training of so's on clts by dr.ikram

8/11/2019 Training of SO's on CLTS by Dr.ikram

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Training of Social Organizers

August 05-09 2014

Training of Social Organizers & Project Staff

August 05-09, 2014

Pakistan Approach to Total Sanitation (PATS)

South Asia Wash Result Program (SAWRP)

NRSP Regional Office, Aza Khel Nowshehra

Reported by: Dr. Ikram Ur Rahman Training Coordinator WASH Result Program


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ContentsTITLE PAGE 1

TABLE OF CONTENTS 2

LIST OF ABBREVIATIONS 3

LIST of ANNEXES 4

Acknowledgement 5Views outcome 6

Partners profile 7

1. BACKGROUND 8

2. Reviewing Role model of Social Organizers 9

3. TRAINING ORGANISATION 12

3.1 Training Objectives and Outcomes 12

3.2 Training Coordination 12

3.3 Participants Profile 13

3.4 Trainers Profile 13

3.5 Training Schedules 13

4. OVERVIEW OF TRAINING ACTIVITIES 13

4.1 Training Methodology 14

4.3 The session plans 15

4.4 Pre-training assessment 15

4.4 General approach to training and contents delivery 15

4.5 Validation of training activities 16

4.6 Provision of handouts and other materials 16

4.7 Training Content 16

5. KEY PRESENTATIONS 21

5.1 Knowledge development for effective CLTS facilitation 21

5.2 Understanding participation and participatory methodologies 215.3 The CLTS process tools and how to use them effectively 21

5.4 Important knowledge matters for CLTS 22

5.5 CLTS participatory development 22

5.6 Origins of CLTS and other WASH methodologies 23

5.7 Attitudes for CLTS facilitation 24

5.8 Lessons on skills for facilitating CLTS & PATS 24

5.9 Lessons on attitudes for facilitating CLTS 24

5.10Practical Sessions 25

5.11In-house Practice/ Facilitation of the Tools/ Methods 25

5.12Field practice/Facilitation of the tools/Methods 25

5.13Exercises and drawing of lessons 26

5.14Lessons on the field and community practical sessions 26

5.15Content for CLTS & Post-triggering follow-up activities 27

5.16Tools for the conduct of CLTS Post-triggering efforts 27

5.17Community base action plans 28

5.18Inventory of Training and Facilitation Materials Provided 28

6. CONCLUSION 297. APPENDICES 30


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List of Abbreviations

BCC Behavior Change Communication

IEC Information Education & communication

PATS Pakistan Approach to Total Sanitation

CLTS Community Led Total Sanitation

SLTS School Led Total Sanitation

TMA Tehsil Municipal Administration

PHED Public Health Engineering Department

SO Social organizer

CRP Community Resource Person

CAP Community Action Plan

ODF Open Defecation Free

WASH Water Sanitation & Hygiene

MDGs Millennium Development Goals

NRSP National Rural Support ProgramKP Khyberpukhtunkhwa

RYK Rahim Yar Khan

CO Community Organization

VO Village Organization

LSO Local Support Organization

VSC Village Sanitation Committee

SC Sanitation committee

DC Deputy Commissioner


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List of Appendices

i) List of participants.

ii) Pre & post -training assessmentiii) Result of pre and post training assessment

iv) Training evaluation form


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Acknowledgement

We would like to express our greatest gratitude to Mr. Agha Ali Jawad,General Manager National Rural

Support ProgramMr. Saeed Raza Regional ProgramofficerKP, Mr. Arafat Majeed PM SSS, whose kind

attention made this effort possible and provided opportunity for leading the WASH Result Program in

Mardan and Swabi through professionally expert staff from NRSP human resource pool. We are grateful

and pay special thanks to Plan-Pakistan training team comprised of Mr. Muhammad Younas, Mrs.

Abida Umar and Mr. Abdul Salam NRSP WASH project coordinator whose whole hearted interest

provided an environment of better understanding during the training. We are obliged for the services of

Regional office staff, especially Mr. Mazhar Ali Khan for timely arrangements of food, refreshment,

logistics, and training needs. We appreciate the time management of NRSP logistic staff and drivers who

facilitated us to reach the communities by time and complete the task within the stipulated time.

Trainees


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Views Outcome

We had a good time for learning at the workshop and at the same time a chance forWASH related program understanding and future planning. We are familiar with

the field under diverse projects and programs experience implementedindependently by NRSP or in partnership with donor agencies, but we hope withwhat we have learnt in this workshop will enable to do many things new for WASH

project implementation. We learnt that how we can engage the communities inCLTS related activities. We appreciate the training methodologies, approach,subject matter command of resource persons, facilitation in a friendly & learningenvironment and commitment of facilitators. The training made us realized thatonce we develop the skill, attitude and confidence we will be good communityorganizers. Though we have varied working experience in development sector inNRSP and other organizations, but as trainees during this training for socialorganizers and project management team, our knowledge is further flourished and

we are motivated to implement the project in a more professional manner. We thesocial organizers and project management team are sure that we can confidentlyengage the communities and take them along for achieving WASH project goalsand expect the guidance of Plan-Pakistan in future through the expertise andexperience of Plan trainers team.

