Participatory Action Learning Research Articles

Unlocking Global Opportunities with “TOEFL Training Program” for Islamic Boarding School Students

When it comes to obtaining a higher education in a foreign country, particularly within the context of the TOEFL, it is absolutely necessary to have a strong command of the English language. The objective of this community service project is to familiarize students from Dayah Darul Ulum Al Munawwarah, one of the prestigious Islamic Boarding School in Lhokseumawe, with the TOEFL. This community service program is being carried out through Participatory Action Learning System (PALS). Participants' English language skills in TOEFL are improved through the program, which consists of twelve sessions that are led by two different professional tutors. The program was met with enthusiastic attendance, which highlighted the participants' eagerness to improve their proficiency level in preparation for the students’ future education endeavors. In considering the fact that scores on TOEFL serve as an eligibility requirement for admission to universities located in other countries, this collaborative training initiative plays a crucial role in enabling students from Islamic Boarding School to successfully navigate educational opportunities located in other countries.

From “participation” to “transformative participation”: My living-educationaltheory of Facilitating Transformative Continuing Professional Development

Driven by a strong desire for change and personal values, I began to embrace a participation-orientated approach to my own Continuing Professional Development (CPD), rather than the expert-driven one I had previously employed. In an effort to address past instances in which my actions did not align with my values, I developed my living-educational-theory. I collaborated with various stakeholders, including ten primary school teachers working in low-resource South African schools. I actively refined my evolving educational beliefs by seeking feedback from several of my expert critical friends. Through rigorous reflection, I formulated my research question: "How do I interpret participation as a CPD facilitator in fields such as Physical Education (PE), and how can this understanding be effectively conveyed to others?” Drawing upon insights gleaned from my doctoral research, embedded in Participatory Action Learning and Action Research (PALAR), and my annotated reflections, I identified transformative participation as a core value driving my practice. Consequently, by putting this value into action, I discovered the importance of how to dismantle established norms, recognising and respecting the boundary between personal-professional development, and cultivating leadership for lasting impact. This knowledge informs my decision to share practical insights and standards of judgment to assess how I have adopted transformative participation. My hope is that these insights may assist colleagues seeking to facilitate transformative CPD.

Enhancing pedagogy for teaching visual arts in the South African Foundation Phase classroom: A collaborative endeavor

In this article, we report on the pedagogy of a cohort of South African Foundation Phase teachers in the praxis of visual arts. We used participatory action learning and action research (PALAR) as paradigm and methodology and data was generated collaboratively through arts-based strategies such as photovoice, visual journaling, and reflexive group conversations. We analysed the data using an inductive analysis approach. The data indicated a set of extrinsic and intrinsic barriers experienced by the participants in the praxis and pedagogy of visual arts in a South African context. We provide recommendations for Foundation Phase teachers, school management teams, and governmental Departments of Education. This study contributes to the field of arts education by highlighting the plight of generalist teachers having to teach visual arts without sufficient training or support. We create opportunities for arts educators to contribute to the experiences of these teachers.

Basic Literacy Assistance at the Taman Baca Anak Merdeka

Basic literacy is an ability that children must have from an early age, especially with increasingly developing technological developments; children must have good basic literacy skills. This mentoring activity aims to overcome the existing problem, namely that some children still need to be more active in reading and writing even though they have joined the Reading Park. The assistance provided is not only limited to reading and writing literacy but also numeracy literacy, scientific literacy, digital literacy, financial literacy and cultural literacy. It is done so that children in reading gardens do not feel bored with reading and writing with the same activities but are also allowed to learn other things. Apart from that, companions also provide educational games that can help motivate and entertain children. Educational games themselves cannot be separated from literacy activities. The implementation method is to apply the PALS (participatory action learning system) method. Some of the activities carried out in this mentoring provide very good benefits for the children. The children feel very motivated to continue moving forward and improve themselves to become better. The conclusion from this assistance is that children feel increasingly motivated and have quite a high interest in learning basic literacy and other forms of basic literacy as part of this assistance.

