Download pdf - Community Mobilisation and Qensitisation...Supplementary Module 7c Community Mobilisation and Sensitisation %s National WASHE (N-WASME) Co-ordination and Training Team The N-WASHE

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FIRST EDITION

CommunityMobilisation andQensitisation

PROGRAMME CO-ORDINATION UNIT

¿LibraryIRC InterrratlonalWato:and Sanitation CentreTel.: +31 70 3O 689 80Fa* . " • •-03569* •-

Qupplementaí1 y Module 7c

Community Mobilisation and Qensitisation {Supplementary Module 7c

CONTENTS

Preface8ection 1Introduction **

Section 2Preparation forparticipatory communitymobilisation and sensitisation 9

Section 3Facilitating theparticipatory activities

Section 4Evaluation and thenext stage

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COMMUNITY MANAGEMENT AND MONITORING UNIT

Community Mobilisation and Sensitisation Supplementary Module 7c

PREFACETHE CORE TRAINING MANUALS ANDSUPPLEMENTARY MODULES

The Core Training Manuals and Supplementary Moduleshave been produced to support the implementation ofWASHE in Zambia.

WASHE

WAter_Sanitation_Uealth_Education

WASHE has been developed in Zambia over the last tenyears. Learning mainly from the experiences of Westernand Southern Provinces, it is now recognised to be asustainable approach to rural water supply and sanitation.

The Core Training Manuals provide the background to thisdevelopment and explain its context in view ofdecentralisation. The Manuals are intended to provideflexible guidelines to assist the growth of WASHEprimarily at district level.

The Supplementary Modules provide communitymanagement guidelines for use at all levels; national tocommunity. The series includes technical, participatoryhealth and hygiene education and communitymanagement titles. Each module has been written to'stand alone' or be used as part of an overall communitymanagement approach where each title in the seriescomplements the next. It is helpful to get to know the titlesand become familiar with the contents to enable you tomake informed decisions.

At the back of this module is a list of the titles that compilethe Core Training Manuals and Supplementary ModulesSeries. Full details of the contents of each title can befound in The Community Management and MonitoringUnit Publications List. All titles are available from theCMMU.

tor further informationcontact :

I CMMU, F/t3a0 RW 30ÔX

K\âqmay> Lusaka.Tel/Fax : 226905

• emailft : " ••


Supplementary Module 7c Community Mobilisation and Sensitisation

% s National WASHE(N-WASME) Co-ordinationand Training Team

The N-WASHE Team is amulti-disciplinary group,based in Lusaka to developWASHE principles andassist its nationalimplementation.

For further informationcontact ;

N-WASHEF/»ag RW124XRidgeway, Lusaka.Tel/Fax : 226905email : cmmu1®>zamnet.zm

The concept of the Project Cycle forCommunity Management in RuralWater Supply is elaborated in moredetail in Section 1 of this module.

The guidelines and materials form the basis for theadvocacy and training work of the National WASHECo-ordination and Training Team (N-WASHE).

The Core Training Manuals and Supplementary Moduleshave been developed and written by the CommunityManagement and Monitoring Unit (CMMU).

This is Supplementary Module 7c in the Project Cycle forCommunity Management in Rural Water Supply, it iscalled Community Mobilisation and Sensitisation.

Community Mobilisation and Sensitisation is Stage 2 inthe Project Cycle for Community Management in RuralWater Supply.

WHO THE SUPPLEMENTARY M0DULE8 ARE FOR

The Supplementary Modules are written for people whoare intending to develop community management as partof their overall objective for rural water supply andsanitation. These people are likely to represent:

• district councils and D-WASHE committees

• specific line ministries

• NGOs

• Donors

• volunteer agencies

• development organisations

The individuals are likely to be :

• rural and peri urban extension officers from WASHE lineministries

• environmental health technicians

• community development workers

• community health workers

• teachers

• project personnel

The guidelines have been developed within a Zambiancontext but can easily be adapted to meet the needs ofother developing countries.



Throughout the Core Training Manuals and theSupplementary Modules, the Community refers to agroup of people with a common present or potentialinterest in WASHE. A single family unit is referred to as ahousehold.

By Community Management we mean : the ability of thecommunity to have the responsibility, authority,accountability and control of the WASHE process thatexists for their benefit.

The CMMU believes that community management willonly become a reality if issues of gender are seen to beintegral to the project cycle and participatory process. Bygender in rural water supply we mean : the context andreality of both women's and men's lives that cantogether affect self determined change. Gender is nota woman's issue alone.

HOW THE SUPPLEMENTARY MODULES WEREDEVELOPED

CMMU was mandated in 1993 to address issues of longterm sustainability in the rural water supply and sanitationsector. CMMU began a programme of participatoryresearch throughout the country and it was during thistime that it became evident that some regions had agreater chance of sustainability than others. Theapproaches being used by projects involved in the sectorvaried from one area to the next. Whilst projects agreedthat a community management approach throughparticipation was appropriate there was little or nostandardisation. The absence of a standardisedcommunity management approach for Zambia meant thatthe quality of delivery and ultimate level of choice for thecommunity was at best patchy.

In order to address this the CMMU set about collecting"best practice" ideas, knowledge and materials fromaround the country. It concentrated on participatorytechniques, technology options and communitymanagement issues for rural water supply and sanitation.The result, through a series of consultative workshops,committees and core working groups, is the current seriesof supplementary modules.

See Supplementary Module 3WASHE and Gender

COMMUNITY MANAGEMENT AND MONITORING UNIT m


The Core Training Manualsand Supplementary Modulushave been produced entirelywithin the CMMU.

ACKNOWLEDGEMENTSMany people and organisations were involved in thedevelopment of the Core Training Manuals andSupplementary Modules. In particular the CMMU wouldlike to thank Community Education and Participation(CEP) - Mongu; Rural Water for Health Project (RWHP) -Solwezi; Irish Aid - Northern Province; Rural Water Supply(JBG) - Central Province and Village Water Supply (GTZ)Kabompo for their inputs and constructive criticism duringthe elaboration of the methods. Additionally we would liketo acknowledge our appreciation of all Government, donorand NGO field workers at community, extension, district,provincial and national level for their invaluableexperience, ideas and opinions.

The research and development required and theproduction of these publications would not have beenpossible without considerable financial support from theEuropean Union, NORAD and UNICEF, for which we aremost grateful.

THE PRODUCTION TEAMDermot Carty, Team Leader

Research, Development and Drafting :

Isaac Mbewe, Rural Water Supply Engineer

Musonda Kaluba, Sociologist

Sue Coates, Training Advisor

Paul Mboshya, Sociologist

Joseph Mathe, Health Educator

Emelia Mweemba, WASHE Facilitator

Editing Team : Dermot Carty and Sue Coates

Layout and Graphics : Davy Ng'oma Graphic Artist

Desk Top Publishing Technicians : Fostina Mwale andMwazida Mbewe

Data Processing Technician : Jomo K Nyirenda

Secretarial Support : Theresa Siwakwi and Felix Kajilo

IV COMMUNITY MANAGEMENT AND MONITORING UNIT

Community Mobilisation and Sensitisation Qupplementary Module 7c

INTRODUCTION


Supplementary Module 7c Community Mobilisation and Gensitisation

The following ¡cons appear in the

margin to alert you to specific

information and tips :

Tells you that further infor-mation is available

Brings your attention to animportant point

new techniqueor approach

Reminds you to evaluateprogress

Ç^i \ Time spent on an activity

SECTION ONE

ABOUT THIS MODULE

This module looks at the second stage of the projectcycle for community management in rural water supply. Itprovides step by step guidelines to participatorycommunity mobilisation and sensitisation. This module isdesigned to be used in conjuction with the other titles inSupplementary Modules 7a - 7p.