Participants


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1. Background

Like other developing countries in the world, sanitation is one of the challenging issue in

Pakistan equally faced by the rural and urban communities. Despite of the claims for

development in health and environment sector about 52% of the total population in Pakistan is

still lacking or not aware about basic sanitation principles, latrine use and benefits of latrine

construction and thus find their way for defecation in the open areas. The issue is alarming and

leading to heavy annual cost of health budget to control and treat water born diseases. Women

and children are the major victims to suffer from water born diseases with high rates of

mortalities and further drop of the poor rural communities below poverty line.

It is globally recognized that improving sanitation is the only way for achieving the health-

related Millennium Development Goals (MDGs) of reducing child mortality and combating

disease. A focus on appropriate outcome-oriented approaches to rural sanitation is critical,

given that a majority of poor households continue to live in rural areas of Pakistan.

Conventional approaches in South Asia have attempted to tackle the issue of poor sanitation by

trying to improve coverage and access with financial support for constructing toilets. However,

for many years it has been evident that providing subsidies for construction of individual toilets

alone does not necessarily translate into usage. Behavior change is a key ingredient for this to

occur and promote sanitation and hygiene practices. Sanitation programs have, for some time

now, incorporated the need to raise awareness and emphasize the benefits of toilet usage.

Even the marketing of sanitation, in order to create individual demand (often combined with

subsidies linked to toilet construction by households) has not necessarily resulted in significant

progress in securing the desired outcomes from sanitation programs in the region.

It is in this background that the significant results demonstrated by a recent approach adopted

in South Asia under WASH Result Programs and PATS approach in Pakistan has drawn attention.

At the heart of this approach is a shift away from the provision of subsidy-led toilets for

individual households and emphasizing not merely behavior change by individuals in general

but of an entire collective, to achieve 'open defecation-free' villages. The objective is to reduce

incidence of diseases related to poor sanitation and manage the public risks posed by the

failure to safely confine the excreta of some individuals at the community level. This has been

most effectively undertaken by empowered communities motivated to take collective action,

with the government and other agencies performing at best a facilitating role. There is a

growing recognition that this evolving approach, often referred to as Community-Led TotalSanitation (CLTS), offers tremendous potential not only for achieving, but even for surpassing,

the relevant MDG targets in Pakistan set for 2015.

Keeping in view the global concerns and solution measures for improving poor sanitation in

Pakistan under WASH Result Program and PATS approach, National Rural Support Program

(NRSP) in collaboration with Plan-Pakistanunder financial assistance of DFID is implementing


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South Asia WASH result program in Mardan and Swabi Districts in KP, RYK and Bahawalpur in

Punjab and Gotki in Sindh. Primary goal of this program is achieving an open defecation free

(ODF) environment through community sensitization, mobilization, behavior change which

finally leads to community led total sanitation (CLTS) and sustainable output of sanitized

environment, clean water and adaptation of community based hygiene practices. WASH result

program also approach School Led Total Sanitation (SLTS) to involve school children andprogressive teachers through formation of WASH clubs. The project emphasizes to mobilize the

communities for construction and use of low cost latrines, hand washing, drinking clean water

and avoid open defecation. The project is implemented in a socially organized manner involving

the services of well trained community oriented social organizers and other technical human

resource who will deliver the program message after their capacity building in WASH sector.

NRSP and Plan-Pakistan believe that technically sound and hardworking human resource is the

key towards objective and result based WASH program in NRSP intervention areas.

The aim of this training will definitely reach to the objective of producing social organizers who

will spend their energies and knowledge for achieving the output based objective of WASH

Result Program in project implementation areas.

2. Reviewing Role model of Social Organizers

As part of this capacity building training of the social organizers for WASH Result Program the

Social organizer having the required characteristics and skills and the knowledge about the

process and steps of community organization will be able to apply the same in different settings

by appropriate roles. The different roles of a community organizer are discussed here. These

roles are neither exhaustive nor mutually exclusive.

1. Communicator: The social organizer transfers or transmits information, thought, knowledgeetc. to the members of the community. Sharing of information enables the community to be

better prepared and empowered with information.

2. Enabler: The social organizer facilitates the process in the community for a change. He does

not carry out any work by himself but he enables the community to do the work. The organizer

gives importance to the process than the product. By the role of enabler the organizer would

create independency among the people by which avoid the dependency syndrome.

3. Animator: In any process of community organization the organizer encourages, provides

direction and guide lines to proceed in carrying out the different activities. As an animator the

social organizer plays a vital role in eliciting the active participation of the people from planning

till evaluation especially ensuring life in all the dealings of the issues and problems.

4. Guide: The Social organizer instead of doing anything on his own guides the members of the

community in the process of community organization. The community organizer is not a person

to shoulder the responsibility or solving problems of the people. Instead he has to make the

people to respond for which the organizer provides the various avenues and shows different

roots while dealing with the community problems.


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and develop their capacities to deal with their own problems more effectively. A facilitator

helps client systems alter their environment.

14. Mediator: The social organizer intervenes in disputes between parties to help them find

compromises, reconcile differences, or reach mutually satisfying agreements. A mediator is

involved in resolving disputes between members of the between the community and other

persons or the broader environment.

15. Educator: The social organizer as educator conveys information to the community and the

broader environment. Organizer provides information necessary for coping with problem

situations, assists the community in practicing new behaviors or skills, and teaches through

modeling. The community organizer provides information necessary for decision making.