Democracy Therapy: Lessons from ThriveNYC

Abstract Despite massive unmet needs, U.S. mental health care systems and policy continue to aim too low. Laments about brittle foundations-including inadequate funding, fragmentation, stigma, lack of parity, ineffectiveness, unavailability, overmedicalization, and coercion-all share the same source. The mental health system is not working because it has been chasing the wrong goal: to treat illness, rather than to enable people to do nurturing things together. A focus on community nurturing and caring changes everything. It yields better treatment approaches while also engaging with the mutually reinforcing and desperately needed work of social cohesion, emotional well-being, participatory action, and communal learning and connection. In fact, the nurtured emotional health of individuals is fundamental to humane and resilient societies and to democracy itself. And in the face of environmental collapse and the related unraveling of core institutions, the stakes have never been higher. This essay makes the case for a paradigm shift in care and explores a recent effort to implement it at scale: ThriveNYC. The successes and especially the failures of ThriveNYC point to the possibilities and challenges of this essential mission.

Lessons Learnt From Facilitating Action Learning With Youth Facing Multiple Adversities

Action learning has proven to be an effective change process in the field of organisational development, where it originated. However, can it work equally well with young people who face intersectional adversities that negatively affect their holistic well-being, sense of purpose, and self-worth? This paper presents the case of a participatory action learning and action research project that we considered a failure because, after eight months of working with eight youth rendered vulnerable by sociostructural oppression, group cohesion and collaboration towards a common purpose did not materialise. Our analysis of three focus groups conducted with the youth after the engagement, various electronic communications with and between them, and our own reflections as facilitators, taught us some harsh lessons about the complexities of working with such vulnerable populations. Through critical reflection on the lessons learnt, we aim to "fail forward" in true action learning style. Therefore, we offer our learning to assist others working with similar groups to avoid the mistakes we made.

SoTL in Human Movement Sciences: Moving Forward in South Africa

The Scholarship of Teaching and Learning (SoTL) is an emerging focus within South Africa (SA). In Human Movement Sciences (HMS) in SA, research is primarily discipline-specific, and many researchers are unfamiliar with SoTL. To explore how we (as HMS lecturers) could integrate SoTL into our research, we formed a community of practice (CoP). The SoTL unicycle depiction of Swart et al. (2016) suited our visual analogy since the focus of HMS is on the human body that is in motion. For us, the unicycle represented HMS SoTL in motion. Swart et al. (2016) viewed the SoTL movement as an academic’s individual journey, whereas we saw SoTL from a CoP perspective. Therefore, we adapted the unicycle into a tandem bicycle, representing our collaborative engagements. Participatory action learning and action research (PALAR) formed our theoretical framework. Through our dialogue, each tandem wheel’s focus emerged. The back wheel was about deciding to SoTL (or not). This became a linchpin of our critical dialogue during the relationship-building phase of our CoP. Once we committed, we needed to learn how to keep our CoP moving forward. This became the middle wheel of our tandem bicycle. Next, the front wheel and handlebar became our guide into what the future of SoTL would be for us. The tandem bicycle, therefore, represents our collective cycles of learning as we became SoTL researchers. We believe our learning can support others transitioning from discipline-specific research to engaging in SoTL. *Please note that this poster is best viewed in Adobe on a computer/laptop for interactivity. Click here to read the corresponding ISSOTL blog post.

