"Recognising that PV projects have their pitfalls, the authors call on facilitators of PV to require knowledge and experience of personal and group development processes and to be sensible to the challenges and issues facing vulnerable and marginalized people. Lack of transparency and follow-up, and ... broken or unreasonable promises will foster disillusionment. The authors argue that PV is a powerful means of documenting local people's experiences, needs and hopes from their own perspective. It initiates a process of analysis and change that celebrates local knowledge and practice, while also stimulating local and regional creativity. The authors emphasise the importance of granting all community members equal access to the process, so that all voices are expressed and heard. An outline of the PV process offered by the authors includes: participants are taught how to use the video equipment through games and exercises; using PRA tools and PV techniques, facilitators help the group to identify and analyse important community issues; short video messages are directed and filmed by the participants; footage is shown to the wider community at daily screenings; a dynamic process of community-led learning, sharing and exchange is set in motion; complete films can be used to promote awareness of the various groups; this process helps strengthen both horizontal and vertical communication. The authors recognise that possible bottlenecks include: limited recognition of the value of PV by home organisation, staff, and funders; empowerment and participation of target group may not be the aim of the organisation and/or funder; the organisation may be unaware of the importance of participatory forms of communication; lack of equipment or technical problems; lack of time and skill to edit footage and implement the pilot project; lack of (facilitation) skills to implement the PV pilot project; being lost when training is over or the handbook does not offer adequate guidance; limited budget for equipment or for spending necessary time on PV." (ELDIS) more

"This brief report has been prepared as a guideline to participants and those they work with to help them put participatory video into practice and deepen their application of rights-based strategies in their work. It traces through the process of the workshop held in Hargeisa, from 2 until 9 Decemb ... er 2006. Samuel Musyoki of the Institute of Development Studies, Sussex, was the lead facilitator of the workshop. Thus much of this material draws from his work. Technical video use and exercises draw from Insights into Participatory Video, A Handbook for the Field, Nick and Chris Lunch, Insight, 2006, and Video for Change; a practical guide for activists, Witness, 2000. The facilitation tools also draw from a whole range of Participatory Learning and Action (PLA) principles and methods. PLA refers to ways of working with people through active and direct involvement for facilitating sharing, learning, discovering and action. PLA methods start from the belief that people know and are capable of identifying and sharing issues (life situations), analyzing and learning from their analysis and thus developing strategies and action for addressing the situations. They use visual methods, interactive processes and group learning; put emphasis on enabling people to speak up and out; and are committed to generating knowledge for action (rather than simply for understanding)." (Pages 4-5) more