..................................................
Steps in Making a Daily Calendar ..........................................................
Steps in Making a Time Line ..................................................................
Steps in Trend Analysis ..........................................................................

6b
7b
8b
10b
12b

3. Tools for Prioritizing and Ranking ............................................. 13b

Steps of Preference Ranking .................................................................
Steps in Pair-Wise Ranking ..................................................................
Steps in Direct Matrix Ranking or Scoring ...........................................
Steps in Wealth Ranking ........................................................................
Steps in Making a Livelihood Analysis .................................................

14b
15b
16b
17b
19b

4. Methods for Analyzing Institutions and Relationships ....... 21b

Steps in Making a Venn Diagram ........................................................... 22b

5. Methods in Gender Analysis ......................................................... 23b

Steps in Making Activity Profiles ..........................................................
Steps in Making Access and Control Profiles .....................................
Steps in Looking for Influencing Factors
in Activities, Access and Control .....................................................
Analysis of Gender Relations ................................................................

24b
26b
28b
29b

Steps in Using Tools for Conflict Diagnosis and Analysis ....... 30b
General Steps in Making Conflict Diagnosis and Analysis .................
Steps in Making A-B-C of Conflict .........................................................
Steps in Stakeholders Analysis ............................................................
Steps in Force Field Analysis ................................................................

31b
33b
35b
38b

BDP Tools and Steps ..................................................................... 40

Steps in Formulating the Barangay Vision Statement ........................ 40b
Steps in Formulating the Barangay Mission Statement ...................... 41b
Steps in Reviewing Existing Vision/Mission Statements .................... 42b

Situational Analysis/Analyzing the Situation of the

Barangay ......................................................................................... 43b
Steps in Analyzing the Strenghts, Weaknesses,
Opportunities and Threats (S-W-O-T) ................................................... 43b

Conslidating Issues and Problems by Millinnium

Development Goals (MDGs) ......................................................... 46b
Steps in Consolidating Issues and Problems ...................................... 46b
Steps in Consolidating Issues and Probems by MDGs ....................... 48b

Rating of Consolidated Issues and Problems ............................ 49b

Steps in Rating Consolidated Issues and Problems ........................... 49b

Overall Rating and Ranking of Issues and Prblems ................ 51b

Steps in the Overall Rating and Ranking of Issues and Problems .... 51b

Finalizing the Top Ten Issues and Problems ............................. 53b

Steps in Finalizing the Top Ten Issues and Problems ......................... 53b

Integration of Rights-Based Approach to Ranked Issues

and Problems .................................................................................. 54b
Steps in Integration of Rights-Based Approached
to Ranked Issues and Problems ............................................................ 54b
Steps in Setting Rights-Based Objectives
and Generation of Solutions to Ranked Issues and Problems ........... 55b
Steps in Analyzing Stakeholders of the Programs and Projects ....... 57b

PRA TOOLS AND STEPS

There are six (6) general methods of collecting data or information in the community
using PRA. It includes the following:

1.
2.
3.
4.
5.
6.

Exploring and Analyzing the Site or the Tools for Analyzing Space
Time Analysis
Prioritizing and Ranking
Analyzing Institution and Relationships
Gender Analysis
Conflict Diagnosis and Analysis

Each of the method above has several tools that can be used depending on the specific
data that will be gathered. The team of researchers from the community may use one or
more of the tools per method. They would opt more for the most appropriate and effective
tool that can surface the data for a particular issue. For every tool that will be used, group
involvement and participation is necessary. Members of the community need to
decide before using the different PRA tools what data they should need and how it
would be gathered..

1. Tools for Analyzing Space

Usage: for examining the community in which people live and
carry out their day-to-day activities

Possible Data/Info that could be gathered:

Community Resource Map showing its

natural resources such as forest, water
resources, soil type/classification; land
use; mobility of people and the places
visited by the residents in the community
(mobility map); population and settlement
(social map); and location of household
as to degree of wealth, aspect of religion,
or ethnicity

Social Map. A social map can be used to

plot all the houses in a village, the heads
of households, members of households
and any other aspects of interest (e.g.
children in households, people with
disabilities, pregnant mothers, etc). On
the same map can be plotted the natural
resources of the village.

CSPP PRA-BDP
PRA-BDP
CSPP

Mobility Map. A mobility map shows the

movement of people into or out of a given
locality. It shows what people move,
where to, and the reasons why they
move. Thus the map records, compares
and analyses the movements of different
groups in a community, and considered a
useful indicator of a community's contact
with the outside world. The map can also
be used to identify what takes particular
community members out of the
community and what brings others into
that community. In addition, it can help
in assessing how much time is spent in
movements as opposed to other
activities.
Transect Walk. A transect walk is a
walk carried out by a team (or small
group) across a section of the community
along a predetermined route, seeking to
understand different aspects of the
community's environment and
livelihoods as the team walks through the
village. Observation and listening skills
are particularly important in the use of
this tool.
Tr a n s e c t w a l k s th u s a l l o w th e
team/group members to get a better idea
of : (i) What resources are available; (ii)
understand how people behave or live;
(iii) talk informally about things of local
importance; and (iv) confirm information
about a particular situation or problem
(for example as a follow up after making
maps).

General Steps in
Drawing Maps
1 Find out whether the informants
(participants/group members) know the
barangay and the topic of the mapping
exercise (for example, resource mapping),
and who are willing to share their knowledge.

2 Choose a suitable place (ground, floor,

paper) and medium (sticks, stones, seeds,
pens, pencils, etc) for the map.

3 Help the participants to get started but let

them draw the map themselves. Be patient
and do not interrupt them. Similarly, do not
dominate the proceedings. It is their map.
Your role is to facilitate.

4 Encourage active participation of all the

informants (group members) and the use of
local materials to represent features on the
map. Look out particularly for the shy and
support them to participate.

5 Do not put too much information on one map.

If there is too much, help the people decide if
they want to make several maps, each for a
particular purpose.

6 Transfer the map onto paper. If there is an

informant/group member who can do it,
encourage him/her to do so.

7 Note all useful information which cannot be

presented on the map in a notebook.
Remember to indicate the direction and
putting a key for the symbols used.

8 Cross-check the information on the map by

asking several people if the map is accurate.
Establish from those present whether there is
anything that they would like to improve on
the map.

9 Finally, ask the group to select one member

It can be used to rapidly
collect information
regarding land or services
use, general hygiene,
level of poverty, attitudes
and concerns and many
other things.

2b

to copy the map from the ground onto a piece

of paper. Explain that they can use the map
for their own discussion or when preparing an
action plan.

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7 Discuss what people do and how often. Ask,

for example, if youth migrating to the city is
good or bad. Whether women travelling to
other community (or barangay) to access
health facilities is good or bad, etc. Establish
the frequency of movement.

8 When the map is completed, encourage

community members to share what they
have learned from the exercise.

9 Ask the community members to select one

person to copy the map from the ground on to
paper for the community to use and keep.
Make an extra copy for other purpose.

LEGEND:

MARKET

SHOPPING

Steps in Making
Mobility Maps

CHURCH

COMMUNITY

EDUCATION
HEALTH
VISITS

1 Begin with a discussion on the various

things that lead to mobility within a
community and between the community and
other areas.

CHURCH

BRGY. HALL

COMMUNITY

SCHOOL

2 Discuss the purpose of the exercise, that is,

to see where people spend their time, and
who comes and goes in the barangay.

3 Ask one of the community members to draw a

large circle on the ground to represent their
barangay.

4 Encourage various community members to

put arrows showing movements into or out of
the barangay. As the drawing progresses
remember to ask reasons why such
movement takes place, and find out whether
the movements have always been like that or
whether they are a recent phenomenon.

5 Establish more specifically, for example,

where men or women move within or outside
the barangay? Why they move and when?
etc. Ask community members to indicate
their answers on the map using stones,
leaves, sticks, etc.

6 Repeat the same process for different

categories of people in the community and
for outsiders.

The following questions may

help in the drawing of a
mobility map:
Where do women / men/ youth/
boys/ girls move, within and
outside the barangay?
Why?
When?
How often?
Who comes to the community
from elsewhere?
Where do they come from?
What do they do here?
How much time do they spend
and how often do they come?
What are the good and bad things
about people coming in or
going out of the barangay?

3b

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Things to note while drawing

Mobility Maps
Encourage community members to
make the map themselves. Neither
the facilitator nor any community
member should dominate the
exercise.
Cross-check the information by
asking different people about the
accuracy of the map.
Do not put too much information of the
map: try to have people focus on
specific issues.
Remember to establish a record
sheet for each person. Look at the
map output below and determine how
you want to establish your data sheet
that could lead to such a map .

2. Each group shall prepare the questions that it

intends to ask the people it meets based on
the specific topic/information it intends to
gather.

3. Agree where each group will walk to, how long

the walk will take and, if there is more than
one group, where the team will meet again
after the exercise?

4. Ensure that the group is gender balanced,

that is, make sure there are women as well as
men, in equal numbers if possible.

5. Assign roles to each group member

(facilitator, small group leaders, translator if
needed, secretary, etc.). Do not forget to
prepare for practical needs such as
translation.

6. Plan for the materials that will be needed

(notebooks, pens or pencils, etc.).

7. Try at least to walk from one end of the local

area to the other.

8. On the walk, move with members of the

Steps in Making
Transect Walk
1. Plan what the team will be looking for (for
example, vulnerable households, land use,
settlement, social services, etc). Decide with
the whole team the specific topics to be
investigated and how team members or each
group will find this out (Observation?
Question? Making diagrams? etc.) Be as
specific as possible so you can compare
findings at the end.

[Note: The team shall be

divided into groups and
each group shall take
charge of certain thing or
information to be gathered
and shall follow specific
method of getting the
necessary data. For
example, group 1 will use
observation method, while
group 2 will use making
diagram method, etc.]

4b

community as part of the group. The group

should not be too big as this may hinder
participation and is distracting to the people
you are observing or listening. But keep your
eye out for unplanned discoveries. Stop from
time to time at particular points and take
relevant notes or make diagrams.

9. After the walk share your findings with other

team members or to other groups. Relate
your findings to the overall objectives of the
study.

VOLUME
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2. Tools for Time

Analysis
Usage: for examining communities
how they use their time (also noting
differences among different
categories of the population) and
how they are being affected by the
changing times.
Also it is use to depict the different
aspects of community life and
behavior, for example, seasons
calendar, health calendar, income
a n d e x p e n d i t u r e c a l e n d a r,
agricultural calendar or workload
calendar

Possible Data/Info that could be

gathered:
Seasonal Calendars. These are
calendars which show the main
activities, problems, key linkages and
opportunities throughout the annual
cycle in a diagrammatic form. They are a
way of representing seasonal variations
in climate, crop sequences, agricultural
and income-generating activities,
nutrition, health and diseases, debt, etc.
They can help identify times of shortage
of food, money or time and the best time
of the year for particular kinds of
development work.
The calendars thus help to identify
months of greatest difficulty and
vulnerability of the people, or other
significant variations that have impact on
people's lives. Seasonal calendars can
be drawn in a linear fashion with 12
months to show a typical year or it can be
drawn in a circle.