Enterprise Systems And Resource Planning To Assit Msmes

This service is about system utilization (enterprise resource planning) in micro, small and medium enterprises (MSMEs) in Indonesia. Applying enterprise resource planning to MSMES can help increase flexibility and integrate entire business processes, such as inventory management, finance, production, and sales. However, the implementation of enterprise resource planning requires mature preparation, including proper selection of suppliers, optimization of internal teams, and preparation of human resources. The research methodology used is a participatory action learning system with the active participation of MSMES stakeholders and enterprise resource planning providers. The implementation process of the ENERPRISE Resource Planning system in MSMES includes the phases of meetings, planning, system design, training, and support, as well as the use of the system in business operations. The implementation steps of the Enterprise Resource Planning system in MSMES include business information documents, functional requirements documents, user acceptance testing, training, and go-live.

Deskripsi Pengembangan UMKM Berbasis Tempe Melalui Peran Aparatur Gampong di Desa Purwodadi Kecamatan Kuala Pesisir Kabupaten Nagan Raya

Tempe-based Micro, Small and Medium Enterprises (MSMEs) are one of the potentials in Purwodadi Village. The purpose of this study is to see the role of the village apparatus in the development, empowerment and development of MSMEs in Purwodadi village. The results of observations and interviews show that the problems generally lie in capital, facilities, rising raw material prices, the absence of SIUP and SITU, the absence of tempe-based innovative product development, and the low knowledge and ability of MSME actors regarding marketing strategies. The method applied is using the FGD (Focus Group Discussion) approach through the PALS (Participatory action learning System) method, Preliminary Survey, counseling or lectures. So that the implementation of the program was carried out well, such as socialization activities, FGD, Bimtek, SIUP and SITU management assistance, Phase I and Phase II Empowerment. In this case Purposive Sampling is the method used to determine the source. The conclusion of this study is that tempe-based business actors have obtained a form of legality of their business, naming a business label (Brand), able to process tempe innovation products such as: tempe nuggets, tempe meatballs, tempe broth and tempe chips. On the other hand, MSME groups have also been formed. creative under the supervision of BumDes.

Social workers' historical and contemporary understanding of the social development approach

Colonialism and apartheid influenced South African social welfare policies. After South Africa gained political freedom in 1994, democratic social welfare laws like the White Paper for Social Welfare were implemented (1997). Despite democratic social development initiatives, poverty, unemployment, and inequality marginalise most South Africans. Eurocentrism dominates social work practice and education with significant proposals for higher education decolonisation and indigenisation. Participatory action learning action research approach was used for this study (PALAR). PALAR uses critical, transformational, and democratic research methods to build a social work practice approach for African social systems in South Africa. For this research, an Afrocentric social work practice model was co-constructed for South Africa by black social workers who were purposefully and conveniently selected. The objective was to understand social workers' historical and present conceptualisations of the social development approach. Preliminary findings imply that social development does not address structural inequalities in South Africa, such as race and the land question. For example, after a decade of its adoption, the approach has not significantly addressed large-scale poverty and unemployment. Social development in practice is welfarist, disempowering, not community-based, and insensitive to African culture. Social development services are not adequately integrated. Social development in South Africa towards social welfare is a miscarriage; lacks relevance and appropriateness outside the Euro-North American axis and remains Eurocentric in all aspects. The social development approach does not represent the African values system and nor relatable to the African social systems. South African social work needs to be reimagined. Indigenous knowledge systems need to take precedence to realise relevance of social work practice approaches in South Africa. An Afrocentric turn to social work practice for South Africa's relevance is a viable answer. How to cite this article using ASWNet style Ntloko, N. A. J. (2023). Social workers' historical and contemporary understanding of the social development approach. People centred – The Journal of Development Administration (JDA), 8(2), 48. Social Work and Development Student Conference (SWDSC), 16 June 2023. https://dx.doi.org/10.4314/jda.v8i2.6 Conference Abstract Social Work and Development Student Conference (SWDSC) Held on 16 June 2023, Day of the African Child (DAC) Organised by Africa Social Work and Development Network (ASWDN) Conference Organising Committee: Danzel Rademan, University of the Free State, South Africa (Chairperson); Atuhairwe Collins, Student, Master of Social Work, Makerere University, Uganda (ViceChairperson); Never Winnie James Sebit, South Sudan; Bachelor in Social Work, RCSS, India (Secretary); Tatenda Sukulao, Bachelor of Social Work, Midlands State University, Zimbabwe (Vice-Secretary); Norman T. Manyika, Student, Bachelor of Social Work, University of Zimbabwe (Committee member) and Takudzwa Banda, Bachelor of Social Work, University of Zimbabwe (Committee member). Visit journal website: https://jda.africasocialwork.net