While working with the people of different background or from different geographical set up

the different roles can be applied. All the roles need not be or cannot be applied in all the

settings to all the problems. Therefore depending upon the situation and the needs and

problems of the community appropriate role has to be applied.

Social Mobilization view of Triggering session in UC Bakhshali during the training


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3. TRAINING ORGANISATION

Plan-Pakistan and NRSP organized the CLTS training for

social organizers and project management staff ofDistrict Mardan and Swabi in KP. This training workshop

was residential and held at NRSP regional office Azakhel

Nowshehra. The participants included male and female

social organizers, District Coordinators, Training

coordinator and Project coordinator.

3.1Training Objectives and Outcomes

1. To develop the understanding of social organizers on PATS, CLTS/SLTS and WASH

related social mobilization techniques.2. To further strengthen the participants skills and enhance their capacity to implement

the project activities at communities level for attaining and sustaining project

objectives.

3. To develop the skills of SOs to use social mobilization tools and techniques for CLTS

activities at grassroots level in particular and other interventions like SLTS etc. in general

and to capacitate CRP and other stake holders.

The expectations of the workshop were that

16 participants from two districts would be equipped to use the CLTS/PATS approach in

their districts in dealing with the sanitation situation in the rural project areas.

Clear strategies and corresponding works-schedules would be developed by each

district

3.2Training Coordination

NRSP regional office was responsible for the organization of the trainings under the advice and

consultation of NRSP head office. NRSP regional office provided immense support in the

Trainees registration

Training sessions in progress


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arrangements of the workshop, venue, accommodation, food and other necessary logistics for

participants.

3.3Participants Profile

Participants of the workshop included two District coordinators who have a long term

experience of work in NRSP on responsible positions. Male and female social organizers were

from the NRSP human resource pool with multiple projects work experience. Training

coordinator and project coordinator were also among the trainees with experience profile in

many developmental projects.

3.4Trainers Profile

Plan-Pakistan provided their well experienced facilitators for facilitation of the workshops. CLTS /

WASH specialist and deputy project manger WASH Result Program of Plan-Pakistan Mr.

Muhammad Younas was the lead trainer. Mr. Muhammad Younas a young, energetic andaccommodative person is one of the leading CLTS practitioners in Pakistan and has over 10 years

experience in the use of participatory methodologies for training and for engagement with rural

communities on WASH issues. He is a highly skilled participatory trainer and has facilitated the CLTS

approach in a number of communities in Pakistan, Afghanistan, India and Bangladesh. He got the

opportunity of work in many international organizations and received CLTS and WASH trainings

from Dr. Kamal Kar, a pioneer of CLTS concept from India. He was assisted by Mrs: Abida Umar,

Behavioral Change Communication officer from Plan-Pakistan. She has an appreciable level of

experience in the use of participatory tools and also in managing communities through working

with a variety of national and international organizations.

3.5Training Schedule

The training was designed to address all the relevant issues in five training days. Since, the contents

were elaborate and taking into consideration the fact it was a residential workshop with an adult

group, the training was structured in a relaxed manner. The schedule of the training was strictly

followed within time limitations however field activities were a little bit time out due to interrupted

traffic and long distances. The facilitator used refresh and energizing tools for reactivation of the

silent moments. Group works and presentations were completed by time. Participants set norms

were strictly followed during the training.

4. OVERVIEW OF TRAINING ACTIVITIES

To ensure that the participants develop the requisite knowledge, skills and attitudes and also

make realistic plans for CLTS implementation in the participating districts, both the content and

conduct of the workshop had to be strategically planned. This section discusses the overall

training conduct and its content.


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4.1 Training Methodology

Methodology details

A. Class room sessions

1. Verbal lectures.

2. Power point presentations

3. Group work

4. Group presentation

5. Discussion and explanation

B. Activity based learning (ABL)in the field

1. Rapport building techniques

2. Introduction methodology

3. PRA learning and application

4. Social mapping techniques

5. Key addresses during transect walk

6. Group work & presentations

7. Action plan development by CRPs

8. Post field assement and discussion

Training Approach

1. Use of technical and subject matter experts

2. Relevant and concise course materials for participants.

3. Interactive group exercises and discussions

4. Participants led presentations

Training Languages

Pushtoo, Urdu, English

Training materials

1.

Laptops

2. Multimedia

3. Flip charts

4. White board markers different color

5. Cameras

6. Banners

7. Masking taps

8. Drafting pads and ball points

9. Power generator

10. Viewer cards

11. Mapping colors

12. Green leaves


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4.2 The session plans

Session plans were developed for the various session of

the training content. These plans provided the rationale

and objectives of every topic of the workshop. Again, for

every topic, the plan suggested the time, content,methodology and a summary of basic expectations. The

plan of the session also provided time for evaluation and

judgment of the participants.

4.3 Pre-training assessment

Before the training commenced, all participants were required to introduce, level fears and

expectations and complete a Pre-training questionnaire (AppendixII). This sought to

investigate the background of participants with regards to their educational levels, trainings

component, their experiences of working with participatory methodologies especially CLTS and

other WASH methodologies, terms, WASH concepts and an overview of their expectation from

the workshop. This form of assessment gave a quick overview of the knowledge and experience

levels of participants and helped the trainers re-confirm the training content. In addition, the

trainers hold session to discuss the issues raised in the questionnaire in order to have a better

communication and facilitation work and how the training shall help to enhance it.

