I DRAFT COMMUNICATION REPORT I1 PART I I … · Chapter 1 of this report ... Draft Comm unication...

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R824 KENY94

DRAFT

COMMUNICATION REPORTPART I

COMMUNICATION STATUS REPORT OF RURAL DOMESTIC WATER

SUPPLY AND SANITATION PROGRAMME H

March 1994

Draft Communication Outline PAT/RDWSSP II , March 1994 page 1

Programme Advisory Team (PAT) comprises experts of AMREF, bkh Consulting Engineers (coordination),FemConsult andKWAHO. PAT advises Lake Basin Development Authority (LBDA/RDWSSPII) on the imple-mentation of the water, sanitation and health programme in the Nyanza Province in Western Kenya

IiI

IRural Domestic Water Supply and Sanitation Programme H/ •Programme Advisory Team (PAT) •P.O. Box 1137, Kisumu, Kenya, phone 035-43744

' I© 1994 bkh Consulting EngineersP.O. Box 5094, 2600 GB Delft, The Netherlands _

Draft Communication Outline, PAT/RDWSSPII, March 1994 •

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CONTENTS

PAGE

1 INTRODUCTION 5

2 COMMUNICATION BASICS 6

3 COMMUNICATION OBJECTIVES 8

4 COMMUNICATION SUBJECTS 9

5 RECEIVERS/SENDERS, (TARGET GROUPS) 11

6 CHANNELS/SOURCES USED 14

7 METHODS USED 17

8 MONITORING AND EVALUATION 20

9 ABBREVIATIONS 21

10 LITERATURE 22

ANNEX 1 ORGANISATION SCHEDULES

ANNEX 2 COMMUNICATION SCHEDULES

ANNEX 3 LIST TECHNICAL NOTES AND TRAINING MANUALS

ANNEX 4 PICTORIAL QUESTIONAIRE

ANNEX 5 WSSC GUIDE LINES

ANNEX 6 SAGA NEWSLETTER j LIE RARY, !NTFKHATIOf\'AL REFERENCE [j CF^J'tfc £'.'..'"• ••?••.•*•! W - L ^ I M ' WA' i tR SUPPLY \! •'•,!•• i;- SAIV : . . : • . , : t A , i '!J .-MX .Uc • '-'•'• - • . . 'i. .Ob AD The Hiigue |.• -el . \07C.) i 3 , 4 J : , dxt 141/142 j

• (?N:V3 V\ \ lCl '^O !(

c 1 O* " " i

1 ———— J^U^2±™_ !

Drq/? Communication Outline PAT/RDWSSP I I , March 1994 page 3

Draft Communication Outline, PAT/RDWSSP II, March 1994

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Chapter I, Introduction

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1. INTRODUCTION

In this Communication Report the focus is on communication withinthe Rural Domestic Water Supply and Sanitation Project II, receivers,sources, channels and methods used.

Chapter 1 of this report - the one you are reading now- is an introduc-tion and an outline of the report

Chapter 2 deals with some basics of communication: models, theoriesand terminology.

In Chapter 3 the "objectives" of communication are summarized andChapter 4 focuses on the "communication subjects" within the Rural

"Culture and com- Domestic Water s"PPly and Sanitation Project.munication", theforgotten dimensionin development co-operation

Source:Rayed Tropical Institute

1993

: receivers and senders: the communication target groups within theproject, are the subjects highlighted in Chapter 5.

In Chapter 6 channels and sources used by the RDWSSPII are de-scribed and Chapter 7 is centred around methods and messages.

How in this communication process monitoring and evaluation is doneare the subjects of Chapter 8.

The last chapters (9 and 10) explain the abbreviations used in thereport and which literature is referred to.

"No, this latrine is for the chief only!He told us to build it, but he didn't tell us to use it!"