Advocating Community Economic Resilience Framework in Kemadang Food Barn, Gunungkidul, Yogyakarta: Accentuating the Social Capital Perspective

Agriculture is claimed as Indonesia’s strategic pillar sector. The existence of a community-based enterprise with a traditional business model is often seen as a weakness, while social capital is a strength to thrive. However, a well-managed conventional business model can become one of the foundations of a sustainable livelihood. This community service program wass carried out with the Artha Mandiri Group, which is domiciled in Kemadang Village, Gunungkidul, Special Region of Yogyakarta. This program aimed to increase the economic resilience of group members by empowering and growing business capabilities with their social capital as their fundamental strength. The empowerment method used in this program was Participatory Action Learning and Action Research (PALAR), which is considered an effective tool for strategically transforming paradigms. This method focused on a balance between progressive, collaborative practice accompanied by an action research foundation. The 6-month program has resulted in collaborative business competency learning practice for group members, emphasizing different processing methods to produce business line diversification. This group made flour from land-owned rice paddy harvests with the same quality as commercially produced. This achievement can also have an impact on business cost efficiency.

Implementasi Sistem ERP untuk Membantu Proses Bisnis UMKM di Indonesia

This journal discusses the use of Enterprise Resource Planning (ERP) systems in Small and Medium Enterprises (MSME) in Indonesia. Implementing ERP in MSME can help improve flexibility and integrate all business processes, such as inventory management, finance, production, and sales. However, implementing ERP requires careful preparation, including selecting the right vendor, optimizing internal teams, and preparing human resources. The research method used is the Participatory Action Learning System (PALS), which involves active participation from stakeholders of MSME and ERP vendors. The process of implementing ERP systems in MSME includes stages of meetings, planning, system design, education and mentoring, and using the system in business operations. The steps for implementing ERP systems in MSME include Sales Briefing Document, Function Requirement Document, User Acceptance Test, Training, and Go Live.

Participatory Action Learning of Pre-Service Teachers to Develop Learning Materials with Plastic Recycling for Primary School Students in Central Thailand

The research aimed 1) to study the need in developing learning materials with plastic recycling for primary school students in Central Thailand, 2) to develop learning materials with plastic recycling for primary school students in Central Thailand based on action learning of pre-service teachers and 3) to distill the lesson learned from developing learning materials with plastic recycling for primary school students in Central Thailand based on participatory action learning of pre-service teachers. Participatory Action Research (PAR) was used. The sample in the research consisted of (1) school administrators, teachers, staff of teachers, and student representatives, accounting for 30 people; 2) experts in learning management, accounting for 9 people; and 3) pre-service teachers, accounting for 100 people, coming with a total of 139 people. The instrument used in the research consisted of 1) unstructured interview forms, 2) assessment forms of learning materials, and 3) recording forms of focus group discussion. Qualitative data was analyzed based on content analysis and the presentation was in the form of descriptive analysis. The study results revealed that: 
 
 1) Regarding the need for developing learning materials with plastic recycling for primary school students in Central Thailand, it was found that recycling is suitable for being developed as learning materials for students due to utilizing recycled materials worthily. Moreover, durable learning materials can be built as well and can be used for a longer period of time. This does not increase the budget burden of schools and is consistent with the concept of education for sustainable development. The researchers have synthesized the obtained data to be the participatory action approach for developing learning materials or 4P consisting of (1) Plan, (2) Process, (3) Present and (4) Practice. 
 
