Efficacy of Participatory Learning and Action (PLA) for Quality Improvement in Environmental Education and Research

Participatory learning and action (PLA) is an approach aimed at socialising knowledge based on principles of discovery-based learning popular in Adult Education and it is primarily used in agricultural education by social educators (CIDT 2001). Participatory learning often evolves into participatory research for answering certain questions that cannot be otherwise answered satisfactorily. Participatory learning that changes stakeholders’ (students, teachers and society) fundamental understanding of knowledge dissipation and acquiring processes, including their own behaviour, may be a means of empowering stakeholders, in particularly the understanding of the environment, to take more initiative in understanding the benefits and significance of environment to them. The paper attempts to propose a concept by putting forth the suitability and efficacy of PLA method in formal education and in the delivery of environmental education programmes and research with improved quality. The methodology involves thorough review of literature and techniques. The study discusses that the Participatory learning and action (PLA) in environmental education needs to be designed considering the requirements of the target group. The common theme is the promotion of interactive learning, shared knowledge and flexible, yet structured educational processes. The paper concludes that PLA can be an effective vehicle in imparting environmental education and research directed towards positive action