Draft Comm unication Outline PA T/RD WSSP I I , March 1994 page 5

Chapter 2, Communication Basics

2. COMMUNICATION BASICSThere are all sorts of definitions of communication but the ingre-dients of it are more or less the same: senders and receivers whoexchange information (which can be verbal or nonverbal).

This exchange of information is dynamic; the roles of sendingand receiving change hands depending on who is communicating(talking, or sending non verbal messages) and who is receiving(listening, watching).

There are two major theories in communication:-the classical so called "mechanic-vertical model" where thefocus is on persuasion and which is more of one- way communi-cation-the "democratic-interactive model" where feedback is impera-tive; its importance lies in the opportunity it creates for under-standing the other person's point of view.

Based on the last model, is participatory communicationwhere the main focus is on involving the receivers (also referredto as target groups, target audience) in developing thecommuni-cation methodology.

Communication is closely connected to information and educa-tion. UNICEF -nowadays- uses the term "Programme support"(also known as programme support communication or devel-opment communication ). It is understood as. "the plannedcommunication component of a programme designed to changethe attitude and behaviour of specific groups of people in specificways through person-to-person communication, mass media,traditional media or community communication" It recognisesthat people need to be informed, educated, motivated and as-

-sisted-in making changes. . . . . . . . . . _ . . . . . . . . . _ .

"To the extent that people participate regularly in the samecommunication channel, they are likely to develop a commonculture" is a hypothesis of Shibutani. And this explains whycommunication and culture are so closely related. More andmore this link is recognized and incorporated in communicationmodels.

"Communication isan instrument ofpartnership and par-ticipation based on atwo-way dialogue,where sender and re-ceivers of informa-tion interact onequal footing, lead-ing to interchangeand mutual discov-ery."

Source: IRC 1993

Draft Communication Outline, PAT/RDWSSPII, March 1994

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Chapter 2, Communication Basics

"Communication thatsupports the full de-velopment of peoplemust be participatorycommunication. Thusanyone who comes towork with a commu-nity must first learnabout the local cul-ture and its ways ofcommunicating. Non-disruptive, lastingchange must comethrough a society'sown communicationsystem."

Source: Karl-JohanLimdstrom, 1990

Passing information is one thing but whether this information will beconclusive to changes in behaviour is more complex . This depends ona diversity of factors. In sociology and psychology theories are devel-oped which try to explain how change of attitude and change of behav-iour could be achieved. Generally accepted is the teaching that it isbetter to influence people's behaviour in the desired direction bychanging their attitudes and opinions through persuasion rather thanthrough threats, rewards or bribes. Whether this should be achieved byvarious communication inputs or by self-persuasion are two differentschools of thought.

All sorts of components are involved in change in attitude and changein behaviour. All kinds of interventions within the control of the "com-munication actors " or from without, could jeopardize this. It is evidentthat the possibility of influencing these aspects, will increase if weknow more about these aspects. Using participatory communication isa way to come a little closer to the answers.

Communication strategies are based on:

aaaa

communication subjectsobjectives of communicationreceivers/senders (target groups)information sources (within target groups/outside)messages (methods/media/channels)interventions (noise, distortion)

messages: subjectobjectivesmethod

source/receiver source/receiver

interventions: attitude, practiceand cultural beliefs towardssubject/source /methodother distortions

Draft Communication Outline PAT/RDWSSPII, March 1994 page 7

Chapter 3, Communication Objectives

3. COMMUNICATION OBJECTIVES

Social change isnot the result ofpeople's wishes,but of the strugglebetween interestsand visions

source:Royal Tropical Insti-tute J 99 3

People communicate every day. It is part of daily life. Every timethere is a reason and an objective for communication, whether itbe socializing, informing, educating, persuasion or manipulation.So communication methods used in development projects havetheir objectives as well. In general in communication they can bedivided as follows to:G create awarenessQ create knowledgeG develop skillsQ motivate participationQ change attitudeQ change behaviour

To create awareness is informative communication; the objec-tive is to inform and to be informed about a subject.