• Section 1 Introduction

• Section 2 Preparation for Participatory Community

Mobilisation and Sensitisation

• Section 3 Facilitating the Participatory Activities

• Section 4 Evaluation and the Next Stage

The format is designed to help you :

• find things quickly

• work systematically through the contents

• prepare yourself for participatory activities with thecommunity

Remember the Supplementary Modules are intended asguidelines. Your final choice of action will be based onyour dialogue with the community, their needs as theyperceive them and local circumstances. Communitymanagement is a dynamic process - be creative and uselocal expertise and the advice of local institutionswherever possible.

In the margin of each page you will find useful informationand tips.

Space has also been left for your own notes.

Indicates when to usa theparticipatory materialsthat are provided in yourtoolkit.



THE APPROACHTo equip you with the knowledge and information to :

• understand the basic philosophy of a participatoryapproach to community management

• understand the project cycle for community managementof rural water supply

• facilitate community mobilisation and sensitisation usingthe participatory approaches

• prepare the community and yourself for the next stage inthe project cycle

OVERALLOBJECTIVE OFTHIS MODULE

The CMMU is mandated to look at issues of long termsustainability in the rural water supply and sanitationsector. The provision of information on and guidanceabout community management strategies usingparticipatory methods and techniques is part of theprocess.

The CMMU believes that a participatory approach tocommunity education and sensitisation is an effective wayof ensuring community participation which leads tocommunity management, that ultimately ensuressustainable development. In rural water supply the longterm aim of government is to see programmes that are"community based" and it is in this context that the CMMUhas developed the "project cycle for communitymanagement in rural water supply".

The term community participation and communitymanagement are often used interchangeably and this ismisleading. Community participation is an activity, orseries of activities, that through the community'sinvolvement leads to community management. So forexample community participation might be :

• the contribution of labour

• collecting river sand and breaking stones

• collecting money as a contribution towards the water point

• attending a meeting that you have asked them to attend

All these examples ask that the community be involvedbut this is very different to taking a lead and beingresponsible for the decisions and the consequences ofthose decisions.

THE COMMUNITYMANAGEMENTPROCESS

The CMMU believes that a par-ticipatory approach to commu-nity education and sensitisationis an effective way of ensuringcommunity management that ul-timately ensures ibldevelopment.

Community participation is astage of community involvementthat leads to community man-agement.


Supplementary Module 7c Community Mobilisation and Seneitieation

DEVELOPMENTOF THEMETHOD

Community management is a process and if facilitatedeffectively will develop a true sense of ownership andcontinued development for community gain and benefit.Community management and acceptance of ownership isthe ultimate goal in such a participatory process.

The CMMU agrees with current thinking that communitymanagement means the community has the responsibility,authority, accountability and control over theirdevelopment. Community management works throughoutthe life cycle of a project or facility and beyond and soleads to sustainable development.

So the basic components of community management are :

• community responsibility ; the community assumesownership of "the system" and "the process"

• community authority ; the community has the right tomake decisions about the action (or intervention) takenthat changes their situation

• community accountability : the community accepts theconsequences of its decisions and understand that actionrests with themselves

• community control : the community hás the power toimplement its own decisions

In November, 1995 the CMMU initiated the formation ofthe core group of actors that are involved in rural watersupply projects in Zambia. The task before the group wasto compile and further draft the supplementary modulesthat are now known as series 7a - 7p. The SupplementaryModules were to concentrate on community participationfor community management in rural water supply project.

The core group agreed to focus on specific participatorytechniques that related to the project cycle for communitymanagement in rural water supply. The project cycle, in14 stages, has been adapted from the standard projectcycle that is widely used in participatory communitydevelopment projects throughout Zambia.



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The stages in the project cycle for communitymanagement in rural water supply form the basis for thesupplementary modules series 7a - 7p. So for examplethis supplementary module is 7c and looks at thefacilitation of community mobilisation and sensitisationusing participatory approaches which is stage 2 of theproject cycle.

It is intended that the reader becomes the facilitator ofthe process of community management. That means thatthe information acquired from this module becomesshared knowledge between the reader and thecommunity so that community based decision makingbecomes a reality.

PROJECT CYCLEFOR COMMUNITYMANAGEMENT INRURAL WATERSUPPLY

It ¡a important that you fully under-stand the Project Cycle, how thestages interconnect and are flex-ible. Read SupplementaryModule la before you s tar t work.

FACILITATION


Supplementary Module 7c Community Mobilisation and Qensitisation

ABOUT THE PARTICIPATORY TOOL KITSThe WASHE concept is very much dependent on theactive participation of all the actors in rural water supplyand sanitation. At community level every effort should bemade to encourage their participation and to support thisparticipatory "tools" have been developed to enhanceactive involvement. Participatory tools can take manyforms, - songs, dances, drama, pictures and posters etc.In the Supplementary Modules participatory tools andtheir application have been described in detail to supportthe various activities in community management. In thisSupplementary Module (7c), four tool kits are attached :

Tool Kit 7c : Unserialised postersTool Kit 7c : Story with a gapTool Kit 7c : Water ladderTool Kit 7c : Visualised presentations using posters

Tool Kit 7c : Unserialised Posters is used during StageOne, Awareness Raising; Suggested Activity One, see page19

Tool Kit 7c : Story with a gap is used during Stage One,Awareness Raising; Suggested Activity Three, see page 27.

Tool Kit 7c : Water Ladder is used during Stage TwoIdentifying Current Practices and Linking them to CommunityIssues and Problems; Suggested Activity One, see page 29

Tool Kit 7c : Visualised presentations using posters isused during Stage Three, Understanding Roles andResponsibilities and Preparing for Community Assessment;Suggested Activity One, see page 34.

The following is a list of picture references that make up theabove Tool Kits :

7c : unserialised posters; preparation, 17c : unserialised posters; preparation, 27c : unserialised posters; preparation, 37c : unserialised posters; preparation, 47c : unserialised posters; preparation, 57c : unserialised posters; preparation, 67c : unserialised posters; preparation, 77c : unserialised posters; preparation, 87c : unserialised posters; preparation, 97c : unserialised posters; preparation, 10

6 COMMUNITY MANAGEMENT AND MONITORING UNIT

Community Mobilisation and 9ensitisation Supplementary Module 7c

7c : unserialised posters; preparation, 117c : unserialised posters; preparation, 127c : unserialised posters; preparation, 13

This edition of 7c : unserialised posters has 13pictures

7c : Story with a gap; scene one, health 17c : Story with a gap; scene one, health 27c : Story with a gap; scene one, health 37c : Story with a gap; scene one, health 47c : Story with a gap; scene two, community cohesion 17c : Story with a gap; scene two, community cohesion 27c : Story with a gap; scene two, community cohesion 37c : Story with a gap; scene two, community cohesion 47c : Story with a gap; scene three, levels of CP7c : Story with a gap; scene three, levels of CP7c : Story with a gap; scene three, levels of CP7c : Story with a gap; scene three, levels of CP7c : Story with a gap; scene three, levels of CP7c : Story with a gap; scene three, levels of CP