4.4 General approach to training and contents delivery

The trainers generally adopted a participatory approach

towards every aspect of the trainings. Decision-making

on session times, house-keeping issues, trainingcontent, delivery style, participants level of input and

practical activities, were done with participants. In

delivering and processing the training content, the

trainers used a variety of learner centered approaches

including interactive presentations, discussions,

demonstrations, group work, community stories and

field activities. The medium of expression was basically the use of the Pushtoo, Urdu and

English languages. However, to ensure that certain issues were properly clarified or expressed,

local languages that the participants were familiar with were used for better understanding.

Trainer presentations on the plenary were made using the Power Point computer application.

The interactive facilitation style ensured that all participants were actively involved in the

various workshop sessions. Four main groups were formed for each round of training. These

groups were formed along the districts represented. They conducted learning activities,

developed and refined plans and strategies. Each participant was a part of at least one group.

Participants group presentations were conducted using plenary and gallery styles through the

use of Flip Charts. In many cases these were done in the session hall.


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13:15- 14:00 Prayer & Lunch Break

14:00- 15:00Act ivit y f low - sequencing

of activities

The participants w ill understand the flow of activit ies Role play M. Younas

15:00- 15:30Introduction to CLTS,

Principle and practices

The participants will understand the CLTS, its history

and practices in Pakistan.

Presentat ion M. Younas

15:30- 16:15

Social Mobilization tools

and techniques for

triggering CLTS

The facilitator w ill share learning and ask participants

about best experiences w ith regard to CLTS tools i.e.

transact walk, calculation of faeces, flow diagram of

oral fecal contamination route, glass of water

demonstration, calculation of medical expenses,

identifying solutions, Community Action Plan CAP

on PATS

Group

Discussions,

power point

presentation

M. Younas

Ms. Abda

16:1 5-16:4 5 Video Documentary on

CLTS

CLTS Video Documentary of Kamal KarMult imedia Mazhar Kha

16:4 5- 17:0 0 Learning of the day and

mood barometer

Participants w ill discuss the learning of the dayDiscussion Participants

DAY 2

09:0 0- 09:0 5 Recitation from The Holy

Quran

One of the Participants will recite verses from the Holy

Quran.

Recitation Participant

09:05- 09:30Recap of the day 1

The participants will briefly discuss the day 1

proceeding

Group discussion

and role playParticipants

09:30:11:00

Tip on triggering CLTS in

communities for f ield w ork

Seasoned learning from successful CLTS triggering in

the past will be shared with participant and the

participants w ill be asked to share similar examples

from their experiences

Role Play &

DiscussionParticipants

11:0 0- 11 :15 Tea Break

11 :00 -11:30 Introduction to SLTS The participants w ill be briefed about the concept and

objectives of the School Led Total Sanitation and

develop understanding about SLTS implementation.

The participants will be explained about the

mechanism of establishing ODF verification commit tee

(SMC, PTA) for schools and its mergence with VSC.

Presentation

Discussion

M. Younas

11:3 0- 13:0 0 Formation of WASH Clubs

in Schools & Wash Club

activities planning

Understanding of the participants will be developed

about formation of WASH Clubs in schools along with

selection criteria club members (students), roles and

responsibilities and identification of schools catchment

area.

Presentation

Group Work and

DiscussionA. Sa

13:00- 14:00 Prayer & Lunch Break

14:00-14:3 0 Formation and capacity

building of Village

Sanitation Committee

(VSC)

The participants w ill be briefed about the mechanism

of VSC formation and its roles and responsibilities

along w ith selection of community Resource Person.

The participants w ill be developing understanding

Presentation

Discussion M. Younas


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about the concept of achieving ODF communities.

14:30- 16:00

Low cost sanitation

options and participatory

latrine design development

Participatory latrine designconcept

Latrine options (advantages & disadvantages)

Group work

Presentation M. Younas

16:0 0-16:4 5 Planning for field work

The facilit ator will brief the participants on next day

field exercises for conducting PRA for TriggeringCLTS i.e. village name, travel arrangements, roles and

responsibilities

Group Discussions

Assigned Groups

NRSP

16:45- 17:00Learning of the day and

mood barometer

Participants w ill discuss the learning of the dayDiscussion Participants

DAY 3

08:30 - 09:30 Travel to filed visit The participants w ill travel for field work Travel NRSP

09:30- 12:30 Filed work at the village

level

The participants will trigger CLTS triggering tools in

the community.

Field work Participants

12:30-14:30 Travel back , Prayer & Lunch

14 :30 -16:00 Review of field activit y Participants w ill discuss the learning from field

activit y; t hey share their experiences regarding f ield

work.

Group w ork Participants

16:0 0- 16:3 0 Video documentary on

CLTS, Eat my Shit

The participant will watch the video and share their

observation

Multimedia Participant

16:3 0- 17:0 0 Planning for field work,

and review of the day

The participants w ill develop strategy for field visit Group w ork Participants

DAY 4

08:30 - 09:30 Travel to filed visit The participants w ill travel for field work Travel NRSP

09:30- 12:30 Filed work at the village

level

The participants will trigger CLTS triggering tools in

the community.