A seasonal calendar can be used to

summarize:
(i) Indigenous seasons;
(ii) Climate (for example, rainfall
and temperature);
(iii) Disease occurrence;
(iv) Crop sequences (from planting
to harvesting);
(v) Crop and animal pests and
diseases;
(vi) I n c o m e a n d e x p e n d i t u r e
patterns;
(vii) Income generating activities,
etc.;
(viii) Labour demand for men, women
and children;
(ix) Prices and marketing;
(x) Social events, annual holidays;
(xi) Migrations; and
(xii) Quantity or type of food
consumed (or diet).
Seasonal calendars can also be done as
historical seasonal calendars, showing
changes in seasonal patterns over the
last decades.
Daily Routine Calendar. The main
objective of daily routine calendar is to
understand the daily patterns of activities
of men, women, children, old, young,
employed, unemployed, educated,
uneducated, etc and seasonal changes
in these patterns. A daily routine diagram
is similar to a seasonal calendar in that it
helps identify time constraints
(shortages) and opportunities. For
example, it can help in identifying the
most appropriate time in the day for a

5b

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women's training course. The daily

routine for an individual can be
completed either through an interview,
through direct observation, or both. It is
useful to cross-check results by using
more than one method.
Oral History and Historical Profiles.
People can be asked to talk about the
history of a place or a particular situation,
or of their own lives, and the results used
to build up a picture of what has
happened over time. Profiles can also be
made where simple lists, giving a
summary overview of the key historical
events in a community and their
importance for the present, are compiled.
Timelines. A timeline is a line or flow
chart with dates or events along it
showing things that happened in the past
up to the present day. Several timelines
can be shown together to see how events
influence each other, for example, how
changes in particular policies (such as
logging ban) may have influenced the
degree of forest/watershed cover and
incidence of flooding. A timeline is
therefore a tool to help the communities
understand the past better in order to
analyze present conditions. It can be
used to try to predict how things may
change in the future. Timelines help
people remember how the bad and good
things have influenced their lives, how
they coped with their problems in the
past, perhaps why the current situation
exists and what the future may hold.
Timelines are very useful for planning. By
indicating what happened in the past, the
people may be able to see what they
need to do to change or reverse a bad
situation, or preserve a good trend.
Timelines can also be used to capture
changes in the life of a program.

6b

Trend Analysis. The main objective of

trend analysis is to observe particular
factors and to see how these may be
changing over time, including what
impact the changes may be having on
communities. In order to successfully
carry out an exercise in trend analysis, it
may be useful if in the first place a group
of people are identified who remember
far back and can give a good account of
the changes that have been taking place
with respect to particular factors. In a
number of instances such groups are
constituted by elderly members of
society.

General Steps in
Preparing a Calendar
1. Ask informants to define a period
which they would like to analyse. This
may be a year, decade, given
historical period, etc.

2. In case of an annual calendar, ask

informants to describe their year:
where it starts and where it ends.

3. Ask one of the community members

to draw a long line on the ground
showing their year and breaking this
into different segments, months or
seasons.

4. Facilitate a discussion and account of

the main things that happen in a
year. A calendar may also be drawn
for things that happened in a
particular year or period.

VOLUME
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Steps in Drawing
Seasonal Calendar
1. Prepare the materials that you will

4. Find out from informants the main

use in drawing the calendar.

Community members may use
seeds, stones, or other small and
reasonably uniform counters to
estimate a measure of what they are
describing. Sticks can be broken in
different lengths and used to indicate
relative magnitudes. In this way an
entire seasonal calendar can be
constructed with sticks, stones, and
seeds on the ground.

characteristics of the different months

or seasons. Compare and contrast
the months/seasons.

2. Begin by drawing three (or more) long

columns on the ground. The number
of columns you draw will depend on
the number of variables or things that
you want to look at in each
month/season (Avoid drawing on
sand as sand tends to blur images).

5. Pay special attention to the

differences between different
months/seasons and how these
differently affect community activities.

6. Ask such questions such as: How

does March compare with May? Is it
busier, the same, or not so busy? By
how much does it differ? Other
useful questions may be:

? In which months are vulnerable

people (for example, elderly,
women, children) most hard
pressed? Why?

? What is the best month, and

why?

3. In different rows:
Show the different months or
seasons of the year (first column).
It helps if you can find the local
names for the months or seasons
and what these mean;
- Show what happens at a given
period, season or month of the
year (second column);
-

- Show how people's lives are

affected by the particular season or

month (third column).
As already noted, you may
increase or decrease the number
of columns depending on the
number of variables you want to
examine.

? What is the worst month, and

why?

? What is the busiest month?

.

? What are you doing then?

? What is the next busiest month?
? What are you doing then?
? How does it compare to other
months?
.

? What is the next busiest month?

Etc.

7b

CSPP PRA-BDP
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7. Combine all the seasonal patterns in one diagram to show correlation between different
variables and identify any problem or opportunity times within the year.

8. Cross-check and refine the calendar throughout the fieldwork. Watch out for variations,
which are due to the seasons, and those, which are not related to the seasons.

9. Seasonal calendars are a lot of fun but a great source of materials that will need your
analysis. Do not draw them for granted. You can draw them today and discuss them the
following day since you need to have an in-depth study of all the variables and their
possible relationships.

Steps in Making
Daily Calendar
1. Decide with the whole team which

2. Decide if there is a specific topic or

sector you will focus on (women,

teachers, health workers,
farmers, the elderly the unemployed,
etc.).

problem to focus on (for example time

spent by older women on household
chores).

3. Develop an appropriate list of

questions for the exercise.

[NOTE: Each group of

participants/community
members shall focus on one
specific sector so that all
important sectors shall be
considered for analysis]

8b

4. Bring the community together and

explain the purpose of making
calendars (to help them and you
understand daily constraints and
opportunities), and to make
individual, focus group and
community plans.

VOLUME
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5. Form a circle around a bare spot of

Guide questions
in making
Daily Calendars

ground where a calendar can be

drawn. Draw with a stick or place a
stick lengthwise or make a line of
stones on the ground to indicate the
times of day (e.g. hour by hour or by
early morning, sunrise, morning,
midday, evening and night). Let the
people help you decide how their
days are divided.

On a typical (or average) day, what

do you do starting from the time that
you rise up to the time that you go to
bed?

How much time does each activity

take?

[NOTE: The drawing can also be

done using blackboard
of
manila paper]

6. Pass on the stick to an individual and

When do you find time to do

unexpected things and what are
these activities (such as care for a
sick child, help prepare a funeral,
come to a community meeting,
etc.?)

What changes do you note from

time to time in this calendar?

ask, "Can you show us at what time in

the day you typically do what task?
.

7. Stand back and let people complete

their own calendars. Use the
questions you prepared in advance to
encourage them, e.g. "When do you
eat meals?" Encourage the use of
stones, seed, sticks and other local
objects indicate time of day, workload
tasks etc.

What are the biggest problems you

face in carrying out some of the
important tasks?

DAILY ROUTINE OF WOMEN IN BARANGAY MAUSWAGON

5

10

11

12

10

RURAL WOMEN WORKING IN THE FARM

RURAL WOMEN LEFT IN THE HOME

RURAL WOMEN WITH LIVELIHOOD ACTIVITIES

WORK IN HOME

INCOME
GENERATION

TIME FOR SELF/

RECREATION

TIME FOR
LIVELIHOOD

9b

CSPP PRA-BDP
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THINGS TO NOTE:

Encourage people to explain why

they might do certain things at
times of the day (e.g. when they
bathe or visit friends, etc.)
After the calendars have been
completed. Look at the general
picture it makes and encourage
discussion of obstacles and
opportunities (e.g. Where do you
think you spend most of your time
and why? Where would you prefer
to spend less time and why?)
If you have helped different groups
make daily calendars (e.g. men
and women) bring them all

together to compare calendars.

Encourage the community to see
where some members are more
burdened at more times of the day
than others.
Encourage the people to think of
what could be done by the
community to solve problems
related to the daily work routine.
Ask a member of the community to
copy the calendar from the ground
onto paper for the community to
use and keep. Make an extra copy
for the team.

Steps in Making a
Timeline
1. Discuss the purpose of the exercise,

2. Decide with the whole team the

what people hope to learn about the

past and how information will be
collected or written down. Note that to
make a timeline, you may choose to:

specific topic or problem to be

investigated and how this will be
brought out. Think of questions
ahead of time. Be as specific as
possible so that the history can help
answer the main research questions.

Make maps showing what the

village was like years ago; or

ii Take a transect walk while asking

key informants what things were
like in the past; or
iii H old large or small group
meetings where questions are
asked about the past (like a table,
showing the major events and the
description of what took place at
that time, is used to illustrate the
timeline).

10b

3. Assist community members to draw a

long line on the ground with one end
representing the past and the other
end the future.
NOTE: The drawing can also be
done using blackboard
of manila paper.

VOLUME
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4. Ask the people to indicate the main

THINGS TO NOTE:

events in the village related to the

topic. For example, if the people are
concerned about agriculture, perhaps
major droughts, the first arrival of
chemical fertilizer, the demarcation of
land, etc. If their concern is about
schooling, perhaps the advent of
Universal Primary Education, the
building of a particular school,
disruption of school during wars, etc.
Use symbols or local materials to
represent what is said.

Take time to think about the purpose

of the exercise: help community
members look for reasons certain
events are important, and their
causes and effects on different
members of the community.
Encourage people to think What will
the future be like based on how the
past was and how it is now?

5. Encourage people to explain the

causes and effects of the events (e.g.
why large numbers of children may
have died at certain time, etc.)

It is not important for people to

remember actual years and dates.
Instead, help them relate events to
important times like Independence,
world wars, political regimes, their
childhood, etc.

6. Help keep the discussion on the topic

by asking what importance a
historical event may have had on the
topic (e.g. a new government, a war,
etc.).

Do not insist on people relating

events in the order they happened.
The order will emerge as you
proceed.

7. When the timeline is completed, have

as many people in the community as
possible look at it. Ask someone to
explain what they have learned from
their own history.

Get as many people as possible to

participate, men and women from
different interest groups: one
person's view alone may be based
or inaccurate.

Example of Timeline Analysis

NALCO CAMP WAS SITUATED IN

BRGY. KAMPO
CULTURAL CONFLICT BETWEEN
HIGAONON AND MIGRANTS
BRGY. SITE WAS TRANSFERED TO
SITIO UNO DUE TO TRIBAL
CONFLICT...

11b

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Possible questions to help develop Timelines

Livelihood

?
?
?
?
?

What has changed in the livelihood of the people in the last 10-15 years?
What impact have the changes had on children, parents, girls, boys, etc.?
What indicators are there to show that the changes are happening?
Who have gained from the changes and who are the losers?
What were the unexpected changes?

Steps in
Trend Analysis
1. Inquire among the group those who
can remember far back.

2. Find a place which gives participants

enough room on the ground
[NOTE: This can also be done
inside a building with materials
such as blackboard or manila
paper]
3. Identify a topic or topics whose trend
you and community members want to
analyze. (In order to avoid confusion,
only one topic should be discussed at
a time in the initial stage, but more
than one topic can eventually be
handled, in particular to allow for
comparison of trends on different
issues).

4. Facilitate a general discussion on the

chosen topic: what community
members think about it, why they
want to analyze it, how
understanding the trend may be
useful to them as a community? Etc.

12b

5. Ask one of the community members

to draw a long line on the ground [or
using a blackboard or manila paper].

6. Take the chosen topic and ask

participants to plot at the beginning of
the line the magnitude or intensity
of the factor they are analyzing. They
may do this by putting a number of
stones, circles, or other materials.

7. They should then proceed with the

rest of the line, allocating the stones
(against a named period or time) and
in relation to their perceived
magnitude of the changes over time.

8. At all stages, community analysis

should be sought on reasons why and
on impact of changes.

9. Looking at the trends of various

issues (e.g. Water, populations,
trees) will allow analysis across these
- as some things increase and others
decrease.

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EXAMPLE OF TREND ANALYSIS

1950s

1960s

1970s

1980s

1990s

2000s

2009

POPULATION

FOREST/TREES

WATER SUPPLY

RICELAND

MINING AREAS

EVACUEES

Remember NOT to go into complicated quantification

use words such as more of or less of.

3. Tools for Prioritizing and Ranking

Usage: for putting things in order;
to identify the main problems or
preferences of people, and the
criteria they use when deciding in
what order to place things; it
enables the priorities of different
people to be compared.