This edition of 7c : Story with a gap has 14 pictures

7c : Water ladder, picture A7c : Water ladder, picture B7c ; Water ladder, picture C7c : Water ladder, picture D7c : Water ladder, picture E7c : Water ladder, picture F7c : Water ladder, picture G7c : Water ladder, picture H7c : Water ladder, picture I7c : Water ladder, picture J7c : Water ladder, picture K7c : Water ladder, picture L7c : Water ladder, picture M7c : Water ladder, picture N7c : Water ladder, picture O7c : Water ladder, picture P V7c : Water ladder, picture Q7c : Water ladder, picture R

This edition of 7c : water ladder has 18 pictures

7c : Visualised presentations using posters, poster A7c : Visualised presentations using posters, poster B7c : Visualised presentations using posters, poster C7c : Visualised presentations using posters, poster D7c : Visualised presentations using posters, poster E7c : Visualised presentations using posters, poster F7c : Visualised presentations using posters, poster G7c : Visualised presentations using posters, poster H7c : Visualised presentations using posters, poster I

This edition of 7c : visualised presentations usingposters has 9 pictures



Use this page to make your ownrotes.

Notes


Community Mobilisation and Sensftisation Supplementary Module 7c

PREPARATIONFORPARTICIPATORYCOMMUNITYMOBILISATIONANDSENSITISATION

COMMUNITY MANAGEMENT AND MONITORING UNIT 9


SECTION TWO

PREPARATION FOR PARTICIPATORY COMMUNITYMOBILISATION AND SENSITISATION

¡By the end of this section you will : " « « • • » * * « * * * *

• understand the importance of the process of sensitisationduring the early stages of the project cycle for rural water

; supply and the need for community mobilisation

• have thought about the preparation you need to do beforeembarking upon a community mobilisation andsensitisation exercise

••• understand the importance of, and how to use theinformation that you have been gathering about thecommunity since you first visited them

SUGGESTED APPROACH

A number of participatory activities, for use with thecommunity, are suggested as a way of fosteringcommunity mobilisation and ensuring adequatesensitisation from the onset of a new rural water supplyproject. These activities are designed to be used as partof the overall project cycle approach, however it isimportant to first answer some questions in order toprepare yourself adequately for the field.

Why a participatory approach now?

The overall intention of all development in rural watersupply is the sustainability of the resource or investment.A participatory approach is important at this stage of anew project because :

• it is important to ensure that the community identifies withthe implementing agency's reasons for proposing anintervention and agrees with the need

• it should only be facilitated if the community has identifiedit as a priority in the overall development of theircommunity

• dialogue and consultation with the community at this earlystage will encourage the community to "open up" andbegin to develop a partnership with the facilitation team

• community management is a developmental approachand does not happen over night, rather it has to befostered throughout the project cycle



• initial exposure to the roles and responsibilities of thecommunity and the implementing agency now will avoidconfusion later

What else needs to be considered?

Prior to conducting community mobilisation andsensitisation activities there are some important factors toconsider and be clear about, these include :

• a clear understanding of the facilitation team's role andresponsibility as far as the proposed project is concerned

• a clear understanding of what you expect from thecommunity - whilst this will largely develop over time theremay be some requirements that a donor expects and soon

• the consequences or influences that the information youhave gathered prior to this activity may have on your workand the project

The issues related to each of the factors are described asthis module progresses.

What preparation needs to take place?

The CMMU strongly advises that considerable preparationin undertaken before work with the community begins.Careful planning will benefit everyone and will minimisethe confusion that can arise when nobody is sure who isdoing what, when and why. It is never a good idea to workin isolation and good community development relies onpeople as the main resource. As the facilitator you willneed to seek the assistance of others and ideally form afacilitation team. We suggest some guidelines be adoptedwhen forming a facilitation team.

In Zambia it is likely that an external agency (NGO orDonor) is involved in projects for rural water supply. Bytheir nature these agencies come into the area from the"outside". Whilst they are often very experienced theyprobably do not have the wealth of local knowledge that isat the finger tips of those who work and live close to thecommunity on a permanent basis.

In all cases where there is external agency involvement itis important that a partnership is formed with GRZcounterparts. These people are likely to be EnvironmentalHealth Technicians (EHTs), Community DevelopmentOfficers (CDOs) and other extension officers that are

Read Supplementary Module 7bfor tips about informationgathering.

Facilitation - a team effort

• facilitation Is intensive and de-manding - share the work load

• each aspect of facilitationneed© to be prepared in ad-vance - snare the responsibility

• during the facilitation, themain facilitator will need con-stant back-up -share the effort

• facilitators need feed back ontheir performance and thereaction of the participants -share reflection and evaluation

• a team of facilitators providesgreater creativity and produc-tivity - snare your talents

A good facilitator Is

• patient and able to listen

• self aw/are, open

• willing to learn

• confident but not arrogant

• respectful of others

• able to create an atmosphereof mutual respect andconfidence

• flexible - able to change courseand sequences

• sensitive to the dynamics inthe group

• a clear writer

COMMUNITY MANAGEMENT AND MONITORING UNIT 1Î


The D-WA5HE Committee Is a subcommittee to the DistrictDevelopment Co-ordinatingCommittee (DDCC) and isresponsible for the development ofall district rural water supply andsanitation activities. This takesthe form of the D-WASHE plan.

active in the project area. Additionally it is valuable toharness the co-operation and assistance of TraditionalBirth Attendants (TBAs),

Community Health Workers (CHWs) and any other activecommunity animators. Agency staff must take theresponsibility for making viable links with the GRZextension services.

Agency staff and agency project workers should be seento support the process of development and they shouldalways be mindful of their responsibility to strengthenexisting services and structures.

The facilitation team should work in liaison with theD-WASHE committee, where they exist, to ensure that therelevant line ministries and other actors in the project areaare aware of their work. This avoids duplication andallows the team to benefit from the lessons of previousprojects. It is very important that all projects are part of astrategic plan for development in the district.

Once the facilitation team has been convened it isimportant that they plan the activities that they are goingto do with the community before arriving in the village.

What activities will we facilitate?

This module suggests that the following participatoryactivities are used to facilitate community mobilisation andsensitisation :

• unserialised posters

• story with a gap

• a community play

• the Water Ladder

• visualised presentations using posters

The activities are described in Section 3. The activities aredesigned to help the community understand your motivesand why they may wish to be involved in a project.



Remember the activities and guidelines for facilitation areflexible and should be adapted to suit the particularcommunity you are working with. Therefore be creative,and use the ideas and expertise of others and your ownvaluable experience and knowledge of what works best.The activities are described to allow for optimumparticipation by all "the users" and these will include;traditional leaders, local councillors, women and men inthe community. The aim is to involve as many as possiblein the introductory phase of a new project.

It is important that the facilitation team feels comfortablewith the activities and is aware of the desired outcomes.At the end of the Module, in Section 4, there is anevaluation exercise to help the facilitation team assesstheir impact.

The materials that you will need to facilitate communitymobilisation and sensitisation are listed in Section 3alongside each activity.