To create knowledge and to develop skills is educational com-munication; the objective is to provide people with knowledgeand skills to help them to tackle problems.

To motivate participation, change attitude and change behaviouris persuacive communication; the objective is to influencepeoples' behaviour.

Change.of behaviour is one of the most difficult challenges withcommunication. It is based on different steps Starting withinterest in a certain subject, then understanding of the problems,attitude towards the subject, intention to change behaviour,behaviour change and, even more important, retaining thischange of behaviour.

Steps in change of behaviourawareness

understanding

attitude

selectioncomprehensibility

advantages/disadvantages

intention

behaviour

retain behaviour

social acceptability

possibilities

effect, feedback


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Chapter 4, Communication Subjects

4. COMMUNICATION SUBJECTS

The Rural Domestic Water Supply and Sanitation Programme El hastwo major objectives.

Q To implement low cost sustainable sanitation and community-water facilities in about 1000 rural communities within NyanzaProvince, Kenya.

G To decentralise and build capacity at district level through theDistrict Focus for Rural Development under the local administration.

To illustrate the need for water and sanitation facilities some basicwater and sanitation figures about the Nyanza Province are givenbelow (see chart 1, 2 and 3)

Access to safe Drinking Water Sources1 Region

NairobiNyanza

I Rift ValleyN. EasternEastern

1 CentralCoastWestern

1 ——————

1

1

1

1

1

1

1 —————

1

% of population slums % of population rural56 0

59 45

——————— ——————— Water sources during dry seasoicc 3) wy0iic.ci • iwViiioo54 ffl

42 25 R* e r iPlillilfilhff\ *F. u n p r o t e c t e d s p r l n g / w ell etc ^w^^^^^^^^^^^^\

7777* : • •B ore h o l e WXA '•• '•• - • •

""" : : : i :Chart 1 R o o f c a t c h m e n t : ; ; : ;

P r o t e c t e d s p r i n g / w all etc | ; j i : ;

P i p e d W o t e r \ i i i ; i

0 10 20 30 40 50 6

source GOK/UNICEF, survey 1991-199chart 2

Means of excreta disposalNyanza Province

no latrines

^Ksrsource: CBS 199CV GOK UNICEF 1992

chart 3

Draft Communication Outline PAT/RDWSSP I I , March 1994 page <,

Chapter 4, Communication Subjects

To achieve these objectives the programme has to ensure usersparticipation and responsibility for the facilities and full coopera-tion of all other "actors/parties" involved.

From the programmes' point of view, important categories ofinformation which need to be communicated are:

G general information about objectives and approach of theprogramme

Q selection, planning and training within the programmeQ implementation process within the programmeQ hygiene and water practiced maintenance within the programmeQ monitoring within the programmeQ evaluation within the programmeProblems in commu-

nication between de-velopment workersand local popula-tion focuses on dif-ferences in the valuesystem of people -for example differ-ences in perceptionof time, sense of hi-erarchy, and pri-vacy.

Source: Royal Tropi-cal Institute 1992

General information about objectives and approach, towards thetarget group "other institutions" is only meant to create aware-ness: other institutions should be aware of the programme and inwhich respect it could cooperate with these institutions. Butmore crucial is that District Programme Staff should really"know" the programmes' objectives and approaches. Theyshould be motivated to cooperate fully and sometimes they haveto change their behaviour towards community members in orderto be accepted by them. This is essential for the success of theprogramme.

For every receiver/target group, specific communication strate-gies are needed based on the communication subjects, the objec-tives of the communication and audience assessment.

At the start of Phase II of the Rural Domestic Water Supply andSanitation Programme a participatory communication orienta-

Jiqn was done based on experiences of Phase I. Based on this, adraft communication report was composed. Recommendationsof this report were incooperated in the RDWSSP It PlanningReport.