Possible Data/Info that could be

gathered:
Preference Ranking.
Use where
people vote to select priorities. The main
objectives of preference ranking are: (i) to
determine the main preferences of
individuals and groups within a set of
items; and (ii) to compare the priorities of
different groups.

Pair- Wise Ranking. Use where a matrix

is drawn to compare which is the
preferred of two options. This is one form
of preference ranking. Pair-wise ranking
allows the PRA team to determine the
main problems or preferences of
individual community members, identify
their ranking criteria, and compare the
priorities of different individuals.
Direct matrix ranking or scoring. A way
of identifying criteria for choosing certain
objects. It can be used as a means of
understanding the reasons for local
preferences for such things as tree
species or crop varieties. The criteria are
likely to change from group to group.
Women and men may also use different
criteria. It allows the PRA team to identify

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lists of criteria for a certain object. It

allows the team to understand the
reasons for local preferences for such
things as tree species, or crop varieties.
The criteria are likely to change from
group to group, and women may have
different criteria for certain trees from that
of men.
Wealth Ranking. Use where the
communities classify themselves into
various categories of well-being, giving
reasons for classification as well as how
people move into or out of particular
categories.
The tool can be used to investigate
perceptions of wealth differences and
inequalities in a community, to discover
local indicators and criteria of wealth and
well-being, and to establish the relative
wealth of households in the community. It
can be useful if, for example, one is
interested in identifying who the poor
people are and how they may currently be
targeted. Wealth ranking is done by
making a list of all households and asking
different people to sort them into
categories according to their own criteria
of 'wealth'.
The term 'well-being' is often used, since
perceptions of wealth usually include
non-economic criteria. Often only three
categories are needed: the poorest,
middle and richest (or much better-off).
However there is no right number of
categories, and communities should
always be left to determine their own
categories using their own criteria.
Livelihood Analysis. Livelihood
analysis is a method of making detailed
examination of the way that an individual,
a household or a given community lives
and survives. The analysis helps
communities and researchers to have a

14b

better understanding of how they cope

and why they make certain decisions:
how they spend money and what their
priorities are. It also helps people to think
about their sources of income versus
expenditure, and to look for opportunities
and plan ways to solve their problems.
PRA researchers may find this tool
relevant in the understanding of how
particular individuals, households or
communities survive or how they make
their decisions.

Steps of Preference
Ranking
1. Choose a set of problems or
preferences to be prioritized. This
could be, for example farming
problems or preferences for domestic
animals.

2. Write the list of problems or

preferences (about 6-7 items) in a
table in the first column. The
succeeding columns across the table
shall indicate the rank in terms of
priority of each item (the identified
problem or preference).

3. Ask each respondent to give you

her/his favored items in this set, in
order of priority. The respondent shall
put a check in second column to
succeeding columns indicating
her/his preference. Although there is
no limit to the number of items each
respondent can handle experience
shows that about 6-7 items would
easier to manage. Beyond this the
exercise becomes cumbersome for
most respondents.

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4. Repeat the exercise for several respondents.

5. Tabulate the responses. The rank column (for certain item) which obtained the highest
number of check is considered the most preferred item followed by the second highest
numberand so on and so forth.
EXAMPLE OF PREFERENCE RANKING OF SELECTED CROPS
CRITERIA

PALAY

CORN

COFFEE

COCONUT

Good market price

Provides good food for

the family

Short growing season

Resistant to drought

Not much labor needed

Seeds readily available

Resistant to pests

The yield is good

Does not deplete soil

fertility

45

53

50

44

SCORES
RANK

Steps of Pair-Wise
Ranking
1. Choose a set of problems, or
preferences, to be prioritized.

2. Choose with the help of participants

(or from previous discussion or from a
key informant), a reasonable number
of the most important items in this set.

3. Note down each of the selected items

on a separate card.

4. Place two of the cards in front of the

respondent/informant and ask
him/her to choose the bigger problem
(or more favored preference) giving
reasons for the choice. Mark down the
response in the appropriate box in the
priority ranking matrix.

5. Ask whether the other of the two

problems/preferences is in any
respect more important/more popular
than the first. Note down the criteria in
the ranking criteria matrix.

6. Present a different pair and repeat

the comparison. (Although there is no
specific limit to the number of items
one may work with, a number of PRA
practitioners find large numbers of
items rather cumbersome to use.)

7. Repeat steps 4-6 until all possible

combinations have been considered
(and all boxes of the matrix have
been filled).

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8. List the problems/preferences in the

10. As a useful cross-check to the

order in which the respondent has

ranked them by sorting the cards in
order of priority.

responses, complete the ranking

session by asking the respondent
about the biggest problem (or most
favored preference) in the list (e.g., If
you could grow only one crop variety,
which one would you choose?

9. Check with the respondent whether

any important problems/preferences
have been omitted from the list. If
there are any, place them in the
appropriate position in the ranking
table.

11. Repeat the pair-wise ranking

exercise for a number of individuals,
and tabulate their responses.

Example of Pair-Wise Ranking (Infrastructure)

FMR

PWS

FARM TO
MARKET ROAD

POTABLE WATER
SYSTEM

COVERED
COURT

HEALTH
CENTER

FOOT
BRIDGE

SCORE

RANK

(FARM TO
MARKET ROAD)

FMR

XXX

FMR

FMR

FMR

FMR

(POTABLE
WATER SYSTEM)

PWS

FMR

XXX

PWS

PWS

PWS

COVERED
COURT

FMR

PWS

XXX

HC

FB

HEALTH
CENTER

FMR

PWS

HC

XXX

HC

FOOT
BRIDGE

FMR

PWS

CC

HC

XXX

Steps of Direct Matrix

Ranking or Scoring
1. Ask community members to select a
set of items/objects that are important
to them and which they want to rank
(Examples: animals, tree species,
crops, fruits, etc.);

2. List the most important items (not too

many);

16b

3. Find out criteria by asking:

What is good about each item?
What else? (Continue until there are
no more replies).
What is bad about each item? What
else? (Continue until there are no
more replies).

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4. List all the criteria. You may wish to

5. Draw up a matrix. For each criterion

turn negative criteria into positive

ones by using the opposite
expression, for example vulnerable
to pests becomes resistance to
pests.

ask which object is best:

Which is best, then next best?
Which is worst, then next worst?
Of the two remaining ask, Which is
better?

Example of Direct Matrix Ranking or Scoring

RELIGIOUS GROUPS

FOOD

LIVELIHOOD

MEDICINE EDUCATION

HOUSING

FARMERS
WOMEN
YOUTH
SENIOR CITIZENS
BUSINESS SECTOR
SCORE

13

21

11

16

14

RANKING

Steps in Wealth
Ranking
1. Identify a group of people who are

3. Ask the community representatives

knowledgeable about the well-being

of the community and who represent
different categories and shades of the
population (men, women, youth,
educated, non-educated, etc). These
will serve as your community
representatives.

to list on cards all households in their

village. Only one name should be
written per card. Remind the team
that no household should be missed
in the listing (including those for
people who may be single, widows,
or those without a home).

2. Explain the purpose of the exercise

4. Begin with a general discussion on

(for example to understand more

about the different categories of wellbeing or wealth in a community with a
view to recommending action or
targeting).

poverty: how it is perceived in the

village, who is affected by it, how it
has been changing over time, and
how it affects different people
differently.

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5. Ask the team you selected to identify

the main categories of well-being in
the village, and to spell out the
specific characteristics for each of the
categories. A start could be three or
four categories.

6. Explain how the exercise will be

Members whether they wish to make

any changes to their allocations. If
they do, find out the REASONS WHY.
Following this ask them to count the
cards in each category.

9. Find out whether in the last 5-10

years (period may vary) some people
have moved from one category to
another upwards or downwards.
Establish the nature of movement
(sudden?
Slow? Other?) and the
reasons for the movement.

carried out: one person reading cards

of household members and others
assigning the card to a given
category.

7. Follow up the assigning of cards with

the question: Why is s/he in this
category and not in another? As the
reasons unfold, add to your list of
characteristics. As the exercise
progresses it may dawn on the
community that there are actually
more categories than they had
previously defined. Add more
categories as the need may arise.

10.Establish with the community

whether more people have been
moving upwards or onwards and
the reasons why.

11.Ask one of the community members

to transfer the results of the exercise
to a large paper. A pie-chart
representing different categories of
well-being may be one way of
representing the outcome of the
exercise.

8. After all the cards have been

assigned, ask the community
Example of a Wealth Ranking
INDICATORS

18b

ADUNAHAN

ARANGAN

KABOS

UYAMOT

PANGINABUHIAN/
TRABAHO

- Opisina (manager)
- Dakung Negosyante

- Opisina (empleyado)
- Gamayng negosyo

- Empleyado
(contractual)
- tenant

-Seasonal worker
- Seasonal income

KABTANGAN

-May lapad nga yuta (10

has. Up)

-May yutang gipanagiyahan (1-9 has.)

-May yutang
gitikad
(below 1 ha.)

- Walay yutang
gipanag-iyahan

BALAY

-Daku ug kongkreto
- Hinimo sa mga durable
nga materyales

-Igo-igo ang kadak-on

- Mix (concrete ug
kahoy)

-Gamay nga balay

- Kahoy ang
materyales

-Gamay kaayo nga

balay
- hinimo sa kahoy,
kawayan, sako

SAKYANAN

-4 wheels

- motorcycle

- bicycle

- Walay sakyanan

EDUKASYON

-Nakahumanog kurso
-Nakapahumanog kurso
sa mga anak

-Nakahumanog kurso
- nakapaeskwela sa
mga anak hangtud sa
college

-Nakaeskwela
hangtud sa high
school
- nakapaeskwela
sa anak hangtud
high school

-Nakaeskwela sa
elementarya
- nakapaeskwela
sa mga anak
hangtud
elementarya

PAGKAON

- Makakaon bisag unsa

klase nga makaon

- Makakaon og lami
nga pagkaon
panalagsa

- Makakaon
ikatulo ka beses sa
usa ka adlaw

-Usahay dili
makakaon3 ka
beses sa usa ka
adlaw

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THINGS TO NOTE:

Well-being analysis can be a

sensitive exercise. Teams should
weight the pros and cons before
embarking on its use. Good
rapport with the community is
always important for a successful
well-being exercise.

A lot of side discussions take

place during the process of wellbeing ranking. These are very
important as they tend to bring
out peculiar or uncharacteristic
issues and comments. Listen
very carefully, especially, to the
silent voices.

In undertaking well-being analysis you may find it necessary to

separate men from women, as there are sometimes likely to be
different perceptions of indicators of poverty.

Steps in Making a
Livelihood Analysis
1. Identify the individual, household or
category of people that you want to
undertake a livelihood analysis with
(these could, for example, be peasant
farmers, the poorest category of the
c o m m u n i t y, w o m e n - h e a d e d
households, HIV/AIDS household,
etc).

2. If a Wealth Ranking exercise has

been done previously it may be
helpful in identifying particular
categories for whom livelihood
analysis may be carried out. You may
also consider such indicators as
income sources, household size and
composition, expenditure, livestock,
etc.

household, how the information will

be recorded and how you will give
feedback (information as to what has
been found) to households who
participate, and to the community?

4. At the chosen household explain

what the purpose of the livelihood
analysis. This is to enable the
community to understand how they
are surviving, so that together plans
can be made to alleviate their
problems.

5. Draw a large circle to represent a

household. [NOTE: This could be
done also using blackboard or manila
paper].

3. Agree on the specific questions that

6. Ask community, household or

you will be asking, who will visit which

individual members to indicate the

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various things on which they survive.

Use local materials (stones, seeds,
leaves, fibres, etc) especially if the
community that you are working with
is not literate. The number of, say,
stones or seeds could be used to
indicate the quantity of income or
expenditure.

7. Ask the respondents to explain in

which way the indicated, how the
identified factors are related to

household, individual or individual

survival.