Guidelines for working in groups :

You will often ask the community to work in small groupsand we suggest that you bear in mind the following :

• be sensitive to community culture and norms

• decide with the community if women and men shouldwork separately (remember that depending on thegender balance you will get different feedback)

• traditional leaders and councillors can dominate groupsand this can have a negative effect upon participation

• groups bigger than 10 are counter productive - noteveryone will be heard

• always attach a facilitator to a group, not necessarily totake a lead but to OBSERVE!

WORKING INGROUPS

See Supplementary Module 7pGroup Dynamics and EnergiserTool Kit.


Supplementary Module 7c Community Mobilisation and Õensitisation

Usa this page to make your ownnotes.

Notes



FACILITATINGTHEPARTICIPATORYACTIVITIES


Supplementary Module 7c Community Mobilisation and Sensifisation

SECTION THREE

FACILITATING THE PARTICIPATORY ACTIVITIES

By the end of this section you will : *

• be familiar with the stages and activities that aresuggested for the facilitation of community mobilisationand sensitisation

• understand the issues related to this stage of the projectcycle

SUGGESTED APPROACH

There are a number of activities that can be undertaken tomeet the objectives of community mobilisation andsensitisation. There are two main objectives,a) to familiarise the community with the concept and needfor safe, adequate rural water supply and equallyimportant,b) to convey the community management message.

In some communities the idea of communitymanagement may not be new. The community you areworking with may have participated in other projects thathave led to the community management of a resource, orat least required that the community participate. However,there are many less obvious objectives that could be metthrough the process of sensitisation and facilitators shouldbe aware of these. For this reason it is important to useactivities that will meet the objectives that you aim toachieve. Therefore first consider what you want to achieveand then chose the most suitable activity from thoseoutlined.

So, it is important that you are clear about the objectivesof community mobilisation and sensitisation and feelconfident about what you want to get out of each activity.

Remember that the objectives are not only for you as thefacilitator but they are for the community too!

So, having made an appointment to meet the wholecommunity for the first time it is important to approach thearea of sensitisation and mobilisation in an appropriatemanner to avoid confusion, misunderstood motives and toshow respect for community norms and social practices.



The CMMU believes that one of the reasons that manyprojects fail is because there is a lack of preparation andplanning during the early stages of the project.

To try and avoid early disappointment andmisinterpretation we suggest that community mobilisationand sensitisation is tackled in three stages.

The objectives are met through a series of connectedstages. The choice of activities for each stage are listedbelow. It is advisable to read through the suggestedactivities carefully as within each stage the activities takea slightly different angle to achieve the objectives. Thismeans that you should consider which topics you thinkare the most relevant. The stages are:

STAGE ONE : AWARENESS RAISING

This stage is very important and is your first opportunity tobegin the process of mobilisation through the introductionof the concept and importance of safe, adequate watersupply through identifying the existing problems that thecommunity face in terms of its water supply.

The following activities are suggested for stage one :

• unserialised posters

• a community play

• story with a gap

STAGE TWO : IDENTIFYING CURRENT PRACTICESAND LINKING THEM TO COMMUNITYISSUES AND PROBLEMS

During this stage the community is asked to identify itscurrent practices in relation to its water supply and thenencouraged to see the link between these and theproblems and issues that were discussed in stage one.

The following activity is suggested for stage two :

• the water ladder


{Supplementary Module 7c Community Mobilisation and Gensitisation

STAGE THREE : UNDERSTANDING ROLES ANDRESPONSIBILITIES ANDPREPARING FOR COMMUNITYNEEDS ASSESSMENT

This stage gives you the opportunity to outline the rolesand responsibilities of the community and the facilitationteam or the implementing agency. It also enables you todescribe the next stage of the project cycle, so preparingthe community for needs assessment.

The following activity is suggested for stage three :

• visualised presentations using posters


Community Mobilisation and Serialisation Qupplementary Module 7c

STAGE ONE : AWARENESS RAISING

By the end of this stage you will have :

• met the community for the first time and introduced thefacilitation team

• a better understanding of the status of the community, itscohesion and how they perceive problems and issuesrelated to water

• introduced the concept of safe and adequate water supplyand the links this has to the health and well being of thecommunity

introduced participatory activities to the community andtherefore the people will be in a "participatory mood"

• started the process of fostering the communiiy| management message and gained a feel for¡: the community's attitude towards the concept

SUGGESTED ACTIVITY ONE : UNSERIALISEDPOSTERS

" N "•) 2 - 5 hours depending on the,_¿/ level of participation

PREPARATION

Before arriving for the community meeting (that has beenarranged as described in Module 7b), make sure that thefacilitation team is clear about the overall aim of themeeting, how long it is expected to take and who will doand say what. It is a good idea to view this meeting as anextension of the initial meeting that was held with thetraditional leaders to access the community in the firstplace. By this we mean that the same principles of goodpractice should be applied when addressing the wholecommunity as opposed to only their traditional leaders.The same respect for cultural and social norms andbehaviour should be observed.

Materials tha t you will needfor this activity :

• a note book and pen forthe recorder

Use Tool K.it reference :7c : Unserialised posters

For more details seeSupplementary Module 7b,

This activity is built around the use of a sei of postersthat represent commonly seen events or circumstances inthe community. Each poster is "open ended" whichmeans that they carry no pre-determined specificmessage, rather their interpretation is up to thecommunity to collectively decide.

The posters that are suggested for the activity all depictpossible situations that could have some relation to thelack of safe, adequate water supply.

Unserialised posters are avaluable "ice breaking" tool. Theposters encourage opendialogue and help people t oshare and value opinions.



It Í9 important to explain tothe community that thisactivity will help you "the out-aider" to get to know thecommunity from their view-point. It will also give the com-munity an opportunity to lookat their owncircumstances and begin toanalyse the situation.

Examples of unserialised posters. Developed byCEF, Western Province

7c : Unserialised posters: preparation, 1

7c : Unserialised postare; preparation, 2

See page 11 "Working innGroups" and SupplementaryModule 7p Group Pynamics||and Energiser Tool Hit,

As a team of facilitators make sure that you are familiarwith the posters and that you have sufficient sets forgroups often people.

Guidelines for facilitating the session :

• following the protocol in the community that you areworking with, introduce the facilitation team and brieflyexplain why the meeting has been called and that it is tobe participatory and share ideas

• at this stage do not specifically introduce the idea of awater project or intervention. Instead keep the area ofdiscussion general looking at community well being whichincludes health, agriculture and daily livelihood issues.The main reason for this is that human nature is oftenpredictable and if you announce resources for a waterproject nobody is likely to refuse your offer! While this isOK in some respects it does not start from the premisethat the community needs the resource or sees it assomething that they are jointly responsible for

• suggest to the community that in order to give thediscussion some structure and focus, a participatoryactivity will be undertaken.

INSTRUCTIONS:

1. In groups (because the whole community is too large towork as one group), use the set of posters to create astory.

2. Remember there is no right or wrong answer orsequence that the posters fit into. How the posters will bepresented will depend on your (the community's) creativityand imagination. Even though all the groups will belooking at the same set of posters the story that eachgroup creates will be different.

Next split the community members into groups of no morethan ten people, then give each group a set ofunserialised posters. Make sure that the facilitators checkthat everyone in the groups can see the posters.