Field work Participants

12:30- 14:30 Travel back and lunch and prayer break

14 :30 - 15 :30 Review of field activit y Participants w ill discuss the learning from field

activit y; they share their experiences regarding field

work and discuss the difference between field work

on day 1 ad 2.

Group w ork Participants

15 :30 - 16 :30 Linkages development and

role and responsibility of

SO, CRP, VSC, Mason

Proper maintenance of

record

The participants w ill be briefed about establishing and

maintaining active working association betw een SO,

CRP, VSC and Mason

Group work and

discussion

M. Younas

16:3 0- 17:0 0 Learning of the dayThe participants w ill recall their memory and share

their learning about the training.


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DAY 5

09:0 0- 09:0 5 Recitation from The Holy

Quran

One of t he Participants w ill recite verses from the

Holy Quran.

Recitation Participant

9:0510:1 5 Introduction to Hygiene

promotion/BCC-. Hygienepromotion at schools and

community level w ith

focus on 3 key messages.

The participants will be divided into 2 groups and

share their learning on hygiene promotion at schooland community level.

Presentation and

Discussion

M. Younas

10:1 5- 11:3 0 Sanitation marketing

4Ps of marketing

The understanding of the participants w ill be

developed on t he difference betw een marketing and

sale along w ith importance and implementation of 4 Ps

of Marketing i.e. Product, Place, Price, Promotion

along with product placement

Presentation

M. Younas

11:3 0- 11 :45 Tea Break

11:45- 12:30 ODF declaration and

verification mechanism

The Participants w ill be briefed about ODF declaration

and verification mechanism for communities

Presentation

Discussion

M. Younas

12:30-13:00

Developing human interest

story/ case study for

know ledge management

The participants will understand about writing human

interest story/ case studyPresentation

M. Younas

13:00- 13:45 Prayer and Lunch Break

13 :30 -14:00 Post test The participants know ledge w ill be evaluated and w ill

be compared with pre test

Post rest format A. Sa

14 :00 -14:30 Review of the training Participants w ill contribute their learning about whole

training topics

Discussion Participants

14:3 0-15:3 0 Certificate Distribution

Ceremony and closing

Remarks

The participants w ill be awarded with certif icates and

facilitator will present the closing remarks

NRSP


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5. KEY RESENTATION

During the five days training for SOs and project staff CLTS,

PATS, SLTS and Hygiene related issues were fully highlighted,

explained and discussed. These issues were presented and

discussed under the themes of the above agenda contents.

These sessions discussed the main emerging issues from

each topic and global lesson learnt. The key issues covered

during presentations were,

5.1 Knowledge development for effective CLTS facilitation

Topics on CLTS, SLTS, PATS, Hygiene and sanitation were thoroughly discussed. The outcomes and

emerging issues discussed during the session are mentioned below.

5.2 Understanding participation and participatory

methodologies related to CLTS/WASH

The purpose of this session was to put the workshop in

the right context and the participants in the perspective

for them to assimilate the key topics of the WASH and

CLTS approach. The sessions introduced the concept of

participation and assessed participants understanding and

experience with participatory development. Participants

shared how they have been involved in participatory

development and related their experiences with the

presentations that were made under this initial session.This introductory session and discussion formed a good

basis for the introduction of the background of the

concept of CLTS. Under this presentation, how CLTS

emerged as an approach in tackling rural sanitation was

presented and thoroughly discussed. The session also

showed how CLTS was similar and also different from

other participatory approaches used by the WASH Sector

projects by UNICEF, WSP, PATS, USAID, and Plan-

International. It also made clear how CLTS was initiated History of CLTS, Dr. Kamal Kar role, History

and background of PATS and the methodology and then focused on the principles underpinning the

approach and how it works and the concept and principles of triggering during WASHimplementation projects.

5.3 The CLTS process tools and how to use them effectively

Participants were introduced to the standard and co-opted CLTS tools and how to use them

effectively. The Tools, including the rapport building and ice breaking, participatory meeting, social

mapping showing open defecation areas, walk of shame, flow diagram, diseases, and feces


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calculation, calculation of medical expense, glass water demonstration, faeco-oral transmission

routes and their Barriers were thoroughly discussed. The important thing here was to get

participants to know the tools and be able to use them effectively. The presentations were clear in

its purpose and followed a step by-step process in the display of how these tools work and a

sequenced. Best understanding of the participants came after they applied the tools practically

during two days of field exercises.

Participants learnt how these tools worked and how they fitted into the CLTS triggering analysis. It

is noteworthy that not all the CLTS tools were discussed at this stage. Discussions on the tools for

post-triggering were deferred to the final days following the logical arrangements of the themes.

The concentration at this stage was presentations and discussions on the pre-triggering and

triggering tools.