8. If you are interested in knowing about

people's perceptions on how they
could survive better, discuss with
them any knowledge you have
regarding time schemes, income
generating activities, assistance from
NGO's, CBOs, etc. Ask them their
opinion regarding obstacles and
opportunities.

Example of questions for

Livelihood Analysis

Who lives in this house or

homestead (by age, sex)?

Which times or seasons are better

or worse?

Which members contribute to the

household income (in cash, credit,
food, barter labour or goods, land,
loan of agricultural equipment,
home ownership, supply of seed,
fertilizer, etc.)?

How does one manage?

What in recent times has helped
you or your household to survive
better or to meet your expenses
better?

Which other people outside the

household contribute to income
(family, friends, community
organisations, etc.)?

What in the recent past has made it

more difficult for you to survive or
meet your expenses?

In your assessments what would

help you better cope with your
expenses?

? What are the household expenses

(for food, clothing, rent, tools,

seeds, school fees, loan
payments, recreation, etc.)?

? To

what extent does household

income meet the expenses?

? How

are livelihoods affected by

seasons?

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Examples of Livelihood Analysis

MEN

25

CARABAO
10

20
WOMEN

COW

15
6
10

CHILDREN

CHICKEN

5
0
JUAN

JOSE

NITA

MARIA

JESUS

LABOR
MIGRANTS
(ABSENT)

HOUSEHOLD MEMBERS

2
0

GOAT
JUAN

JOSE

NITA

MARIA

JESUS

LIVESTOCK OWNERSHIP

JUAN
JUAN

JOSE

NITA

JOSE
NITA

LIVESTOCK
AGRICULTURE
MARIA

JESUS

SOURCES OF INCOME

MARIA
JESUS

TRADE AND CREDITS

REMMITANCES

TOTAL INCOME

4. Methods for Analyzing Institutions and Relationships

Usage: to understand how
organizations in the community
are related to each other to help
with common issues

Possible Data/Info that could be

gathered: relationship/linkage
among organizations in the
community; power and influence
of existing organization over
certain issue/concern.

Venn Diagrams. It can be used to show

the key institutions and individuals in a
community and their relationships and
importance for decision-making.
Different circles indicate the institutions
and individuals. When they touch,
information passes between them. If they
overlap a little there is some cooperation
in decision-making. If they overlap a lot,
there is considerable cooperation in
decision-making. It can be used to reveal
the most important and least important
organizations in the community, their
responsibility for and their ability to help
the community with specific issues. They
can also show relationships among
community organizations and the
relationship between the community and
outside organizations.

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Steps in Making a
Venn Diagram
1. Discuss the purpose of making a

7. Ask a community member to draw a

Venn diagram, namely to help

community members (and
researchers) to look at local and
outside community institutions, and
see how they do or don't work
together to meet the community's
needs.

large circle on the ground and label it

with the name of the most important
organization. [NOTE: This could also
be done using blackboard or manila
paper].

2. Assign roles to each group member

(facilitator, translator if needed,
recorder, etc).

3. Agree with the community what

specific topic or issue that you want to
focus on, and develop a list of
questions. For example, a Venn
diagram may be drawn for
development of an agricultural
program in a community, or for
planning a community water project.

4. Find out from the community Which

organizations, in and outside the
community are responsible. For
example: supplying seedlings,
providing agricultural extension
services, marketing, etc, providing
material support to the proposed
water system project.

5. Establish which of these are more

important or less important
organizations and why.

6. Explain that a circle will represent

each organization they have
mentioned. The more important the
organization, the larger the circle
should be.

22b

8. Ask, Which is the next most

important organization? How
important is it? Does this organization
work with, report to or communicate
with the first one? A lot or a little?
Remind people that the size of the
circle shows how important the
organization is. Explain that where
organizations or people are related to
each other, their respective circles
should be shown touching: the more
they co-operate in taking decisions,
the more their circles should overlap.
If there is no communication or
collaboration, the circles should not
be shown touching each other.

9. Ask, which is the next most important

organization? How important is it?
Does this organization work with the
first one? A lot or a little?

10.Keep asking this until all

organizations have been drawn.

11.Allow community members to change

the size and position of the circles on
the ground as needed, and as they go
along.

12.After the diagram is completed, ask

the people Who has the biggest and
smallest voice regarding the issue? Is

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this good or bad? Ask, Are the

linkages between the organizations
too much or too little? Why is this so?
Can anything be done about this?

13.Ask one of the community members

to copy the diagram from the ground
on to paper for the community to use
and keep. Make an extra copy for
other purposes.

Example of a Venn Diagram

BHW

BLGU

BDC
TANOD

LUPON

5. Methods in Gender Analysis

Usage: identify and discuss

differences in vulnerability among
men and women, and how, what
are normally called male and
female tasks and behaviors relate
to these; for deepening
understanding of gender and
poverty relations

Possible Data/Info that could

be gathered:

Activity Profiles. Activity profiles are

similar to calendars, for gender analysis.
Different activities performed by women
are compared to men and boys to girls.
Details are analyzed showing where, and
how frequently the activities are done.
The analysis forms the basis of
identifying who has a heavier workload or
responsibilities and why?
Access and Control Profiles. It is used
to enable communities (and
researchers) to look at the resources that
are required for undertaking the activities
that are shown in the activity profile by

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women, boys and girls. The access and

control profile helps the communities to
examine the difference in who has the
right to and who has control over
resources, as well as which group
benefits from the named activities.
By making access and control profiles,
the communities may become more
aware of the inequality in power between
groups. It may help them identify
constraints faced by men, women, boys
and girls just because of their gender.
Influencing Factors. Influence is the
power which people have over others to
behave in a particular way. In gender
analysis the tool of influencing factors
enables us to understand people, events
or situations that have caused
differences in what men and women do
and how they behave. With the
influencing factor tool, researchers and
community members can become more
aware of the existence and origins of
gender roles, how roles, access and
control have evolved or changed over
time, and what possibilities exist for
change in the future.

Steps in Making
Activity Profile

(e.g. fishing, cattle-keeping, farming,

etc. )[NOTE: Each group may decide
on one specific topic or problem to
focus on].

3. Decide, again with the team, if you

need to subdivide the men and
women into further categories (e.g.
elderly and youth or children and
adults).

4. Form a circle around a bare spot of

ground or put a large sheet of paper
(i.e manila paper) where everyone
can see it. Ask the group to list all the
activities men, women, boys and girls
do in and outside the home. Have
them use different local materials to
represent different tasks: or have
them use symbols, or write on the
chart paper.

5. Allow the discussion to progress by

itself, with minimum interruption.
From time to time use the questions
you prepared in advance to
encourage community members to
identify activities that they may have
forgotten or simply ignored. Key
questions here may be: What else do
only women or only men do? How
much time does this take? How often
must it be done?

6. Encourage people to explain why

1. Bring the community together and
explain that the purpose of making
activity profiles is to help in
understanding and comparing
workloads and responsibilities
between men, women, boys and girls.

2. Decide as a team if there is a specific

topic or problem that you would like to
focus on in doing the activity profile.

24b

only men or only women or only boys

or only girls must do these tasks (e.g.
custom, superstition, strength etc.).

7. After the profiles have been

completed, look at the general picture
it makes and encourage discussion of
equality, burdens and opportunities
(e.g. "which group or sex does more
work than the other? Why should this
be so?).

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8. Bring the groups together to compare

profiles. Ask whether any group
underestimated the others activities?
Discuss whether men or women boys
or girls have more less or equal
burdens. Also encourage the people
to think about what all this means and
what could be done by the community
to solve problems related to gender
roles.

9. Identify a member of the community

to help copy what has been done from
the ground onto paper for the
community to use and keep. Make an
extra copy for other purposes.

Examples of possible questions

in making activity profiles

? What

are typical activities (jobs,

work, responsibility) that women
alone do in the community?

? What activities do men alone do?

? What activities do boys do?

THINGS TO NOTE:

Assign roles to each team

member (facilitator, small group
leaders, translator if needed,
recorder, etc.) and plan how you
will each help guide community
participants in using the activity
profile, the access and control
profile and the influence factors
tool.
Discuss whether you need to
translate difficult terms into the
local language (e.g. "gender",
"analysis", "profile" access, etc.)
and agree on the terms.
Plan for what local materials you
may need to carry out the
exercise, for example sticks
stones, leaves, seeds, etc.
Listen carefully to the discussion
that goes on as the activity profile
is being developed. This may give
you some insights into the
reasons why roles are ascribed in
one way or the other.

? What is done by girls?

? What is typically done by either sex?
? How frequently and when are these

activities done (by season,

proportion of the day or month,
etc.)?

? What

are the problems faced in

undertaking these activities?

? Why

are these activities done

exclusively by men, women, boys or
girls?

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Example of an Activity Profile

TIME

ACTIVITIES UNDERTAKEN BY MEN

ACTIVITIES UNDERTAKEN BY WOMEN

4:00 AM

WAKE UP, SHARPEN BOLO

WAKE UP, COOK FOOD

5:00

DRINK COFFEE

SERVE HUSBAND WITH COFFEE

6:00

FEED ANIMALS

DO HOUSEHOLD CHORES

7:00

FARMING

CLEAN THE SORROUNDINGS

8:00

TAKE BREAKFAST

SERVE HUSBAND WITH BREAKFAST

9:00

FARMING

DO THE LAUNDRY

10:00

FARMING

DO THE LAUNDRY

11:00

BACK TO HOUSE/REST

COOK FOOD FOR LUNCH

12:00

TAKE LUNCH

SERVE HUSBAND WITH LUNCH

1:00 PM

REST

DO HOUSEHOLD CHORES

2:00

FARMING

REST

3:00

FARMING

DO HOUSEHOLDCHORES

4:00

REST

CLEAN THE SORROUNDINGS

5:00

FEED ANIMALS

MARKETING

6:00

BACK TO HOUSE

COOK FOOD FOR DINNER

7:00

TAKE DINNER

DO HOUSEHOLD CHORES

8:00

REST/SLEEP

REST/SLEEP

9:00

Steps in Making
Access and Control
Profile
1. First, agree with team members or the

3. Bring the community together and

community if there is a specific topic

or problem on which analysis of the
access and control profile needs to be
made (this will naturally follow from
the activity profile that was described
above).

explain the purpose of making access

and control profiles (to help
communities to understand who is in
control of the resources needed for
specific activities).

2. Develop an appropriate list of

questions for the analysis.

26b

4. Divide into smaller groups of men,

women, boys and girls as was the
case with preparation of the activity
profile.

VOLUME
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5. Review the list of activities from the

activity profile. This time ask the group
to list all the resources that men,
women, boys and girls need in order
for them to carry out their different
activities.

6. Then ask, Who controls the

resources that are needed?

7. Stand back and let the people

complete their own access and
control profile. Use the questions you
prepared in advance to encourage
and keep on the subject.

8. After making the access and control

profile, discuss the results with
community and team members.

Possible questions to help with development of access and

control profile:

? What resources (money, time, tools, credit, transport, labor, permission of

making decisions, machinery or equipment, food, etc) are needed to do

the activities that women do?

? What resources are needed to do the activities that men and boys do?
? For each resource, who has control over the resource?
? How does lack of access to the resource by the person who needs it affect
the activity?

? Why are some resources not in the control of the person who needs to use
it?

? What have been the changes in access and control over the last 10-15
years?

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CSPP PRA-BDP
PRA-BDP
CSPP

Steps in Looking for

Influencing Factors
in Activities, Access
and Control
1. After making Access and Control

5. Stand back and let the group

Profiles, team members should

develop a list of questions to bring out
the influencing factors on gender
activities, access and control.

complete their own influencing factors

list.

2. Bring the community together and

explain the purpose of looking at
influencing factors on gender
activities, access and control.

6. After the different groups (men and

women) have completed, bring them
together for a discussion of changes
over time and the reasons why.