3. Spend a few minutes discussing the posters and whatyou see. Remember, you do not have to use all theposters in the set. Leave out the ones that are notrelevant to your story.

4. Create a story out of the posters and sequence theposters in the order that the story evolves.



5. Decide who is going to be the story teller (s) and thenpresent the story to the rest of the community.

• At the end of all the presentations draw some conclusionsby asking the whole community for their overall opinionsabout what the posters have highlighted. This is the mostimportant part of the activity and is your opportunity to getthe community to talk openly about issues of cohesion,problems related to livelihood and their well being. Havethe stories reflected what actually happens in thecommunity? What are the messages in the stones andwhat does this mean for the well being of the community?

• as you bring the activity to a close use some of thesuggestions on page 20 under "things to watch out for" tointroduce the need for a future meeting that will lookspecifically at identifying current water use and practices,linking them to community issues and problems that canbe solved or alleviated

Summarise the discussion by linking the problems andissues that have been identified to :

Make notes of the issues ofcohesion, problems, dailylivelihood and any otherissues common in all "thestories. This will be the basisof discussion as they areobviously important to thecommunity.

• existing community health problems, particularly if waterborne diseases are mentioned

• community attitudes to co-operation and communityparticipation - this information will obviously help you toestimate the type of response you may get to acommunity managed project

• existing water sources - the links with social and healthissues

• existing gender roles and responsibilities in terms ofhousehold and community activities

It is important at this stage to work with the informationthat the community has given you. If the communityclearly does not see a problem around their water supply,and does not claim to have water related sickness orproblems, then you would be well advised to reconsideryour motives for working with them on a water project.

This does not mean that the status of water is not aproblem but it may be that health and hygiene educationis required instead of hardware interventions and so on.

The facilitation team must at all times balance theknowledge they have about the community with thecommunity's own perceptions. Try not to expect too muchtoo soon - as we have said development is a process and

See Supplementary Module ÔWASHE and Gender.

See Supplementary Module&a - 6b for information aboutparticipatory health andhygiene education.



additional sensitisation sessions may be required over alonger period of time.

See Supplementary Module7p Group Dynamics andEnergisirTool Kit.

Things to watch out for :

the posters are likely to evoke many responses and thefacilitation team should expand the discussion tointroduce the concept of safe, adequate water supply interms of the problems related to the lack of a safeprotected source. Some possible responses include :

• the reasons why people shift from one community toanother

• attitudes to co-operating and working together

• existing water sources

• agricultural activities - crop failure and food security

• existing health problems and the facilities available

• the significance of traditional healers and ceremonies

• village meetings, who calls them and why

Remember to also :

• observe the community throughout the exercise; thebehaviour of participants, how they react to thepresentations of the stories, their levels of active interestor passive withdrawal

• watch out for communication patterns; who relates to who,who takes the lead, how women mix with the men andgenerally what the cliques are

• finally the facilitation team should reflect upon theinformation that they have gained from the community.Have some basic questions been answered and how canthe information be used to assist facilitation of the project?

Evaluate whether or not the posters have been a usefultool. Were the community's problems identified throughthe stories and have the causes of poor health beenexposed? Do you now know who the main influentialpeople are in the community, who calls communitymeetings and addresses them and so on? How does thecommunity perceive you from your point of view? Did youwitness or sense dependency or initiative within thecommunity? This and similar information will help you towork with the community in the future.


Community Mobilisation and Qensitisation Supplementary Module 7c

SUGGESTED ACTIVITY TWO : PERFORMING ACOMMUNITY PLAY

PREPARATION

Drama is an excellent tool for making people think aboutissues while they are being entertained. The use of dramameans that people learn through what they see and hearand they can relate the situations that are portrayed toeveryday life.

There are many local drama groups in Zambia that arewilling and interested in animating rural water supplyissues. Obviously working with a drama group infers somecost for allowances and transport and this needs to betaken into account. Depending on the size of yourfacilitation team and the skills within it, you may be able toperform the drama yourselves.

The suggested drama takes the form of a short play whichis broken into scenes. It is wise to perform short sceneswith a specific message so that it is not too complicatedand people are able to concentrate.

Before performing the play, discuss the content of thedrama with the local drama group and or the facilitationteam. Make sure that they understand what it is that youare trying to portray and why the message is an importantone to demonstrate through drama.

How the play is actually performed is up to the actors. Wehave suggested a framework for a three scene play, butthis is flexible and will be dependent on the existingknowledge of the community. After each theme we haveoutlined the key issues and messages that the dramashould be putting across. These will form the basis fordiscussion after the performance.

The themes (one for each scene) are health, communitycohesion and levels of community participation.

2 hours approximately

Materials you will need for thieactivity :

• village props for use in the

1 a note book and pan for therecorder

Community plays aro mosteffective when they :

• are short

• have one theme

• are educative

• are entertaining

• are understood clearly by all


{Supplementary Module 7c Community Mobilisation and Sensitisation

See Supplementary Modules6a and èb for health and hy-giene education informationand advice.

SCENE ONE : HEALTH

The communal source is a shallow well which is situatedat the edge of a dambo. The source goes dry for a periodand river water is used during this time although this issome distance further. During the rains the area is verydifficult to access and the walls of the well are prone tocollapse due to the soft soils and erosion caused by thewater collectors . Cattle are known to pass the well sitedaily and there are often one or two beasts which have tobe driven away before water can be collected. Dependingon the time of day, women may have to climb into the wellto collect a full container of water. Bilharzia, diarrhoea andstrain injuries are common amongst the women and girlchildren in particular.

Key issues and messages :

• the link between unprotected sources and poor health

• the unreliable nature of the current water sources

• the burden on individuals and the community in terms ofpoor health, particularly amongst females

• the benefits of a protected source

By community cohesionwe mean :

• how the community "holdstogether1' as a group

• whether or not there areevident splits in thecommunity

• the general atmosphereamongst the community

• whether or not thecommunity think collectivelyorare poles apart

SCENE TWO : COMMUNITY COHESION

The protected well that is being used by the majority ofthe community as its only source of water is facingproblems. The well is located not far away from the localkantemba. People returning from beer drinking use thewell as a convenient place to urinate whilst also relievingtheir thirst. Often rubbish is left around the well and thisattracts goats and dogs. There is tension amongst thewater collectors who think that the Chief should intervene,others believe that the wives should stop their offendinghusbands. Nobody will take responsibility and the problemescalates causing friction as specific households areblamed for the situation. The efforts of a few women tobuild a fence have failed with the collected wood beingstolen.


Community Mobilisation and Qensitisation {Supplementary Module 7o


• there is no collective management of the resource whichmeans that there is no system for dealing with its misuse

• there is no route of complaint to get something done, forexample a village WASHE committee does not exist

• improving the resource is not seen to be a communityactivity and so the efforts of a few are abused

• there is little community cohesion - people are not thinkingand working together for the common good

• although the resource is for everyone - men and women- there is a split between how men and women's respectof the supply

SCENE THREE : LEVELS OF COMMUNITYPARTICIPATION

The communal handpump is constantly breaking down,leaks are causing the soak away to become flooded andanimals are drinking the water which is collecting. Acommunity meeting, called by the Environmental HealthTechnician (EHT), to discuss the rehabilitation of thewater point was well attended. Decisions were reached atthe meeting to mobilise the community and conduct therehabilitation work. Funds have been obtained through theDistrict WASHE committee and everyone is lookingforward to a functioning water point again. A monthpasses and the work is due to begin.

