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MEANING,IMORTANCE,CLASSIFICATI
ON AND STEPS.
CONCEPT OF FSR,
PARTICIPATORY APPROACHES-RAPID
RURAL APPRAISAL[RRA] AND
PARTICIPATORY RURAL
APPRAISAL[PRA]
What is a Needs Assessment?
Types of need
Normative
Perceived
Expressed
Relative
Perspectives on Need
Normative need
Existence of standards or criterion established
by custom, authority or general consensus
against which quantity or quality of a situation
or condition is measured
Work with existing data
Generates objective targets
Need levels change as knowledge,
technology and values change
Perceived need
Need defined by what people think or feel about their
needs
Allows for responsive service delivery
Interviews, focus groups, town meetings
Standard changes with each respondent
Expressed need
Need defined by the number of people who have
actually sought help
Focuses on circumstances in which feeling is
translated to action
Major weakness is the assumption that all persons
with need seek appropriate help
Relative need
Gap between level of services existing in one
community and those existing in similar
communities or geographic areas
Must consider differences in population and
social pathology
Concerned with equity
Theoretical Understanding of Need
Maslow (1954)
Hierarchy of Need
lower needs must be satisfied
before higher can be
addressed
Why Conduct a Needs Assessment?
To guide decision-making
To provide justification for decisions before they
are made
To provide a systemic perspective for decision-
makers
To allow for interdisciplinary solutions for
complex problems
To offer a replicable process that can be used
over and over again
To focus partners (or the network) on shared
understanding of issues and shared goals
Phases of a Needs Assessment
Pre-Assessment
Data collection. What do we know?
This is the foundation of Gap Analysis
What is the current state?
Where should we be?
How does our region compare to others?
Whats new?
Whats important?
Assessment
Evaluation of the data
What are our barriers?
Both internal and external
What Needs have we identified?
Are some gaps bigger than others?
Consider both scope and severity
What are our priorities?
Do we have the resources to address them?
Why do anything at all?
Action Plan
How are we going to translate what we
have into what they need?
Which Needs can we address?
How are we overcoming barriers?
List additional barriers hindering progress
Have any areas been identified for follow-up
or future opportunities for educational
intervention?
PARTICIPATORY RURAL APPRAISAL
Local histories -- Local histories are similar to time lines but give a
more detailed account of how things have changed or are changing.
For example, histories can be developed for crops, population
changes, community health trends and epidemics, education
changes, road developments, and trees and forests.
Local researchers and village analysts -- With some training,
local people can conduct the research process (for example, collect,
analyze, use, and present data; conduct transects; interview other
villagers; draw maps; make observations).
Venn diagrams -- To show the relationship between things,
overlapping circles are used to represent people, villages, or
institutions; lines are added to reflect inputs and outputs.
Participatory diagramming -- People are encouraged to display
their knowledge on pie and bar charts and flow diagrams.