7. Bring the men and women's groups

groups of men and women (and by

age if needed).

together to compare their ideas.

Compare whether men reported more
or less the same as women or were
their ideas different about the past?

4. Review the lists of activities from the

8. Encourage the people to think of what

activity profile. This time ask the group

what activities did only men or only
women do in the past, what control did
they have, etc? What changed over
time, and why? [NOTE: This could be
done also inside a building using
blackboard or manila paper].

could be done by the community to

solve problems related to gender
related activities, access and control.

3. Divide the community into smaller

9. Ask one community member to copy

the visual from the ground onto paper
for the community to use and keep,
and make an extra copy for other
purposes.

Examples of questions to help identify influencing factors

What roles or activities did only men perform in the past? What roles or activities did only women
? perform
in the past?
What access and control did only men have in the past? What access and control did only women
? have
in the past?

? What roles/activities and access/control are different now?

? What has contributed to this change?
? What problems have these changes caused? What opportunities have these changes caused?
? To what extent are roles and activities changing for today's youth, either for better or for worse?

28b

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Analysis of Gender Relations

i. The collected data should help you to arrive at some

logical conclusions. The above questions were
exploratory. Analysis helps you to arrive at
conclusions from many of the diagrams you have
drawn so far.

ii. You proceed to ask what does it mean for a man to

work for much less hours than his wife daily? How
many hours cumulatively per week, month and
year? What does that mean income wise and power
relations?

iii. You proceed to help men to challenge themselves as

to whether this is actually how they want to be
understood by their families and their government or
whether it is a problem they need to deal with? Etc.

29b

CSPP PRA-BDP
PRA-BDP
CSPP

STEPS IN USING TOOLS FOR

CONFLICT DIAGNOSIS AND ANALYSIS

USAGE
To secure logical collection of information about the dynamics of issue or problem,
examining and understanding it from variety of perspectives and methodologies, in order to
generate wide range of alternatives for resolution and transformation.

POSSIBLE DATA/INFORMATION THAT COULD BE GATHERED ON A-B-C OF

CONFLICT
The background context of the issue or problem identified. Though it could solely focus
on the history of the issue or problem, the result of A-B-C of conflict can also best
describe the overview and movement of the issue as affected by variance of factors
within social, cultural, political, and economic perspectives. The same demonstration of
movement will also show how the issue grew from small differences into a full blown
conflict.

ON STAKEHOLDERS ANALYSIS
The identification of individuals or group of individuals involve in the issue or problem.
These are usually within the first and second level of involvement. However, it could be
extended depending on the need of the issue to be clear. Along the identification, the
standpoint of each individual involved up against their real interest over the issue will also
be determined. Individual motivation towards the resolution of the issue will also be clearly
laid down beside the influence already demonstrated as well as that can potentially be
done.

ON FORCE FIELD ANALYSIS

The vital factors identified that may prevent or push the issue into either resolution or
escalation. These can practically be solicited from the results of A-B-C of Conflict and
Stakeholders' Analysis, aside from other related narrative profiles available. Result of
Force Field Analysis can already draw range of potential guide strategies what to pursue to
resolve the issue or problem and what should be avoided being instrumental for the
potential escalation of the issue or problem.

30b

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General Steps in Making Conflict Diagnosis and Analysis

1. Taking off from the community issue

i.e. the output of PRA, begin the
process with the following
clarifications:
What is conflict diagnosis and
analysis? (See Methods of Conflict
Diagnosis and Analysis, Vol. 1, page
17a).
Why it is necessary to be use along
with other PRA processes? (See
Formulating CSPP PRA-BDP, Vol. 1,
page 2a).
What are the basic tools needed and
what can be expected from the
usage of the tools? (See Possible
Data/Information that could be
gathered, Vol. 1, page 13a).

2. This is optional. To further clarify the

importance of conflict diagnosis and
analysis in the process of attaining
resolution, let the participants do the
following exercise:
If participants have mobile phones
with stopwatches, let them bring
these out on their tables. If they have
none, then you have to be prepared
with a stopwatch. Tell them that they
will use your or their stopwatches to
time their accomplishment of a task.
Divide the participants into two
groups. Let members of each group
sit together.

Give the following task:

Each member of a group will write
on a sheet of paper eight
combinations of three numbers, with
each combination of three numbers
having a SUM of 15. One number
cannot be used more than once in a
combination, but can be used again
in other combinations. For instance,
4-4-7 is not acceptable; but 4 can be
used again in other combinations.
Each one will time his/her
accomplishment of the task. I will say
when you can start the exercise.
To one group, one facilitator will
show a paper with numbers 1 to 9
written this way:
1 2 3 4 5 6 7 8 9
To the other group, another facilitator
will show a paper with numbers 1 to 9
written in tic-tac-toe form:

2
9
4

7
5
3

6
1
8

Right after simultaneously showing

the papers to the two groups
(members of one group should not
be allowed to see the paper of the
other group), tell them that they can
start the exercise.
All facilitators should assist in
observing the members of the two
groups, and in making sure that each
one is able to time his/her task
accomplishment.

31b

CSPP PRA-BDP
PRA-BDP
CSPP

When all have completed the task,

process the exercise by asking the
following:

representation of the issue or

problem taken the form of conflict.

3. Explain the steps in making the basic

Which group finished their task
faster? (We expect the group with
the tic-tac-toe form to finish faster.)

conflict diagnosis and analysis tools.

(See on the next page).

4. D i v i d e t h e p a r t i c i p a n t s b y
Why? (We expect them to say that
the manner by which the numbers
were presented or organized (i.e., in
tic-tac-toe form versus raw form)
made it easier for them to find the
eight combinations).

puroks/sitios. Require each group to

designate a co-facilitator and
documenter to assist in the process.
The group may also designate an
artist to do the matrices.

5. For every group, re-assign the

What lessons can we draw from this
exercise? (We expect them to say
that the organization and
presentation of the problem makes
the problem-solving process easier,
faster, and more accurate.)
End the exercise by saying that:
Similar to the problem of the
exercise facts or data can be
gathered and presented in different
ways. A presentation of the data in
raw form without organization and
analysis will make the search for
solution more difficult. Moreover,
every time a new person comes to
study the conflict, the same difficulty
can be faced again. To avoid this, the
data presentation has to be
improved. After getting the raw data,
they have to be represented again in
a more organized and meaningful
way. Representation can only
happen after a careful analysis of the
data. The representation can be in
the form of a conflict diagnosis and
analysis. This will thus enable us not
only to gather raw data on the conflict
situation but also to diagnose the
problem and make an organized

32b

issues or problems already identified

and processed during PRA. And,
apply the basic conflict diagnosis
and analysis tools which include the
A-B-C of Conflict, Stakeholders'
Analysis, and Force Field Analysis.

6. End the process by reiterating the

significance of undergoing the
conflict diagnosis and analysis as
process itself and towards the actual
BDP.

THINGS TO NOTE
Each tool is a requisite of the
following tool i.e. the A-B-C of
Conflict is not a stand alone tool
and requires Stakeholders'
Analysis and Force Field
Analysis to complete the whole
process.

To better clarify the issue or

problem, encourage
participants to elaborate it. But
drive them to be specific by
sticking on the basic analysis
questions.

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Considering that the process

To secure familiarity of the

might eat long period of time, set a

maximum time limit to discuss
each issue or problem. It should
be open to the participants at the
beginning of the process.

process and, in effect, smooth

flow of the process, do an early
instruction or do a role playing for
the designated group cofacilitator and documenter.

Steps in Making A-B-C of Conflict

1. Bring the participants together in a

2. Draw a tree-like figure or the Conflict

comfortable corner and begin by

refreshing the clarifications earlier
discussed (See General Step 1).
This time focus with the importance
of A-B-C of Conflict tool towards the
whole conflict diagnosis and analysis
process.

Tree in a blackboard or large paper.

Write the word ANTECEDENTS on
the root part of the tree,
BEHAVIORAL MANIFESTATIONS
on the trunk and branches, and
CONSEQUENCES on the twigs and
leaves (See example below).

The Conflict Tree

Consequence
Consequence

Consequence
Consequence

Consequence
Consequence

Behavioral manifestations of the conflict

Antecedent

Antecedent

Antecedent

Antecedent

Antecedent

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PRA-BDP
CSPP

3. D i s c u s s t h e d e f i n i t i o n s o f
ANTECEDENTS, BEHAVIORAL
M A N I F E S TAT I O N S , a n d
CONSEQUENCES to the
participants (See definitions below).
Proper understanding of definitions
will guide the participants in
providing the appropriate data
required for the process using this
first tool.
ANTECEDENTS
are causes or
reason of the issue or problem.
These might be identified as
community conditions, specific
events, and people itself described in
various forms of sources of conflicts
(See Volume 1, page 17a, Methods
of Conflict Diagnosis and Analysis).
BEHAVIORAL MANIFESTATIONS
are experienced indicators affirming
the presence of issue or problem.
These are usually stated as the issue
itself, thinly differentiated from the
actual effects.
CONSEQUENCES are effects or
results of the issue or problem.
These are commonly demonstrated
in the form of changes in community
conditions and relational differences
among residents.

4. Lay down all the issues or problems,

that already undergone the PRA
process, in another black board or
large paper (e.g. Manila paper, back
of the used calendar, cartolina). Start
the process by picking one issue at a
time, until all the issues have
undergone the same process.

5. Guide the participants to discuss

among them the issue or problem at
hand by determining in a statement

34b

the ANTECEDENTS, BEHAVIORAL

M A N I F E S TAT I O N S , a n d
CONSEQUENCES.

6. Encourage the participants to write

discussed statements either in
metacards or small sheet of paper.
Let them post it over the Conflict
Tree in accordance to where the
statement should belong (See
example on the next page).

7. Review, with the participants, similar

statements or idea and rewrite them
into one statement. Post back
rewritten statements, and rearrange
if necessary.

8. Finalize the Conflict Tree by

reviewing all the statements with the
participants. Ensure to leave each
statement with the group's approval.

9. Transfer the final result into a paper

as part of
documentation.

the

process

Basic analysis
question

What the
issue/problem is
all about?

What are the

antecedents,
behavioral
manifestations,
and
consequences of
the
issue/problem?

VOLUME
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Example
The rehabilitation project
was won by the Mayors
cousin.

The irrigation system in

Brgy. Dos was
rehabilitated sometime in
2006.

Number of barrio folk

protested to the bidding
process related to the
rehabilitation of the
irrigation system
because excessive
budget allocation.

ANTECEDENTS
Due to typhoon the same
farm facility was damaged
six months after it was
reconstructed.

BEHAVIORAL
MANIFESTATIONS

CONSEQUENCES

During rainy season, heavy water spillage was

causing flood over the three populated puroks of
Brgy. Dos.

Residences of the
affected puroks
For immediate repair
of the irrigation system.

Production of major crops

decreases by 70% every rainy
season.

Steps in Stakeholders Analysis

1. Maintain the group earlier formed,

2. Make a matrix in a black board or

and continue the process using the

second tool. Again, start by recalling
the importance of conducting
Stakeholders' Analysis (See General
Step 1).

large paper. The matrix should be

divided into six columns. Indicate in
every column the assigned six
categories as shown below:

Stakeholders Analysis Matrix

Stakehol
ders

Positions

Interests

Motivations
to resolve
the issue

Influences
in the
resolution
or
escalation
of the
issue

Best
alternative to a
negotiated
agreement or
BATNA

35b

CSPP PRA-BDP
PRA-BDP
CSPP

3. Explain each category by its

definition (See definitions below).
S TA K E H O L D E R S
are the
individuals or group of individuals
involved in the issue or problem,
usually at the first and second level of
involvement. This, however, can be
extended depending on the need of
the issue to be clear.
POSITIONS
are the immediate
demands of the stakeholders which
were perceived will resolve the issue
or problem. This usually answers the
question: What I want?