A number of people have been asked to participate in thecollecting and preparing of wood for a fence. Nobodyorganises the activity and it does not happen. Only twocommunity members have turned up to assist with thehandpump overhaul and upon completion they insist thatthey have access rights to the water point over and abovethe others who did not participate in the rehabilitation.

By community participation wemean :

• the physical contribution thecommunity has made

• its willingness to contributeand/or take an active part

• its level of interest


{Supplementary Module 7c Community Mobilisation and Sensitisation


• the implications of making a public commitment toparticipate and then failing to do so

• the role of the extension staff and the community andimplications for partnership

• participation and rights of access

• collective responsibility and accountability for actions andnon-participation

• ongoing operation and maintenance issues - communitymanagement of the resource

• future funding and costs coupled with accountability todonors (failure to fulfil the community side of the"contract")

• community attitudes to participation and collectiveresponsibilities

Remcmberthat this activity ¡edesigned to facilitate dialogue,the sharing of ideas andOpinions. The role of thefacilitator is very important -ask open questions thatentourage the community tobe forthcoming withInformation.

Guidelines for the session :

• introduce the activity and emphasise the need forparticipants to be attentive as the issues in the play willform the basis for a community discussion later

• invite the drama group to perform the play

• at the end of each scene facilitate a community discussionbased on what the community think that the drama wasabout and the key issues and messages

• go on to discuss how these could have been avoided andwhat action the community should take

• ask one of the participants to summarise the discussionand ask the reporter to capture the main outcomes

• decide with the community what the next step is


Community Mobilisation and Sensitisation Supplementary Modulé 7c


• do not let community leaders dominate the discussion

• ensure that the women who watch the play are able tovoice their opinions in a valued way

• do not let the discussion lose its focus

• always summarise the main points and make a note of anydecisions that may have been made

• emphasise the positive aspects that the community haveidentified and warn against the dangers of the negativefactors

• look out for personalities that are respected by thecommunity, perhaps animated, or able to motivate others- these people may become key people to work throughas the project progresses

Always evaluate the activity in terms of how it went, thevalue of the tool and the messages that you were able tosuccessfully put across. How do the community perceivethe issues that have been raised and which areas needreinforcement during future sessions? Did the activitymeet its objectives? Were there any additional areas ofinterest or concern that you may not have originallyconsidered during your planning?

SUGGESTED ACTIVITY THREE : STORY WITH A GAP

PREPARATION

1 -2 hour© depending on number ofthemes used

This activity uses the themes that were outlined insuggested activity two and is an alternative to drama.

Based on your knowledge of the community, decide if youare going to use all the themes or just a selection. Thethemes are described in activity two, so select themcarefully. The themes you have chosen will be used tofacilitate group work with the community.

Make sure you have the correct sets of pictures for thethemes you have chosen.

A story with a gap is a tool which looks at cause andeffect and is ideal when discussing why something hashappened.

See the relevant themes as de-scribed in the previous suggestedactivity two pages 24 - 25

Materials you will need for thisactivity :

• a note book and pen for the re-corder

Use Tool Kit reference :7c : Story with a gap: scene one,Health7c : Story with a gap; scene two,community cohesion.7c : Story with a qap; scenethree, levels of community par-ticipation


(Supplementary Module 7c Community Mobilisation and Qensitisation


See page 11 "Working in GroupeSupplementary Module 7p GrouDynamics and Energiser Tool (sit.

Do not. forget to refer t o the keyissues and messages tha t areoutlined for each theme in thedrama exercise - Activity Two,

7c : Story with a gap; ecentf two, CommunityCohesion 1

7c : Story with a gap; scene one, Health 1

• introduce the activity and divide the community into asmany groups as you have themes

• explain that each group is going to look at a different issue(or theme) and that afterwards all the ideas will be sharedas a community

• give each group one of the three themes so that onegroup will look at health, one at community cohesion andone at community participation. (If you think that dealingwith more than one theme at once is too much, then giveall the groups the same theme)

• with the help of the other facilitators, make sure that eachparticipant sees the pictures in their group. Explain thatwhat they see in picture A causes the situation in pictureB

• give the groups enough time to look carefully at thepictures and decide, collectively within their group, thesituation that is shown

• the groups should then have time to reach someconclusions as to why the particular situation that thepictures depict has happened

• each group should decide how they will present thisinformation back to the rest of the community

• ask each group to present their work, describing thepictures, the situation as they perceive it and the reasonswhy the situation has happened

• after each presentation facilitate a discussion to capturethe main issues and messages if they have not beenadequately covered

• at the end of the session summarise the issues that havebeen raised and decide with the community what thismeans to them and their situation

• finally, briefly outline the next stage, inviting thecommunity to think further about their water supplysituation and how they might together improve it



9TAGE TWO : IDENTIFYING CURRENT PRACTICE9AND LINKING THEM TO COMMUNITYI89UE9 AND PR0BLEM9

py the end of this stage you will have :

• assisted the community to critically analyse the currentpractices that exist

• highlighted the links between poor community health andunprotected water sources

• highlighted the advantages of protected water sources

• assisted the community to begin to think about its goal interms of water supply and how this may be achieved

SUGGESTED ACTIVITY ONE: THE WATER LADDER

PREPARATION

The Water Ladder is an excellent participatory tool thathas more than one use. For the purposes of sensitisationand mobilisation we suggest that it is used to gain an ideaofa) what the community perceives to be "a poor" watersituationb) what it perceives as "a good" situation andc) where it considers its existing source and practice to bein terms of a "poor" to "good" continuum.

Finding out what the community perceives to be "a pooror good" situation with regard to its water sources will helpyou to understand where they are in terms of theirknowledge of health and hygiene practices and also theirexposure to forms of hardware technologies. Identifyingthe community's current situation forms the basis fordeciding where they want to be in the future and this is thenext stage of the process and will be looked at inSupplementary Module 7d, conducting CommunityAssessment.

Before using the Water Ladder it is important to thinkabout the information that you will gain from its use andthe best way to solicit it.

The Water Ladder is a set of 18 pictures that each depicta particular water source. The pictures include traditionalsources, for example shallow wells and rivers andcommon hardware technology types.

2 hours approximately

Materials you will need for thisactivity :

• enough sets of water ladderpictures

• recording sheets and pen»

• pebbles or stones for voting

• string and pegs if you wish todisplay a ladder using thewashing line technique! (seethe picture on the next page),

Use Tool Kit reference :7c : Water ladder


Supplementary Module 7c Community Mobilisation and 8eneitisation

The pictures have been developed to cover the range ofwater collecting practices found in Zambia but it should beremembered that these practices differ slightly fromprovince to province. When using the Water Ladderalways check that the community understands and caninterpret each picture in their own context. If a particularpicture is confusing or simply not recognised, take time toexplain it or if the community still does not accept it,remove it from the exercise.

Using the washing line technique to display thewater ¡adder

The definition of "clean water" Isobviously open to debate.Here we are not suggesting t ha tthe source should be scientificallyanalysed as "dean", rather i t is howthe community perceives itscondition and either accepts orrejects it.