The next chapters describe which channels, sources, messagesand methods are currently used in the Programme. They aredescribed individually but they are more effective when they areused and percieved in addition to each other and that is what theRDWSSP H aims at.


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Chapter 5, Receiver and Sources

5. RECEIVERS/SOURCES (TARGET GROUPS)Within the Rural Domestic Water Supply and Sanitation Programmethe following target groups for communication are identified:

Q community members: young/old, female/male, (opinion)leaders/elders/local authorities

Q programme staff: project teamsdistrict programme staffcentral programme staff

Q other institutions/policy makers/donor agency

COMMUNITY MEMBERSSustainability begins and ends with the interest and the fiill cooperationof the community. For low cost sustainable sanitation and community-water facilities, fiill participation and management at community levelare the central point of focus. The community should be in charge oftheir own development so they should do the identification, planning,implementation, monitoring and evaluation of the programme.The RDWSSPII will assist them in these steps.Communication should focus on learning as much as possible about thecommunity and offering "desired" information. All along, the communityshould realize that they are in control.Within every community, after the identification/pre phase of the pro-gramme, a Water Supply and Sanitation Committee is elected and theyare the communities link with district level for planning, implementation,monitoring and evaluation. For hygiene education, Village ResourcePersons recruited from the community are the ones to communicatewith both the community and the Programme. Care takers are themaintenance link.

Target groups within the community are:

Q All community members; young, old, male, female, poor and richQl Local leaders/eldersQ Local InstitutionsQ Water Supply and Sanitation CommitteeQ Village Resource PersonsQ Care Takers



PROGRAMME STAFF

Although sustainability is concentrated on community sustain-ability, without motivated , skilled and dedicated project staffmembers, the programme is lost. So their participation is of theutmost importance.The organisation structure within the Rural Domestic Water andSanitation Programme is shown in the flow chart below.

DISTRICT WATER SUPPLY & SANITATION PROGRAMME SCHEDULE

MANAGEMENTLEVEL

DISTRICT WATER SUPPLY & SANITATION PROGRAMME!

DISTRICT PROGRAMME MANAGER (DPM)

SUPERVISORYLEVEL

FIELD LEVEL

PROGRAMME OPERATIONSDEPARTMENT

FINANCE AND ADMINISTRATIONDEPARTMENT

COMMUNITY DEVELOPMENTOFFICER (CDO)

ACCOUNTANT ANDSTAFF

COMMUNITY OPERATIONSECTION

WORKS ANDMAINTENANCE SECTION

TECHNICAL OPERATIONOFFICER

(wo)

COMMUNITYOPERATION OFFICER

(coo)

MOH/MoCSS RDWSSP/MOWD

PROJECT TEAMS

PUBLIC HEALTHEXTENSIONISTS

(PHE)

FIELDSUPERVISORS

(is)COMMUNITY

EXTENSIONISTS(CE)

RDWSSP/MOWD





OTHER INSTITUTIONS POLICY MAKERS AND DONOR AGENCY

As the organisation flow chart shows, the RDWSSP is embedded inthe District Focus Approach as one of the objectives is:To decentralise and build capacity at district level through theDistrict Focus for Rural Development under the local administra-tion. So the third very important target group for the project areother institutions within the district and their links to ministries,politician, other institutions and the donor agency .

DISTRICT DEVELOPMENTCOMMITTEE (DDC)

DISTRICT COMMISSIONER DISTRICT EXECUTIVECOMMITTEE

DEC

DISTRICT WATER & SANITATION IDEVELOPMENT COMMITTEE

DWDC

NGO'SDONORSOTHERS

SUB-DISTRICTDEVELOPMENT COMMITTEE |

(SDDC)DISTRICT OFFICER

DISTRICT WATER SUPPLY &SANITATION PROGRAMME

DWSP

MINISTRY OF CULTURE ANDSOCIAL SERVICE

MINISTRY OF HEALTHMINISTRY OF WATER

DEVELOPMENT

LOCATIONAL DEVELOPMENT!COMMITTEE (LDC)