5.4Importantknowledge matters for CLTS

In order to disseminate the CLTS knowledge in a full swing the session identified the various

knowledge areas that was important for CLTS related project staff particularly the SOsto be able tofacilitate CLTS more effectively. All key knowledge areas were identified as important for

participants if they are to facilitate the approach effectively. These are listed below:

Fecal-oral transmission routes

Local language for the village

Social, environmental and health information for the village

History of sanitation interventions for the village

CLTS concept, how it is different than typical approaches, the Dos and Donts

How to use CLTS tools

Overcoming challenging scenarios

Simple low-cost latrine models, for materials available in the community

Experience level and strengths of team members to divide roles appropriately

5.5 CLTS participatory development

Generally participants previous understanding (according to the pre-training assessment) and

appreciation of the concept of participation and participatory methodologies was optimum. In that

light, these initial sessions came as critical first activities that put the participants in the right frame

to understand the CLTS and other participatory approaches. Participants experience with

participatory development was worthwhile. From the experiences that participants shared, it came

to front that they believed in participation as an important concept in the development of their

community, especially with regards to Water, Sanitation and Hygiene (WASH). Participants

experience-sharing also revealed that they had been practicing participation (involving

communities) at various levels and in one way or the other. They understood participation and how

it helps in WASH services delivery in their various districts. A few were of the opinion that involving

people in their activities also has its own problems which they thought could be avoided by keeping

them out of the process at this stage and use mind set next time.


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5.6 Origins of CLTS and other WASH methodologies

The process of understanding the origins of CLTS and how it emerged revealed important lessons

about participatory methodologies and how they linked up with one another. Video documentaries

made the situation much clear. It became clear to participants that CLTS was similar to otherapproaches like PRA and actually found its root in them. They realized however that there were a

few differences which bothered on the principles underpinning them, especially with regards to

how CLTS concentrates on improving sanitation whilst PRA or others did not have any special focus.

Participants also learnt that the tools accompanying these methodologies were also similar with

slight variations depending on the approach. Lessons were learnt, but most importantly,

participants learnt that all participatory methodologies go with a body of tools, which give meaning

to the methodology and make them functional. Without the tools, the methodologies do not work.

This is so for CLTS too. Participants were of the opinion that how the tools work was not too difficult

to understand. They however wondered how they would actually be able to practice them. There

were fears raised by participant keeping in view the cultural norms and traditions of the area.Concerns were raised about how successful the previous methodologies have been in addressing

their various focuses, the constraints raised were discussed and solution made.

PATS approaches to sanitation and obtaining MDGs by the year 2015 were fully described. Though

these concerns were clarified, it seemed participants were poised on seeing the impact and

successes of CLTS themselves in order to accept that the CLTS approach is not that much different

from PRAs in other projects. Overall, participants learnt that gaining knowledge was critical for

facilitators in their quest to facilitate CLTS effectively. The knowledge areas were extensive and

varied as shown above. That notwithstanding, participants were of the opinion that acquiring this

body of knowledge would not be difficult. It only needed commitments to learn and also to develop

the culture of researching and reading. Under this theme, three main topics were thoroughlydiscussed. Summary of CLTS approach is given below

To be able to help people understand and be motivated to act

To engage and interface with communities without lecturing

To be a clear, concise and engaging speaker.

To be an attentive and observant listener.

To engage in think and learn

To be a good observer

To analyse and respond quickly to modify facilitation

Style to suit community participation and reactions.

To build rapport and trust very quickly with the community

To be creative, especially when challenged

To be a good judge of people, so that the facilitator would be able to select community

champions and natural leaders

To be able to identify ignition moments during the CLTS triggering process

Provide leadership to communities


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5.7 Attitudes for CLTS Facilitation

Closely accompanying the skills for facilitating the CLTS approach is the issue of attitudes that are

required for participants to be able to facilitate the approach. Just like the skills, this was also seen

as crucial for participants. Here, participants shared their experiences on how their attitudes haveaffected their work with communities. Through the experience sharing, many issues came up and a

list of critical attitudinal issues were drawn and seen as critical for participants. In effect, the

following were seen as important as far as the attitudes of the participants on the field are

concerned:

Patience.The ability to be patient enough to let the community come to an understanding of

the sanitation situation of their own.

Confident and Courageousenough to push the community out of their comfort zone during the

triggering especially to really trigger them at the ignition moment.

Humbleenough to let the community decide for themselves what to change, and how to do it

Beable to provide Fun to keep everyone interested, and willing to participate

To be a team player to work effectively with fellow facilitators Accommodative and adaptable to modify facilitation style on the spot

To have a learning Spirit. Genuinely visit to learn from them

5.8 Lessons on skills for facilitating CLTS

Participants learnt that it was critical for the CLTS facilitator to be skillful to be successful in

facilitating the approach. They came to the realization that over the years and with all the

experiences that they have gathered over the years, they have not been able to build the requisite

skills to be able to engage communities. Participants were aware that they needed all the skills to

be able to ensure participation by all stakeholders and at the same time achieve their results. To

some level, they knew they could ensure participation. At another level, they knew they couldachieve their tasks by whatever means. But the ability to balance participation and tasks came forth

as their main challenge. The realization was that over the years, they have always ensured that they

achieved their tasks without paying heed to ensuring participation by all stakeholders. They knew

they lacked the skills to do this effectively and this was important for facilitating the approach.

They also realize that they needed the requisite skills to be able to use the body of tools relevant for

facilitating CLTS. They realized that acquiring the skills to sequence the tools was as important as

having the skills to use them. This they found very challenging at the beginning but as the days

rolled, they became comfortable. Here too the realization was that the tools were not too different

from the body of tools involved in facilitating the PRA approach. Overall, participants were in

agreement with the trainers that building the skills for the use and sequencing of the tools in CLTSwould need some time and practice. But they envisaged that with they were well able to acquire

the requisite skills for facilitating the approach with all the necessary things in place.