Examples of drawings from the water ladder

T v ., .. : i l l ' . : i

Picture G

The basic principle of the Water Ladder is that watersources can be ranked, through a sequence, as being"poor to good", or "not ideal to ideal". How this sequenceor continuum is decided upon is up to the community andtheir perceptions of "not ¡deal" and "ideal". Thesedecisions will be based on a combination of many factorswhich may include :

• the community's traditional beliefs and the practices ofpast generations

• the community's perception of what is, and is not, cleanwater

• the amount of external influence and previous donor oragency involvement

• the work of existing community animators and themessages of extension staff

• local constraints and reliable access to water at differenttimes of the day or year

• the stability of the community and whether or not they shiftthroughout the year, for example the movements of fishingcommunities

• the local environment and soil conditions that thecommunity may understand better than the implementingagency

• what the community thinks you want to see and hear

• the over promotion of a particular technology type by onedonor or agency

It is important that you are aware of these influences andthat you understand which can be worked upon and whichare fixed attitudes that you may not be able to change orindeed wish to.

Picture F




• divide the community into groups. Ideally no more than tenpeople per group to make sure that everyone can see thepictures, can contribute and that the ladder does notbecome overcrowded

• give each group a set of pictures, making sure that theyare shuffled and do not already pre-determine a particularorder that may suggest a 'right' or 'wrong' sequence

• try and allocate one facilitator to each group. The task ofthe facilitator is to ask open questions and probe thecommunity to think about the decisions that they aremaking. Most importantly the facilitator is there to listenand observe, learning and absorbing as much as possibleabout the community

• make sure that each group has enough space to work inand that the groups are not too close to each other.Spacing the groups will allow for active discussion that willnot disturb others. Also spacing will stop one group frominfluencing the next. The groups will need to be able toplace the pictures in a single line, probably on the groundand have sufficient room to move them around

• before making the ladder make sure that the participantssee and discuss each picture, discarding any that theyperceive to be irrelevant to their situation

• next, ask them to begin to sequence the pictures startingwith the worst scenario to the best, so making a ladder. Itis important during this part of the activity to encouragedialogue and questioning to ensure that influentialmembers do not over dominate the rest and that aconsensus is reached about why one picture is "better" or"worse" than another

• ask the participants to vote (one vote per person) as towhere they consider their community to be now. If theladder has been constructed on the ground pebbles orbeans could be used as voting counters. After eachperson has placed their counter try and reach aconsensus on the most common current practice andconclude the vote

• when the ladder is completed to the agreement ofeveryone, record the sequence and the name of the groupfor future reference (the pictures are coded to allow youto do this) - always make 2 copies, one for the facilitationteam and one for the community

See page 11 "Working in Groups" andSupplementary Module 7p GroupDynamos and Energiser Tool Kit.

Open questions :

• induce curiosity

• touch matters of commoninterest

• bring out good qualities inpeople

• have a purpose i.e. move agroup forward

• are not leading

The community looking a t a water ladder


Supplementary Module 7c Community Mobilisation and Õensrtisation

Rotating Plenary

• instead of returning to themain plenary area, partici-pants gather around theworking area of each group

• the host group shows andexplains their work In situ

• the participants movetogether to the next grouparea and so on

• ask the participants to nominate one person to describethe ladder to the rest of the community. For ease ofpresenting we suggest that a rotating plenary is used.Make sure that each group has the opportunity to present

• you may find that the ladders from each group are verysimilar, however if there are striking differences ask thecommunity to reach an agreement on a common ladder.This may take some time and should be facilitatedcarefully to minimise conflict

• when a final ladder has been agreed record it so that theladder can be rebuilt in future sessions and so that thefacilitators can discuss them during their evaluationsession

• finally and most importantly, facilitate a discussion aboutthe messages and issues that have been raised throughthe activity. Link these to the previous stage and inparticular to health and hygiene practices. Decide with thecommunity if they want to change the current situation andplan when you will next help them to realise this goal


• the success of this tool rests in the discussion that isgenerated as a result of sequencing the pictures. We cannot over emphasise the importance of observation andlistening on the part of the facilitators

• as with all group activities consider the group dynamics:how individuals relate to others, who dominates theactivity, who mediates and so on

Always hold an evaluation session after the activity andshare the information that has been generated in thedifferent groups. Decide how the information can be usedto promote your overall aim of establishing an adequatesafe water supply.



TIPO FOR RECORDING THE LADDERS :

• do not mark the pictures that you are using with thecommunity with codes that may suggest an order that is"correct"

• make copies of the record sheet that follows and alwaysremember to fill in the date, community, group name,facilitators name and purpose of the session. One ladderrecord sheet can look very like another and they are easilyconfused! As you move through the project cycle youwill be required to call upon this information - lookafter it carefully! Always make a double record of theinformation - one for the facilitation team and one for thecommunity.

WATER LADDER ORDER RECORDS

VILLAGE :

PURPOSE OF ACTIVITY :

PICTURES

A

B

C

V

E

F

G

H

1

J

K,

L

M

N

0

P

Û

R

GROUP ONE

ORDER VOTES

GROUP TWO

ORDER VOTES

DATE:

Facilitator :

GROUP THREE

ORDER VOTES

GROUP FOUR

ORDER VOTES

TOTALS

RECORDINGWORK



This will depend entirely on the / * T *information that you have to (• "4present.

9TAGE THREE : UNDER8TANDING ROLES ANDRESPONSIBILITIES ANDPREPARING FOR COMMUNITY

^ ASSESSMENT

By the end of this stage you will have :

* begun the process of outlining the roles andresponsibilities of the community and the facilitation teamor the implementing agency

* introduced the idea of working in a partnership that has;certain expectations on both sides -

• paved the way for negotiating the communitymanagement process as the project continues I

• described the next stage of the project cycle, so preparing;I the community for needs assessment. ,i:;

SUGGESTED ACTIVITY ONE : VISUALISEDPRESENTATIONSUSING POSTERS

Materials you Will need for thisactivity :

• posters - either the oneswe have suggested or yourown

Use Tool Kit reference :7c : visualised presentations'using posters

PREPARATION

It is very important before moving on to be clear aboutwhat is expected of each of the participants. As we havesaid the role of the community will be determined as theproject cycle progresses and will probably be negotiated anumber of times as the community adapts to takingresponsibility. Most implementing agencies have clearguidelines for the role and responsibilities of themselvesand the community that they are working with. Theseshould be made clear to the community before more workis conducted.

The next stage of the process will involve communityassessment and this will be a fruitless exercise if thecommunity is under a false impression about what theimplementing agency will and will not provide.

We suggest that the information is described through theuse of stand alone posters. Obviously we can notprescribe the content of this activity as it will dependentirely on the requirements of the implementing agency.What is important is that the community has beenexposed to and understands the issues which will affecttheir involvement and the long term sustainability of thewater point.



To assist you we have included a range of posters thatshow aspects of roles and responsibilities that are likely toexist. You may wish to create your own posters usinglocal images that will be more easily understood. Thereason for using posters is to create a visual image of themessage that you are trying to put across. The postersgive the community something to focus on and are morestimulating than a long lecture about what is and is notexpected of them.