4. Return to the list of issues or

INTERESTS are reasons behind a

position. It sums up the real
intentions of those involved in the
issue or problem. This answers the
question: What I must have?

5. Facilitate the participants in

MOTIVATIONS TO RESOLVE THE

ISSUE are inspirations supporting
the interests to resolve the issue or
problem. It usually elaborates the
stakeholder's given condition,
ideologies, and beliefs. These also
demonstrate the extent of need for
an issue to be resolved or not.
INFLUENCES IN THE
RESOLUTION OR ESCALATION
OF THE ISSUE are the levels of
stakeholder's control on the direction
of the issue or problem, either
towards the attainment of resolution
or further escalation. These can be
cleared by determining the possible
sources of power of the stakeholders
involved in the issue.

36b

B E S T A LT E R N AT I V E T O A
NEGOTIATED AGREEMENT OR
BATNA are perceived actions the
stakeholders can do to get what they
want, particularly when no
negotiation takes place or the
negotiation failed. This is also a
preventive measure to avoid
potential hostile actions from the
stakeholders.

problems already posted on the

other black board or large paper,
then pick up one to start the second
tool until all issues were undertaken.

determining required data by the

second tool. Encourage discussion
by providing lead questions on every
category (See basic analysis
questions).

6. Allow the participants to write into

statements discussions made.
Statements can be written either in a
metacard or small sheet of paper.

7. Let the participants to post written

statements on the matrix earlier
provided.

8. Review all statements posted and

make necessary changes with the
participants. Finalize the statements
by getting the approval of the group.

9. Transfer the filled-up matrix into a

paper as part of the process
documentation.

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Basic analysis question

Who are the stakeholders in the issue or problem?

What are their positions and interests? Are their positions
compatible? Are their interests going well together?
What are their motivations? Who among the stakeholders are
motivated to resolve the issue or problem?

What are their influences? Who among the stakeholders are

influential to manipulate the direction of the issue or problem?
What are their BATNA?

Example

Stakeholder Analysis
Stakeholders

Positions

Interests

Motivations
to resolve
issues

Influences in
the
resolution or
escalation of
the issue

BATNA

The residence
has number of
professionals
that assisted in
voicing their
clamor.

Have made
consensus to
vote the
candidate that
will immediately
address their
concern.

Residence

Stop the
flooding

Protect our
residences
from the flood
Avoid illness

Huge amount of
damages in
resources were
already
incurred.

Farmers/ Tillers

Make a dike
to protect our
farms

Sustain our
crops and
income

Local produce
The farmers
often decreases has no idea
what to do.

Irrigators
Association

Rebuild the
irrigation
dikes

Sustain our
crops and
income

Large PO
members were
clamoring for
water.

Their PO leader Conduct picket.

has been
addressing the
issue to
agencies but no
response.

Barangay
Council

Stop the
flooding

Address the
concerns of
the barangay
constituency

Puroks affected
have large
number of
voters.

The BC lacks
fund to
immediately
address the
issue.

Wanted to
support the
move of the
purok
residence.

Access the
most favorable
higher
candidate to
address the
issue.

37b

CSPP PRA-BDP
PRA-BDP
CSPP

Steps in Force Field Analysis

1. Again with the same grouping,

2. Draw the Force Field Analysis matrix

began to use the third tool or Force

Field Analysis by discussing its
importance (See General Step 1).

in a black board or large paper.

Divide the matrix in three columns
and three rows. Point out in each
column and row assigned
categories (See example below).

Force Field Analaysis Matrix

Escalation of Issues

Resolution of Issues

Driving Factors
Restraining Factors

3. Discuss each category by its

definition (See definitions below).
DRIVING FACTORS are factual
conditions in the community that
pushes an issue or problem into
either resolution or escalation.
These conditions in the community
usually include changes of socioeconomic status, occurrence of vital
events, and significant influences of
key people and groups.
RESTRAINING FACTORS
are
factual conditions in the community
that prevents an issue or problem
into either resolution or escalation.
Conditions here also follow those
described on the definition of driving
factors.

38b

ESCALATION OF ISSUE is a stage

wherein an issue or problem results
to heavier issue or give birth to
another or number of issues. This
also means additional complication
due to more stakeholders involve
and factors to be considered.
RESOLUTION OF ISSUE is a stage
wherein an issue or problem attains
solution. This also signifies the
conclusion of the issue being
tackled.

4. Bring the participants' attention

towards the list of issues or problems
and start one applying the third tool.

5. Facilitate the participants to

determine statements required by
the third tool. Provide them with lead
questions (See Basic analysis
questions).

VOLUME
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6. Allow the participants to write and

post written statements on the matrix
provided. Guide them in rephrasing
written statements, if necessary.

7. Transfer the filled-up matrix into a

paper for documentation purpose.

Basic analysis question

What are the factors that drive to the escalation of the issue?

What are the factors that drive to the resolution of the issue?

What are the factors that restrain to the escalation of the issue?

What are the factors that restrain to the resolution of the issue?

Example

Force Field Analaysis Matrix

Escalation of Issues

Resolution of Issues

Driving Factors

The BATNA or the

po tential move by
Irrigators Association to
conduct a picket rally, if
issue will n ot be
ad dressed.

Directly address the issue

raised by farmers i.e.
rebuilding the irrigation
system .

Restraining Factors

Barangay council to
Una ble to address the
access outside resources
concern of the purok
i.e. financial and technical
residence.
in order to address the
issue.
Openness of the purok
residence for discussion
du e to the leadership of
profe ssionals th erein.

39b

CSPP PRA-BDP
PRA-BDP
CSPP

BDP TOOLS AND STEPS

Formulating/Reviewing Barangay Vision and Mission Statements
Usage of the Barangay Vision Statement
To consolidate shared image of the barangay's future as well as to provide clear direction
and guide on development efforts of the community.

Steps in Formulating the

Barangay Vision Statement
1.

Group the community participants

by purok or sector. Designate a
facilitator and documenter per
group to be agreed by the group
members themselves.

6.

After all the meta-cards have been

considered, synthesize the group's
output and validate them with the
participants' common idea of the
barangay vision.

2.

Start the process of visioning with

the trigger question, HOW DO YOU
SEE YOUR BARANGAY IN THE
FUTURE? WHAT WOULD YOU
LIKE TO SEE HAPPEN IN YOUR
BARANGAY IN THE NEXT YEARS
TO COME?

7.

Ask the group to make a draft vision

statement based on the agreed
common idea of the barangay
vision.

8.

Bring the groupings together

forming the barangay general
assembly.

9.

Allow each group to present their

draft vision statement in the general
assembly for comments and
validation. During the validation
process, remind the general
assembly of the significant
elements of a Conflict Sensitive
Peace Promoting vision statement.

3.

40b

Using m etacards, ask each

participant to write their ideas.
Remind them of the rules in using
meta-cards: one idea, one metacard.

4.

Ask each participant to post their

meta-cards on the board or manila
paper provided.

5.

D u r i n g p o s ti n g , a l l o w e a c h
participant to discuss their idea.
Based on the discussions made by
the participants, group similar ideas.

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The vision statement as agreed

should have the elements of being
(1) peace promoting and conflict
sensitive, (2) gender biased, and (3)
human rights-based.

Example of the Formulated Barangay

Vision Statement

Ang Barangay Libertad

naglantaw nga ang katawhan
mahadlokon sa Dios,
nagkahiusa, malinawon,
mahimsog, may abunda ug
limpyo nga tubig, dekalidad na
edukasyon, ug kaharuhay sa
panginabuhi.

10. Along with the general assembly,

process and consolidate all the draft
vision statements into one single
barangay development vision
statement.

11. Ensure to document the finalized

barangay development vision
statement before going to the next
process.

Usage of the Barangay Mission Statement

To provide clear view of what the barangay is trying to accomplish for its people and how it
can attain its purpose.

Steps in Formulating the

Barangay Mission Statement
1.

Maintain the groupings earlier

made as well as the designated
group facilitators and documenters.

2.

Begin the process of formulating the

mission with the trigger question,
BASED ON YOUR VISION
STATEMENT, WHAT IS THE
GENERAL PURPOSE OF YOUR
BARANGAY? Like the visioning
exercise, the group is asked to do
the same succeeding steps.

3.

Using the meta-cards, ask each

participant to write their ideas.
Remind them of the rule in using
meta-cards: one idea, one metacard.

4.

Ask each participant to post their

meta-cards on the board or manila
paper provided.

5.

During posting, allow each

participant to discuss their idea.
Based on the discussions made by
the participants, group similar
ideas.

41b

CSPP PRA-BDP
PRA-BDP
CSPP

6.

After all the meta-cards have been

considered, synthesize the group's
output and validate them with the
participants' common idea of the
barangay mission.

7.

Ask the group to make a draft

mission statement based on the
agreed common idea of the
barangay mission.

8.

Bring the groupings together

forming the barangay general
assembly.

9.

Allow each group to present their

draft mission statement in the
general assembly for comments
and validation. During the validation
process, remind the general
assembly of the criteria of the
Conflict Sensitive Peace Promoting
mission statement.
The mission statement as agreed
should able to answer the question,
WHAT THE BARANGAY WOULD
WANT TO ACCOMPLISH FOR ITS
PEOPLE AND HOW IT CAN ATTAIN
ITS PURPOSE?

Example of the Formulated Mission

Statement

Ang Barangay Libertad

nagtinguha sa malahutayong
kalamboan sa katawhan, nga
adunay pag-atiman sa
kaugalingong panlawas ug
balanse nga pagkaon, pagamping sa kinaiyahan, may
kaangayan ug kalinaw, pagpausbaw sa dekalidad nga
edukasyon, pinaagi sa
tinooray nga pagtinabangay,
panaghiusa, ug
pagkamahadlokon sa Dios.

Steps in Reviewing Existing

Vision/Mission Statements

1.

Maintain the groupings earlier

made as well as the designated
group facilitators and
documenters.

2.

If the vision and mission statements

are available, check if the elements
and criteria agreed of a Conflict
Sensitive Peace Promoting vision
and mission statements are present
(See above vision and mission
formulation processes).

10. Along with the general assembly,

process and consolidate all the draft
mission statements into one single
barangay development mission
statement.

11. Ensure to document the finalized

barangay development mission
statement.

42b

VOLUME
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2

3.

4.

If the vision and mission statements

still holds true, then retain them as it
was and proceed to the next BDP
formulation steps.
However, if changes are in order,
then restate the old vision and
mission statements complementing
the newly formulated vision and
mission statements.

Note during the

restatement process the
required elements and
criteria of a Conflict
Sensitive Peace
Promoting vision and
mission statements.

Situational Analysis/Analyzing the Situation of the Barangay

Usage of S-W-O-T Analysis Matrix
To assess the internal and external conditions of the community that remained unidentified
by previously applied community assessment tools.
By internal, it means community strengths and weaknesses wherein the barangay has
full control. It covers aspects like barangay management, program and project operations,
and resource control. External conditions, on the other hand, means community
opportunities and threats where the barangay has less or totally no control. Examples of
these were foreign aids, national policies, and natural disasters.
SWOT analysis tool also provides options for identifying and choosing appropriate
solutions to address community problems.

Steps in Analyzing the Strengths, Weaknesses,

Opportunities, and Threats (S-W-O-T)
1. Maintain the groupings earlier
made as well as the designated
group facilitators and documenters.

2. Discuss what S-W-O-T stands for as

During the discussion, present as well

the S-W-O-T Analysis Matrix on the
board or manila paper. Ensure that
matrix presented should be clearly
visible among participants.

well as its usage (See detailed

discussion above).

43b

CSPP PRA-BDP
PRA-BDP
CSPP

S-W-O-T ANALYSIS MATRIX

Barangay: __________
Date: ___________
Strengths

Weaknesses

Opportunities

1. Ask the participants to write down all

5. Group all statements with similar

internal conditions in the meta-cards

provided: first are the strengths or
the positive internal conditions of the
barangay; then, the weaknesses or
the negative internal conditions of
the barangay.

ideas, and if necessary restate it

accordingly.