5.9 Lessons on attitudes for facilitating CLTS

It came to the front that many things have to change about facilitators attitudes and behaviors. The

areas are listed below:


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Group 1: Village Bodal kalay UC Toru Day 3rd

of training

Village Aziz Abad UC Fatma Day 4th

of training.

Group 2: Village Sheikh Abad UC Bakhshali Day 3rd

of training.

Village Piraman UC Toru Day 4thof training.

Participants had full sessions in preparations for the field exercises. Two teams were formed by

each group and they were assigned their communities. The various facilitation roles were also

assigned to members of the teams. These were done in such a manner that every member had

something to do. In addition, the teams were guided to develop their strategy for facilitating the

approach in their respective communities. They therefore firmed up their preparations by

organizing their own materials. NRSP regional office played its part by organizing the communities

and the requisite logistics for the fieldwork. The trainers also organized themselves in such a

manner that they were always available to supervise each team whilst they conduct triggering

moments in the selected communities.

5.13 Exercises and drawing of lessons

In the conduct of the practical sessions in the classroom

situation and also in the communities, the trainers

created the space for debriefing and drawing lessons.

These activities took the form of flip chart presentations

at plenary. This created the platform for open

discussions on what went well and what needed to be

improved with regards these practical sessions.

Participants approached the conduct of the in-house

practical sessions with all seriousness and this portrayed

the fact that they were serious in developing their skillsin the use of the process tools. These sessions were

conducted in the training room. At the initial stages, and as was expected, participants fumbled in

rolling out the tools. This was due to the normal initial tensions associated with being careful about

not making mistakes. As the sessions were repeated, more mistakes and on-the spot corrections

were made, participants polished their skills and built their confidence.

5.14 Lessons on the field and community practical sessions

The triggering exercises conducted in the selected

communities showed different result. All the four possible

ignition outcomes were realized in the field exercises:Matchbox in a Gas Station, where the whole community

comes to the realization that they need to change their

sanitation situation, Promising Flames, where majority of

the community members wants to change their sanitation

situation, Scattered Sparks, where a few community

members want to change their sanitation situation, and

Damp Matchbox, where the whole community is not


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interested in changing their sanitation situation. It became real to participants that it was a fact that

the triggering outcomes could be any of the four described above, as was reiterated in the training

session. Another important situation was that though the issues that were raised in the classroom

with regards to what to expect was real, the field situation was more challenging than they had

expected. It became clear that facilitators needed to use their best judgment at all times.

5.15 Content for CLTS & Post-triggering follow-up activities

The trainers discussed in details what Post-triggering

follow-up entails. The session stressed on the fact that

post-triggering efforts were important in order

For communities to be empowered to solve their

own sanitation problems

To encourage communities to take their planned

actions with regards to solving their own issues

To enable communities analyse their strengthsand weaknesses in solving their own problems and

To create a sustained community-led behavior change arrangement in the community

With the above as a basis, the presentations (confirmed by experiences shared by participants)

summarized the fact that post triggering efforts basically entails

Setting total sanitation targets

Using specific tools to achieve certain targets

Selection, training and providing support for Natural Leaders and CRPs to augment scale-up

of the approach

5.16 Tools for the conduct of CLTS Post-triggering efforts

The training team made a presentation of the tools and strategies for conducting post

triggering activities and follow-up. It was made clear to participants that this strategies and tool

package was based on a collation of actual workable tools and strategies used elsewhere and

also tried during the pilot implementation of WASH projects in the world. These tools involve

The Establishment of Household Visit Plans, where facilitators would have to zone communities,

form teams, determine the frequency of household visit and strategies for the negotiation of

improved sanitation practices in the households.

The Establishment of Leadership Teams, where facilitators would form and support leadership

teams (Natural Leaders and CRPs) at the various zones to take charge of the zonal sanitation issues,

arrange and organize meeting to discuss and mobilize to achieve zonal sanitation targets and

monitor households level of achievements on their doable actions.


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6.CONCLUSIONAll Participants completed the Evaluation Forms. A careful study of these showed that they were

very satisfied with the general outcomes of the workshop. They agreed that the objectives of the

workshop and their expectations were largely met. They thought they had understood the

workshop topics but with regards to the building of skills and effecting changes in some attitudes,

they thought they needed a bit of time to affect these. They were happy the way the workshop was

organized and run. They also felt their level of contribution largely contributed to the success of the

training. That notwithstanding, they thought that there was still room for improvement.

The trainers were of the opinion that the participants had the potential to contribute to scaling-up

of the approach in the project areas of Districts Mardan and Swabi. Their contribution to the overall

training was immense and their level of appreciation of the workshop issues was satisfactory. They

came prepared to learn and did so. This energy needs to be channeled to the field.

It is hoped that the above gains outlined would be enough to gather the needed momentum to

push the implementation of the CLTS approach in the Districts of Mardan and Swabi and would

ripple to affect the other district in the Region as a whole. This would contribute positively towards

the national efforts and make the Approach nationally meaningful and a worthwhile venture for

PATS objectives for obtaining the millennium development goals (MDGs) by the year 2015.