 2) Regarding developing learning materials with plastic recycling for primary school students in Central Thailand based on action learning of pre-service teachers, it was found that the pre-service teachers were able to design and develop learning materials from plastic recycling creatively and to use them in schooling management efficiently.
 
 3) Regarding distilling the lesson learned from developing materials with plastic recycling for primary school students in Central Thailand based on participatory action learning of pre-service teachers, the competency of being professional teachers important of pre-service teachers in 4 aspects or so-called LISA consisting of (1) Learning Management, (2) Innovation (3) Self-development and (4) Assessment of Learning This helps promote the competency of earning a living of the pre-service teachers to be more efficiently.

PKM Pengolahan Limbah Terintegrasi di Desa Belimbing Pupuan Tabanan

The processing of livestock farm waste in Belimbing village has not been optimal, which has a negative impact on the image of tourism villages. The problem is that the productivity of cattle waste management that has been carried out so far has not been optimal, the management system for handling integrated and integrated livestock-livestock waste has not been realized, the mutual benefits for livestock farmers-the environment-tourism community has not yet been realized. The Community Partnership Program (PKM) aims to improve the ability of a group of livestock farmers to process livestock-livestock waste into products that have economic added value. The solution is through training in the application of integrated integrated science and technology waste management. The implementation method is the PALS (Participatory Action Learning System) method, involving the active participation of partners. The methods applied include counseling and mentoring, education and training, science and technology transfer workshops, assistance in making integrated and integrated waste treatment plants, developing online marketing. As a result of the activity, a livestock waste treatment facility has been built with supporting equipment for the production of organic fertilizer, the benefits of processing livestock waste into organic fertilizer have begun to be felt so that the importance of integrated integrated livestock farm waste management has begun to increase.

Professional development for physical education teachers: A participatory approach to identifying learning needs

Predetermined professional development (PD) programmes delivered by external experts are the usual approach to enhancing the teaching of physical education (PE) in disadvantaged school contexts. This generally does not result in sustained learning and development once the PE professionals withdraw. Addressing the lack of teacher- and context-driven PD, we propose an evidence-based, collaborative, and transformative PD approach that involves teachers themselves in designing, implementing, and evaluating ongoing learning opportunities suited to their context. To enable teachers to improve their practice in a sustainable manner, we adopted a participatory action learning and action research design, using qualitative data generation tools. With this article we report on the first cycle, namely that of action and reflection, where teachers generated and analysed qualitative data to identify their learning needs. Four themes emerged, namely (1) the need to interpret and adapt the Curriculum and Assessment Policy Statement (CAPS) (2); ability to teach PE in their specific low-resource context while; (3) generating support from colleagues and management, and (4) coping with systemic issues impacting on their teaching. We discuss the implications of these needs for the continuing PD of teachers.

Guidelines for action learning as professional development to transform Physical Education in low resourced primary schools in South Africa

ABSTRACT Continuing professional development (CPD) within a low resourced education environment necessitates context specific and needs-driven learning, particularly in Physical Education (PE) where personal and systemic barriers impede negatively on teachers and children’s educational experiences. This paper provides evidence-based guidelines as to how an action learning approach to CPD for PE might empower teachers to direct their own learning within low resource environments. A participatory action learning and action research design, using qualitative data generation methods, guided the inquiry. Ten teachers from two low resourced schools in South Africa, through participation in an action learning process, ultimately deduced five guidelines from their reflective enquiry to guide teachers to collaborate to transform their teaching of PE. The action learning approach to CPD supports teachers to take ownership of and responsibility for their CPD within the subject of PE. Ultimately, learning how to learn, enables teachers to champion sustainable change through establishing ongoing communities of practice.