The included posters depict :

• A community participation - labour and collection of local

materials

• B fund raising

• C the need for men and women to be equally involved in

all aspects of community management

• D the estimated time frame for the project

• E the amount of community contribution-financial and/orparticipation

• F who is expected to call meetings• G who is expected to keep the materials that have been

generated through the activities, for examplecommunity maps

• H the amount of contribution from the implementingagency and what form this takes

• I the long term involvement of the community- community management

As a team of facilitators, based on your knowledge of thecommunity and the constraints of the implementingagency's guidelines, decide upon the issues that youneed to raise.

Make sure that you are familiar with the information andthat you have considered the ways in which theinformation relates to the local context. So for example, ifyou are discussing financial community contributions howmight this be raised? Perhaps through beer making etc.Being able to talk about real life examples will help thecommunity to see that these issues are not just theory butare real.

! " • / •

7c : visualised presentations using posters,poster A

7c : visualised presentations using posters,poster B

7c : visualised presentations using posters,poster E




• introduce the activity and explain that the aim of thepresentation is to provide the community with informationabout the implementing agency and how they, (thecommunity) might be involved. It is not the intention tomake the final decision for the community but to ensurethat they are aware of the expectations

• present your prepared information as creatively aspossible

• pause every so often during your presentation forquestions or clarification and then continue

• when you have finished, summarise and again ask forquestions

• ask one of the participants to do a final summary

• decide with the community what action they are going totake as a result of the new knowledge that they have andwhether or not they wish to be involved

• at this stage, if necessary, leave any application formsthat the agency requires. It is very important to leave thesewith;- an extension worker- a community nominated person

Also ensure that time is taken after the session to fullyexplain the application procedure to the "holder" of theform e.g. what is expected and by when. You may needto help the person to understand and complete theseforms

• finally, decide what the next step is going to be and planto meet to action this. If the community is willing to goahead, the next stage of the project cycle is communityassessment



EVALUATION ANDTHE NEXT STAGE



1 - 2 hours

Materials you will need forthis activity :

• all the work that hasbeen generated as aresult of the activities

• your own notes andsession objectives

ORIGINALOBJECTIVES

9ECTI0NF0UR

EVALUATION AND THE NEXT 9TAGEBy the end of this section you will have:

• assessed whether or not you have met your objectives

• taken action if the objectives have only been partly met

• thought about the next stage in the project cycle

SUGGESTED ACTIVITY ONE : REVIEW

As a facilitation team it is very important to assess howyour work is going. Community development is a dynamicprocess and constantly demands an adjustment ofapproach and flexibility on your part.

After each visit to the field assess how well it went takinginto account :

• the overall response of the community

• the success of the activities vis a vis the objectives

• community and facilitation team cohesion

Remember that you are working within the context of thePROJECT CYCLE and by now you should have achievedstage two. Your objectives were to :

• understand the basic philosophy of a participatoryapproach to community management

• understand the project cycle for the communitymanagement of rural water supply

• facilitate community mobilisation and sensitisation usingparticipatory approaches

• prepare the community and yourself for the next stage inthe project cycle



So the current stage in the project cycle is :

FUNDIUUIUUANPMANMXMINT

(DMMUMTT HHMUMWLVnM

6

7

8

nra>iu<TWN|

n A H M H * FOUCOMITHKT1OH

COMMUNITYPAMKVAHON

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VOLHIWAM1«MMIT™TRAINING

If you feel that only some of the objectives have beenachieved then it is advisable to rethink your strategybefore moving on. Review each activity that has beenundertaken and decide whether or not it was due to :

• poor facilitation - be self critical!

• misunderstanding on the part of the community - how canthis be rectified?

• poor co-ordination - how can this be improved?

• inadequate participation of all or some groups, e.g. women- is there anyone who you can work with in the communityto change this?

There may be other reasons to those listed above andyou should take these into account.

If you do need to do further work with the community toachieve the objectives in stage two, avoid simplyrepeating the activities as this will achieve very little. Becreative!



3/4 -1 hour depending on progressand the amount- of problem solvingthat needs to take place.

Materials you will need for this ac-tivity :

• the visualised project cycle

Open questions :

• induce curiosity

• touch matters of commoninterest

• bring out good qualities inpeople

• have a purpose i.e. to move agroup forward

• are not leading

SUGGESTED ACTIVITY TWO : COMMUNITY REVIEW

Although the facilitation team may be satisfied that it hasachieved its objectives for this stage it is important tomake sure that the community agrees!

Before moving on conduct a review session with thecommunity using the visualised project cycleto establish :

• the progress so far

• if anything went wrong and why

• the time frame of the project against your agreed aims

• if the community feels ready to go to the next stage of theproject cycle


• always visualise where the community has got to byshowing the visualised project cycle

• ask open questions and encourage the community tosolve the problems which arise

• do not be tempted or persuaded to move on if problemshave not been sorted out - unsolved issues now will leadto failure in the future

• be aware that often the stages of the project cycle overlapor run alongside each other - sometimes it is impossiblefor one stage to simply stop and the next start, this is OKas long as the stages and activities are running smoothly

• If the community wishes to change the project cycle order,add stages or rethink its strategies, be prepared for thisand use your knowledge and experience to guide thedecisions.

The next page shows the visualised project cyclehighlighting the stage the community is about to move onto.



VI9UAUQED PROJECT CYCLE

13

M mmWÏ

A 4

f

• M'-[u.L.

You are now ready to go on to STAGE THREE -CONDUCTING COMMUNITY ASSESSMENT which isSupplementary Module 7d.



THE CORE TRAINING MANUAL8 AND9UPPLEMENTARY M0DULE8

No TITLE/DE8CRIPTI0N

MANUAL8Manual 1 Understanding the WASHË ConceptManual 2 Water Sector Reforms and Implications for WASHEManual 3 Introducing WASHE at District LevelManual 4 Establishing WASHE at District LevelManual 5 Planning for WASHE at District Level

SUPPLEMENTARY M0DULE81a Coverage Parameters for Rural Water Supply in

Zambia1 b The Status of Rural Water Supply in Zambia1 c Glossary of Terms for Rural Water Supply1d Partners in WASHE2a Technology for Rural Water Supply : Making the

Right Choice2b Technology for Rural Water Supply :

Technology Costs2c Technology for Rural Water Supply :

Standard Construction Details (Hand Dug Well)2d Technology for Rural Water Supply :

Standard Construction Details (Tube Well)2e Technology for Rural Water Supply :

Standard Construction Details (Jetted Well)2f Technology for Rural Water Supply :

Standard Construction Details (Bore Hole)2g Technology for Rural Water Supply :

Family Well Upgrading3a Hand Pump Standardisation3b Guidelines for Meeting the Hand Pump Standards4a Rural Water Supply Maintenance Options4b Rural Water Supply Maintenance Guidelines5a Options for Excreta Disposal Facilities5b Latrine Construction Techniques6a Participatory Health and Hygiene Education (Theory)6b Participatory Health and Hygiene Education (Practical)7a The Project Cycle for Rural Water Supply7b Making Appointments7c Community Mobilisation and Sensitisation7d Conducting Community Assessment7e Formation of a Village WASHE Committee7f Site Selection7g Planning for Construction and Rehabilitation7h Community Participation During Construction7i Village WASHE Committee Training7j Community Problem Solving7k Fund Raising and Management7I Promoting Community Ownership7m Community Participation in Monitoring7n Well Completion Ceremony (Handover)7o Community Management in Evaluation7p Group Dynamics and Energiser Tool Kit8 WASHE and Gender