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Appendices

Appendix I : List of participants

S.NO Name Designation Organization Contact number

1 Mr. Istikhar Ahmed District Coordinator NRSP 03468552201

2 Mr. Mir Ali Shah District Coordinator NRSP 03468552206

3 Mr. Syed Jamil UR Rahman M&E Officer NRSP 034685502209

4 Dr. Ikram Ur Rahman Training Coordinator NRSP 03468552213

5 Mrs. Nabia Nisar SO NRSP 03005723979

6 MR. Wali Bahadar SO NRSP 03439069314

7 Mr.Roshan Khan SO NRSP 03468552207

8 Mrs. Nosheen SO NRSP

9 Ms. Azra SO NRSP

10 Ms. Zakia SO NRSP

11 Mrs. Ambreen Nazli SO NRSP 03005734577

12 Mrs. Shabina SO NRSP 03156145007

13 Mr. Hayat Khan SO NRSP 03006088797

14 Mr. Rahat Khan SO NRSP 03009051131

15 Mr. Zaeem Khan SO NRSP 03459456951

16 Mr. Afzal Khan Admin & Finance NRSP 03468552216


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Appendix II

Self-assessment Questionnaire SO training

Date: _____________ Venue:_______________

Name of the trainee Designation

Organization District

Trainers Name 1.

2.

1. The goal of rural sanitation promotion is

Womens dignity

Clean village environment

Latrine construction

Prevention of diarrheal diseases

2. Currently in Pakistan, 52 % of population does not have access to sanitation facility.

True

False

3. Childs feces is less harmful than that of an adult?

True

False

4. Sanitation marketing is a concept about selling sanitation goods

True

False

5. School Management Committee and Parents Teachers Association should be taken on board before

starting the SLTS activities in school

True

False

6. Community Action Plan is made to finalize the plan for collectively go for supply sanitation material.

Instructions

Please tick answers from the choices given under each question. Maximum time allotted is 20 minutes


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True

False

7. Previous large scale toilet construction programs in Pakistan did not eradicate open defecation

because of

Lack of a felt need for sanitation

Not enough latrines constructed

Insufficient subsidies

Poor implementation

8. What should be the minimum distance between a toilet and a drinking water source?

10-20 ft.

30 ft.

40 ft. or more.

9. The key to generating demand for rural sanitation is

Increased subsidy

Individual house to house contact Collective behavior change

Improved technology

10. Who has the main responsibility for constructing household toilets?

Ministry of Health

Ministry of Public Health & sanitation

Community

NGOs

11. Which are the critical times for hand washing to prevent water-borne diseases?

Before eating food

After handling childrens feces

After defecating

All of the above

12. Teaching families how open defecation spreads disease is the only most effective way to get

them to change their sanitation practices.

True

False

13. How much does it cost to construct a latrine?

Zero

500-3000

Between 5000-10000

More than 10000

14. Mass Information, Education and Communication (IEC) campaigns through TV, radio, street

theatre and other mass media alone is the best way to get people to adopt safe sanitation.

True


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False

15. In a village where diarrhea epidemics are frequent, which of the following actions will

be most effective?

Improving quality of water supply

Improving sanitation practices

Increasing the amount of water available to each household

16. What is the most important indicator for assessing the effectiveness of total sanitation?

Number of toilets constructed

Amount spent on subsidies

No of people not practicing Open defecation

Number of Open Defecation Free Villages

17. What is the meaning of BCC?

1. Blind Carbon Copy

2. Bristal community Collage3. Behavior Change Communication

4. None of the above

18.. Which of the following are water borne diseases?

(a)Headache (b) fever (c) Hepatitis A (d) dysentery (e) Schizophrenia (f) diarrhea

(a) Malaria (h) Leukemia (i) Cholera

19.. What the following stands for

a) CLTS

b) WASH

c) PRA

d) ODF

e) PATs

20. Name of the concerned Government Departments which is responsible for provision of Water and

sanitation services.

a) PHED

b) Education department

c) TMA

d) C & W

________________________

Signature of SO:


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Appendix-III: Result of Pre & Post assessment

S.NO Name Pre-Training Score Post-Training Score

1 Mr. Istikhar Ahmed

2 Mr. Mir Ali Shah

3 Mr. Syed Jamil UR Rahman

4 Dr. Ikram Ur Rahman

5 Mrs. Nabia Nisar

6 MR. Wali Bahadar

7 Mr.Roshan Khan

8 Mrs. Nosheen

9 Ms. Azra

10 Ms. Zakia

11 Mrs. Ambreen Nazli

12 Mrs. Shabina

13 Mr. Hayat Khan

14 Mr. Rahat Khan

15 Mr. Zaeem Khan16 Mr. Afzal Khan


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Appendix IV: Training Evaluation form

Name of the trainee Designation

Organization District

Trainers Name 1.

2.

Section A Training Session

Please encircle the appropriate answer

1.What do you think about the content of Training Workshop in relevance to the activities of the

project?

Excellent Good Satisfactory Non satisfactory

2.Do you think that you have gained the required expertise to carry out this project successfully?

Yes No Average Dont Know

3.Do you think after attending this workshop your over all knowledge about the sector and its issueshave enhanced?


4.What do you think about the knowledge and capacity of the trainer for conducting this kind of

trainings?

Excellent Good Satisfactory Non satisfactory

5.Are you satisfied with the resource material provided during this workshop?


6.List down 3 negative aspects of the training

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________


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training of so's on clts by dr.ikram

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