Parent-Practitioner Collaboration to Support Sustainable Development in Early Years Education

This article stems from a research project in five early childhood development (ECD) centres in South Africa, and focuses on parent-practitioner collaboration for sustainable development in early years education. Using a qualitative approach, we followed a participatory action learning and action research (PALAR) design to answer the main research question: "How can parent-practitioner collaboration support education for sustainable development in the early years?" Participants formed an action learning set (ALS) in which they acted as co-researchers and equal partners to construct their own meanings in order to advocate for social change. Data were collected in the ALS during Cycle 3 of the PALAR process. We relied on transcribed, recorded ALS discussions and photovoice activities to generate data, and used thematic content analysis to collaboratively analyse the data. Our findings disclose that education for sustainable development is possible when parents and practitioners collaborate.

Promoting the Well-Being of Supervisors for Sustainable Early Childhood Development in an Informal Settlement

Early childhood development (ECD) centres are strategically positioned to create quality early learning opportunities that prepare children for adulthood, providing the necessary holistic sustainable learning. However, many ECD facilities in the informal settlements in South Africa function under a variety of psychosocial and contextual challenges that impact directly on the well-being of supervisors and practitioners. This study explored the need to enable, and the ways to relationally promote, the well-being of supervisors. Underpinned by posthumanism, and consistent with participatory action learning and action research cycles, we recognised that the challenges facing humanity today require new understandings and responsive solutions, which include engagements and contributions with and by nonhuman relationalities for sustainable early childhood learning. In this paper, we argue that focus on the promotion of the well-being of ECD supervisors in informal settlements is crucial. Data generation was conducted with an action team of six participants, that is, three ECD supervisors and three researchers utilising reflective drawings and group meetings that provided opportunities for action and reflection. A critical thematic analysis of data concluded that innovative collaborative ways to solve own problems in own contexts utilising responsive solutions promotes social change. An adaption to the decentralisation of supervisors' power using interdisciplinary interventions makes communities feel responsible, valued, and accountable for the ECD centres-thus, relational interconnections are improved at human and nonhuman levels. This study has the potential to contribute to the well-being of supervisors, which may filter down to improved well-being for teachers and learners, resulting in sustainable ECD in informal settlements.

Reimagining Inclusion in Early Childhood Care and Education: A Posthuman Perspective

Despite global and national imperatives to build an inclusive society, incidences of discrimination on the basis of numerous marginalised identity markers are widely reported. The early years are an ideal moment for children to form initial attitudes towards different groups of people. In fact, the early years are regarded as a means for social and economic transformation, according to the South African National Development Plan. This article is a segment of a study on a group of early childhood care and education teachers and teacher trainers who explored inclusion using a participatory action learning and action research design. Eight members formed an action learning set and engaged in mutual and collaborative learning to transform their learning environments to become more inclusive. Data were generated in two iterative cycles using a baseline questionnaire, reflective journals, and purposeful conversations. Underpinned by the posthumanist perspective, the findings highlight that diversity needs to be regarded as a strength to be valued, rather than as an impediment. The findings also suggest the need for collectivism in opposition to individualism, and a reconfiguration of the child's identity as posthuman. The study thus contributes to positive outcomes by identifying ways to transform early learning environments to become more inclusive. This not only leads to a more democratic and socially just learning environment but also contributes to wider positive societal change.

Increasing the income of SMEs in Maju Jaya women farmers Group (KWT) with e-commerce

This community sercive is carried out to provide understanding and skills to the target audience about internet media (e-commerce) as an effective and efficient means of selling/promoting products; encourage the target audience to use the internet as a means of business development; provide knowledge and skills to the target audience in creating advertising or promotional content on the internet such as on social media; provide assistance to the target audience in utilizing various internet-based market places as a means of selling products. The approach in this program is through the PALS (Participatory Action Learning System) method. The result of this program is the good understanding of partners about marketing through e-commerce; partners are able to create stores on the marketplace and promote through social media independently. The results of internet user assessments state that product marketing through e-commerce has high informative, persuasive (convincing) and intentional (attractive) values.