Secure the distinction of strengths

and weaknesses by applying color
coding or marking the meta-cards.

6. G o t h r o u g h t h e S - W - O - T
classification of all the statements,
and if necessary rearrange them as
it should.

7. If the process was done by small

groupings, reconvene the general
assembly to present and
consolidate group outputs into a
community
S-W-O-T analysis.

2. Proceed by asking the participants to

write down all the external conditions
in the meta-cards provided: first are
the opportunities or the positive
external conditions of the barangay;
then, the threats or the negative
external conditions of the barangay.
Secure as well the distinction of
opportunities and threats by applying
color coding or marking the metacards.

3. Encourage the participants to post

their written meta-cards following the
readily available S-W-O-T matrix
columns on the board or manila
paper.
4.

44b

Threats

Facilitate the review of statements

posted by allowing the participants to
discuss each statement.

8.

Ensure to document the finalized

S-W-O-T analysis.

VOLUME
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Example of the filled-up S-W-O-T Analysis Matrix

S-W-O-T ANALYSIS MATRIX

Barangay: __________
Date: ___________
Strengths

Weaknesses

Opportunities

Threats

Supportive POs
Religious groups

Inaccessible FMR

Duol ang
eskwelahan sa
college
may lending
institutions sama sa
Cantilan Bank, EBI
ug micro finance

Kulang sa suporta
ang mga municipal
officials

Sand and gravel

source

Gambling in any
forms

Fish dealers
peddlers

Baha

Adunay source of
potable water

Weak bridge

Illegal logging

Halapad na
kaumahan

Minus ang
kooperasyon sa
katawhan sa
barangay

Walay medisina sa
botika sa barangay

Potential in tourists
spots
Waterfalls, caves

Kulang ang supply

sa tubig sa barangay

Forest resources
Falcatta

Unfinished health
center

45b

CSPP PRA-BDP
PRA-BDP
CSPP

Consolidating Issues and Problems by Millennium Development Goals

(MDGs)
Usage of Consolidated Issues and Problems Matrix
To consolidate or merge similar issues and problems identified through MBN, CBMS, PRA,
and other recently made community assessment tools, and to come up with a short list of
issues and problems.

Steps in Consolidating
Issues and Problems
1. Maintain the groupings earlier made

3. Present as well all negative issues

as well as the designated group

facilitators and documenters.

from the S-W-O-T analysis,

particularly issues identified as
Weaknesses and Threats. Also use
color coded meta-cards to
distinguish issues from Weaknesses
and Threats.

2. Present all the meta-card written

issues identified using MBN, CBMS,
PRA and other recently made
community assessment tools. Use
one color for all issues identified for
each community assessment tool
used.

4. Distribute and post all meta-card

written issues according to
designated columns of the
Consolidated Issues and Problem
Matrix on board or manila paper.

CONSOLIDATED ISSUES AND PROBLEMS MATRIX

Barangay: _________
Date: _________
MBN

46b

CBMS

PRA

Weaknesses

Threats

VOLUME
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2

5.

Facilitate the review of issues on

columns MBN, CBMS, and PRA
and consolidate these with issues
identified on columns Weaknesses
and Threats. Restate those
consolidated issues if necessary
and leave those issues that standalone.

6.

If the process was done by small

groupings, reconvene the general
assembly to present and
consolidate group outputs into a
community Consolidated Issues
and Problems.

7.

Secure the documentation of the

Consolidated Issues and Problems.

Example of the filled-up Consolidated Issues and Problems Matrix

CONSOLIDATED ISSUES AND PROBLEMS MATRIX
Barangay: _________
Date: _________

MBN

CBMS
25% bata out of
school youth (712 years old)

PRA
Access to FMR

Weaknesses

Threats

Inaccessible FMR Kulang sa

suporta sa mga
municipal officials

45% edad (13-17) Dilapidated foot

wala nagbridge
eskwela)

Gambling in any
form

Baha

Sanitary toilets

Low income

Weak bridge

Illegal logging

More than 50%

HHs below
income

Botika sa
barangay

Minus ang
kooperasyon sa
katawhan

Walay medisina
sa botika sa
barangay

Sanitary toilets

Kulang ang
supply sa tubig

Flood

Unfinished health
center

Illegal logging
Brgy. Raod
network

47b

CSPP PRA-BDP
PRA-BDP
CSPP

Usage of Consolidated Issues and Problems by MDGs Matrix

To classify consolidated issues and problems according to the Millennium Development
Goals (MDGs) they belong.

Steps in Consolidating Issues and Problems

by Millennium Development Goals (MDGs)
1. Maintain the groupings earlier made

3.

as well as the designated group

facilitators and documenters.

2. D i s c u s s w h a t M i l l e n n i u m
Development Goals (MDGs) is, and
its importance towards the
formulation of a Conflict Sensitive
Peace Promoting Barangay
Development Plan (See detailed
discussion of MDGs on Volume 1,
page __).

Review the consolidated issues and

problems and assign to each issue
and problem particular goal from the
MDGs.

4. Arrange consolidated issues and

problems with its corresponding
MDGs using the Consolidated
Issues and Problems by MDGs
Matrix on board or manila paper.

CONSOLIDATED ISSUES AND PROBLEMS BY MDGs MATRIX

Barangay: __________
Date: __________
No. of Issues
and Problems

Issues and Problems

5. Facilitate the verification of each

issue and problem with its
corresponding MDG.

6. If the process was done by small

groupings, reconvene the general
assembly to present and consolidate
group outputs into one.

48b

Millennium Development Goals

(MDGs)

7. Ensure to document the finalized

Consolidated Issues and Problems
by MDGs.

VOLUME
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Example of the filled-up Consolidated Issues and Problems by MDGs Matrix

CO N SO L ID A TED ISSU E S A N D PR O B LE M S B Y M D Gs M A TR IX
Ba ran ga y: _ ________ _
Da te: __ ________
N o. o f Issu es
an d
Pro b lem s

Issu es an d Pro b lem s

M ille nn iu m De velo pm en t
G o als (M D G s)

Inac ce ss ible FM R

D ilapida ted F ootbridg e

Low Inc om e

Bot ik a sa B arangay (no m edic ine)

San itary T oi lets

U nfi nis hed H eal th C enter

Kul ang s uppl y s a tubi g

Kul ang s a s uporta

offi ci als

Bah a

10

G am bl ing i n any form

11

O ut of s choo l yo uths (6-12 y ears ol d)

(13-16 yea rs old )

12

Barang ay road net wo rk

13

Il legal Loggi ng

4 and 5
6

sa

4 and 5
6
m g a m unic ipal

Rating of Consolidated Issues and Problems

Usage of Rating of Consolidated Issues and Problems Matrix
To solicit individual rating of the consolidated issues and problems, this would become the
basis in determining the ranking of issues and problems.

Steps in Rating Consolidated

Issues and Problems
1. Maintain the groupings earlier made
as well as the designated group
facilitators and documenters.

2.

Review the short listed issues and

problems and present the direction
on how to individually rate each
issue and problem using the Rating
of Consolidated Issues and
Problems by Matrix.

49b

CSPP PRA-BDP
PRA-BDP
CSPP

RATING OF CONSOLIDATED ISSUES AND PROBLEMS MATRIX

For Individual Rating
Barangay: _________
Date: ________
MD Goals

Issues and Problems

3. Facilitate the individual rating on

Ensure with the participants that

rating should be from the
perspective of the community and
not from personal opinion or interest.

each issue and problem short listed

using provided rating form.
Remind the participants to rate each
issue and problem on a scale of 1 to
5 where 1 is the least problematic
and 5 is the most problematic.
Repeat the same reminder before
collecting the rating forms to ensure
that participants did not reverse the
rating scale.

Rating

Note that if the general assembly is

too big in size, rating can also be
done by small groups (by three's for
example).

4. Collect the filled-up rating forms and

proceed to the next set of steps.

Example of the filled-up Rating of Consolidated Issues and Problems Matrix

R ATING O F C O NSO LIDATED ISSU ES AND PR O BL EM S M ATR IX F or In dividual R ating
B arangay: B IGAAN
D ate: Ju ne 17-18, 2009

50b

Goal

Issues an d P ro blems

Rat ing

N o access t o p otabl e water

4,5,6

Healt h cen ter an d faci lit ies

W alay lin ya sa k ur yent e

7, 8

Bou ndary c onfli ct

N o. of c hild ren not atten ding sch ool

Sch ool safet y

Low inc om e

A ccess t o p rop er sanit atio n(to ilet)

7, 8

So il er osio n

L ow p rod ucti vit y

VOLUME
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2

Overall Rating and Ranking of Issues and Problems

Usage of Overall Rating and Ranking of Issues and Problems Matrix
To consolidate the individual rating made by participants, this is to determine the ranking of
the issues and problems or the Top 10 issues and problems of the barangay.

Steps in the Overall Rating and

Ranking of Issues and Problems

1. Reconvene the general assembly

3. Facilitate the tally of the individual

and designate co-facilitator to assist

in the process.

rating result, using a Tally Form or

Overall Rating and Ranking of
Issues and Problems Matrix on the
board or manila paper.

2. Discuss briefly the significance of

determining the Top 10 Issues and
Problems in the barangay.

OVERALL RATING AND RANKING OF ISSUES AND PROBLEMS MATRIX

Barangay: ________
Date: ________

MD
Goals

Issues and
Problems

Individual Rating
Jane

Noah

Lon

Benny

4. Instruct the co-facilitator, before the

actual tally, to transfer the
shortlisted issues and problems
along its corresponding MDGs on
the first and second column of the
tally form provided.

Joe

Ram

Rod

Total
Jose

Rea

Rank

Min g

5. Tally the collected individual rating

results beginning at third column
of the tally form onward. Note to
provide one column per participant
or small group depending on how
the rating process was executed.

51b

CSPP PRA-BDP
PRA-BDP
CSPP

6.

In cases where more than one issue

occupy the same rank, let the
general assembly decide whether to
redo the ranking of tied issues and
problems or simply leave it as it is.

Add the tallied numbers

horizontally and place the overall
result at the Total column.

7. Identify the ranking of the issues

and problems based on the overall
total results on the last column of
the tally form. Place Rank 1 on the
highest number identified, next as
Rank 2, and so on until rank 10.

8. Secure to document the ranking

result before going to the next
process.

Example of the filled-up Overall Rating and Ranking of Issues and Problems
By MDGs Matrix

O V ER A LL R A T IN G A N D R A N K IN G O F ISS U E S A N D PR O B L EM S M A TR IX
B ara ngay : _ __ __ __ _
D at e: _ __ __ _ __

52b

MD
G oals

Is sue s a nd
P roblem s

Individua l R ating

Tota l

R ank

J an e

N oa h

Lon

B en ny

J oe

Ram

Ro d

Jo se

Rea

M i ng

Ina cc es s ible
FM R

33

4 a nd
5

W a lay
me disina sa
botika sa
bara nga y

38

D ila pid ate d

f ootb ridge

43

P oor w at er
su pply

34

Lac k of
m unicipa l
of ficia ls
suppo rt

31

In com e
( below
m inim um )

32

C hildren out
of s choo l
y outh

25

G a mb ling in
a ny form

24

4 a nd
5

U nfinishe d
he alth c ent er

30

S anita ry t oile t

28

VOLUME
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2

Finalizing the Top Ten Issues and Problems

Usage of Top Ten Issues and Problems Matrix
To systematically finalized the top 10 issues and problems of the barangay.

Steps in Finalizing the

Top Ten Issues and Problems

1.

Maintain the general assembly and

designated co-facilitator to assist in
the process.

3. Facilitate the transfer of the top ten

issues and problems on the Top Ten
Issues and Problems Matrix.

2. Review the ranking result identifying

the top ten issues and problems of
the barangay, for validation and
finalization of the general assembly.

TOP TEN ISSUES AND PROBLEMS MATRIX

Barangay: ________
Date: ________
MDG

ISSUES AND PROBLEMS

RANK

4. Arrange the top 10 issues and

problems based on the final ranking
result.

5. Secure to document the finalized top

10 issues and problems.

53b

CSPP PRA-BDP
PRA-BDP
CSPP

Example of the Top Ten Issues and Problems Matrix

TOP TEN ISSUES AND PROBL EMS MATRIX
Barangay: ________
D ate: ________
MDG

ISSUES AND PROBLEMS

RANK

D ilap id ated foo tbrid ge

4 and 5

Walay medisin a sa bo tika sa barangay

Poo r w ater su pply

Inaccessible FMR

Inco me

Lack o f mu nic ipal of ficials su pp ort

4 and 5

Un fin ish ed h ealth cen ter

Sanitary toilet

C hildren ou t o f sch ool youth

Gamb ing in an y form

10

Integration of Rights-Based Approach to Ranked Issues and Problems

Usage of Issues and Problems vis--vis HR Standards/Normative
Content Matrix
To systematically determine affected human rights per issue and problem as well as to
identify appropriate rights-based solutions to ranked issues and problems.

Steps in Integration of Rights-Based Approach

to Ranked Issues and Problems

1. Maintain the general assembly and

designated co-facilitator to assist in
the process.

2. D i s c u s s w h a t R i g h t s - B a s e d
Approach is and its value addition
towards the formulation of Conflict
Sensitive Peace Promoting
Barangay Development Plan (See

54b

detailed discussion of RBA on

Volume 1).
Present afterwards the Issues and
Problems vis--vis HR
Standards/Normative Content
Matrix, including the guidelines in
using the matrix.

VOLUME
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2

ISSUES AND PROBLEMS

Vis--vis HR Standards/Normative Content Matrix
Barangay: __________
Date: _________
Issues
and
Problems
per MDG

Rights
Involved

HR Standards/Normative
Content

3. Once again lay down the finalized

top 10 issues and problems and
transfer them into the first column
of the matrix.

Rights-based Objectives

Programs
and Projects

what were the human rights

violations affected by the focused
issue.

5. Guide as well the participants to

4. Facilitate the analysis of every issue
by identifying on the second column
the kind of human rights violation it
cause.
Note: Refer to the result of A-B-C of
Conflict under the Conflict Analysis,
particularly on the column of
Consequences or Effects, to find out

determine the human rights

entitlement on the third column
that supports claimed human rights
violation.
Make use of the copy of RightsBased Standards/Normative
Content as reference.

Steps in Setting Rights-Based Objectives and

Generation of Solutions to Ranked Issues and Problems
1. Maintain the general assembly and
continue using the matrix earlier
presented.

2. Facilitate the participants to

formulate the rights-based

objectives on the fourth column of

the matrix.

During the formulation of rightsbased objectives, provide the

55b

CSPP PRA-BDP
PRA-BDP
CSPP

guide question: IN ADDRESSING

THE ISSUE AND PROBLEM, HOW
DO YOU SEE YOUR BARANGAY IN
FIVE TO SIX YEARS? State the
things or conditions that can be
realistically attained to address the
issue in a span of 5-6 years.

3. Facilitate the participants to

Note as well to the participants that

in setting the rights-based
objectives, be sure that it should be
specific, measurable, achievable,
realistic, and time bound (In some
models, objectives are referred to as
goals, or more specifically, SMART
Goals. When goals and objectives
are distinguished, goals are a
general statement of intent, while
objectives are more specific).
Ensure to indicate as well into the
formulation of right-based objectives
how to address the human rights
violation caused by the issue and
problem.

determine the programs and

projects on the fifth column of the
matrix. It should be aligned to rightsbased objectives earlier formulated.
Identifying the possible programs
and projects, provide the guide
question: WHAT MUST THE
BARANGAY DO TO REALIZE ITS
OBJECTIVES AND IN TURN
ADDRESS THE ISSUE AND
PROBLEMS?
Make use as well of the ideas found
in Force Field Analysis made during
the Conflict Analysis over the same
issue, particularly in the columns
indicating the Driving Factors to
Resolution of Issues and Restraining
Factors to Conflict Escalation.
Pertinent activities indicated on the
analysis can be included as program
or project to address the ranked
issues and problems.

Example of the filled-up Issues and Problems vis--vis HR Standards/Normative

Content Matrix
ISSUES AND PROBLEMS
Vis--vis HR Standards/Normative Content Matrix
Barangay: __________________
Issues and
Problems
per MDG

Rights Involved

Dilapidated Art. 13 freedom of

footbridge movement and
transport
-right to income
-right to food
-right too education
-right to life

56b

Date: ________________
HR
Standards/Normative
Content
-ICCPR freedom of
movement and
transport
-UDHR Economic
rights (article 23 and
2)
-ICCPR Art. 4

Rights-based
Objectives
Sa dili pa moabot
ang 2015, aduna
nay kongkreto nga
tulay nga
nagkonekta sa P2P3 sulod sa
barangay

Programs and
Projects
1.Mangayo og
pondo
2.Duo sa local ug
provincial
government
3. Magpaconstruct og tulay

VOLUME
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Analyzing Stakeholders of the Programs and Projects

Steps in Analyzing Stakeholders

of the Programs and Projects
1. Maintain the general assembly and
designated co-facilitator to assist in
the process.

2. Introduce the importance of

the realization of programs and

projects (See detailed discussion of
Stakeholders' Analysis on Volume
1). Also present the two matrices to
be utilize in analyzing stakeholders.

analyzing the stakeholders related to

STAKEHOLDERS ANALYSIS MATRIX

Claim Holders
Barangay: _________
Date: _________
Programs
and
Projects

Claim Holders

Responsibility

Capacity Needs

Recommended
Measures
(Legislative/
Executive)

STAKEHOLDERS ANALYSIS MATRIX

Duty Holders
Barangay: _________
Date: _________
Programs
and
Projects

Duty Holders

Responsibility

Capacity Needs

Recommended
Measures
(Legislative/
Executive)

57b

CSPP PRA-BDP
PRA-BDP
CSPP

3. Ensure to do the analysis for every

6. On the third column, guide the

program and project identified.

Note that the result of the
Stakeholders' Analysis done under
Conflict Analysis can be utilized in
this process. The identified
stakeholders on the previous
analysis are the same stakeholders
to be subjected in the succeeding
process, distributed either as Claim
Holders or Duty Holders.

participants to identify the Claim

Holders' responsibilities to carry
out particular program or project.
Note to make use again of the result
of the Stakeholders' Analysis under
the Conflict Analysis, particularly
statements under the column of
Level of Influence.

7. Lead the participants to determine on

programs and projects identified

earlier.

the fourth column the Claim

Holders' capacity needs to ensure
the realization of their stipulated
responsibilities.

5. Facilitate the analysis of the Claim

8. Assist the participants to indicate on

Holders first by indicating on the

second column the vulnerable
groups and sectors in the
barangay. They are the beneficiaries
of the programs and projects
identified.

the fifth column the recommended

measures either from the legislative
or executive office, to address the
capacity needs of the Claim Holders.

4. Lay down on the first column all the

Example of the filled-up Stakeholders' Analysis - Claim Holders Matrix

STAKEHOLDERS ANALYSIS MATRIX
Claim Holders
Barangay: Pag-asa
Date
: May 21, 2009
Programs
and Projects

Claimholders

FMR
Residents of
Maintainance/ Purok 1-3
Rehab/
Improvement
Acquisition of
Lot (Purok 13) from private
owner

58b

Responsibilities

Pagpahibalo sa
BLGU
Labor (pahina,
pabayad-suhol)

Capacity
Needs

Financial
assistance/
support
Technical
assistance
(i.e.
pagsukod
sa kalsada)

Recommended
Measures
(Legislative/
Executive)
Inclusion in Budget
allocation

VOLUME
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Programs
and Projects

Claimholders

Construction
of sanitary
toilet (Matinao)

36 HHs
(Residents)

Responsibilities

Capacity
Needs

Recommended
Measures
(Legislative/
Executive)

Voluntary labor
Lot ownership
Pasabton ang
mga pamilya nga
way kasilyas

Financial
assistance

Inclusion in budget
allocation of MLGU

Improvements Barangay
of existing
residents
water system
(Sta. Monica)

Labor
Financial
Project monitoring assistance

Inclusion in budget
allocation

Scholarship
program
(Camp
Eduard)

OSY

Commitment to attend
class

Financial
assistance

Allot budget for

scholarship program

Flooding
during heavy
rains
(Jaguimitan)

Residents of
purok 1,2,3,4

Hungos sa pagtanum
ang kahoy aron sa
pagpugong sa tubig

Materials
(Seedlings) for
DENR

Ordinance of brgy to
have a yearly tree
planting and no
cutting of trees in
support to national
laws

Reforestation BLGU
/ rehabilitation
of the
watershed
(Guinabsan)

Survey, inspection
and evaluation /
foot patrol
Report to MLGU
and DENR

Installation of
checkpoints
Barangay pulong
pulong assembly
or meetings
Establishment of
nurseries

Financial
and
technical
assistance
Police
assistance

Executive order
to MENRO
SB resolution /
ordinance to
stop illegal
logging activities
SB resolution
requesting the
DENR and
police
assistance
Budget
allocation

59b

CSPP PRA-BDP
PRA-BDP
CSPP

9. Follow to facilitate the analysis of

the Duty Holders by determining
the stakeholders on the second
column whose mandates will help
implement the programs and
projects. They are also those
responsible in carrying out
government obligation under
domestic laws and international
treaty obligations.

11. Lead the participants to identify the

capacity needs of Duty Holders, on
the fourth column, in carrying its
obligations in relation to the
accomplishment of the programs
and projects.

12. Assist the participants to indicate on

the fifth column the recommended
measures either from the legislative
or executive office to address the
capacity needs of the Duty Holders.

10. On the third column, guide the

participants to identify the Duty
Holders' responsibilities or
obligations to carry out particular
program or project.

13. Secure to document finalized

Stakeholders Analysis.

Example of the filled-up Stakeholders' Analysis (Duty Holders) Matrix

STAKEHOLDERS ANALYSIS MATRIX

(Duty Holders)
Barangay: Pag-asa
Date

: May 21, 2009

Programs and
Projects

FMR Rehab/
Improvement

Duty
Holders

BLGU

Acquisition of
Lot (Purok 1-3)
from private
owner

60b

Responsibilities

Conduct inspection
Financial sourcing
Paghimo ug letter
request/ resolution
Project
Implementation,
Monitoring

Capacity Needs

Recommended
Measures
(Legislative/
Executive)

Technical
assistance

Mayors Order

Construction of BLGU
sanitary toilet
(Matin-ao)

Financial sourcing

Financial
assistance

Resolution to
LCE/Mayors
order

Improvements
of existing
water system
(Sta. Monica)

Technical
assistance
(project proposal
preparation)

LCE order

BLGU

Fund sourcing
Project
implementation

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Scholarship
BLGU
program
LGU
(Camp Eduard)

Flooding during BLGU

heavy rains
(Jaguimitan)

Construction of BLGU
brgy health
center
(Magtangale)

Identification/validati Technical support

on of qualified OSY
Provision of
Educational
assistance

Request/ resolution Technical

to MLGU to conduct assistance
inspection
Request financial
support project
implementation and
monitoring

Memo from LCE

to the municipal
engineer to
conduct
inspection and
feedback/recomm
endation

To pass resolutions
and
financial
sourcing

To coordinate with
the DOH

Budget allocation

Financial
assistance
Technical
assistance

Admin order
for personnelin-charge
Appropriate
ordinance

61b