CHIEF

SUB-LOCATIONALDEVELOPMENT

COMMITTEE (SLDC)ASSISTANT CHIEF

Draft Communication Outline PA T/RDWSSPII, March 1994 page 13

Chapter 5, Receiver ami Sources

An overview of the RDWSSP Communication target groupswith the communication subjects and the objectives of the com-munication exchange, is given below

TARGET GROUP COMMUNICATION SUBJECT COMMUNICATION OBJECT

general programme informationselection/planning/training

create awarenessmotivate participationcreate knowledgedevelop skillscreate awarenessmotivate participationcreate knowledgedevelop skills

hygiene and water practice create awarenesscreate knowledgechange attitudepermanent change of behaviourcreate awarenessmotivate participationcreate knowledgedevelop skillschange attitude/behaviour

monitoring/evaluation create awareness/create knowledgemotivate participationdevelop skills

general programme information create knowledgePROGRAMMESTAFF create awareness/ chsinnB attitude

motivate participationcreate knowledgedevelop skillscreate awareness/change attitudemotivate participationcreate knowledgedevelop skills

create awareness/change attitudecreate knowledgedevelop skills

hygiene practice

create awareness/change attitudecreate knowledgedevelop skills

monitoring/evaluation create awareness/change attitudecreate knowledgedevelop skills

General information aboutselection/planning /trainingimplementationhygiene practicemaintenancemonitoring/evaluation

create awarenessmotivate participationcreate knowledgedevelop skills

OTHER INSTITU-TIONS WITHINTHE DISTRICT

POLICY MAKERS/DONORS/ OTHERINSTITUTIONS

General information aboutselection/planning /trainingimplementationhygiene practicemaintenancemonitoring/evaluation

create awarenessmotivate participationcreate knowledge




Chapter 6, Sources/Channels

"Although the evi-dence suggests thatrural populationturn most often toface to-face commu-nication for healthinformation, cam-paign after cam-paign continues tobe based upon em-pirical assumptionsregarding the massmedia, for whichthere is little empiri-cal evidence,"

Source: Ruyter 1991

6. SOURCES / CHANNELS

Who passes the information to the target groups? As the receiver isquite often also the sender, it is difficult to answer this question. Itobvious that communication starts at a certain moment but who is theinitiator of the communication? This depends on the target group andthe objectives of the communication-exchange. Ideally it should besomeone from inside the target groups or someone closely related.Therefore the programme focuses on a step by step approach wherethere is communication exchange through channels which are fairlyclose and accepted by the target groups.

Sources and channels used are:

Q Community members (word of mouth)Q Water Supply and Sanitation CommitteeQ Village Resource PersonsQ Care TakersQ Local LeadersQ Story tellersQ Music/drama groups within communitiesQ Institutions within the community (schools, churches,

women groups, NGO's)Q RDWSSP Project TeamsQ Folk mediaQ Mass media

COMMUNITY MEMBERSAccording to literature and surveys within RDWSSP II, information inNyanza communities is mostly passed in an informal way within thecommunity itself. The traditional system which slowly changes, is thatan elder passes on news, information, and announcements, while heacts as a "filter" for requests, complaints, etc. from his householders.Villagers learn of community issues through village elders who attendthe chiefs and Assistant chiefs barazas, mostly held once a week.These are predominantly attended by men; women, if they attend at all,sit separately and do not commonly contribute.Groups or organisations already functioning at village community level(welfare groups, women's groups and church organisations) providealternative communication channels amongst community members.Several factors reduce women's access to information, this includerestricted mobility, lower education level and men's control overmedia technology.Outside communication channels are mainly information fromextensionists of other agencies, and the radio.


Chapter 6, Sources/Channels

Channels the RDWSSP II uses in the community are:

Water Supply and Sanitation Committee's (WSSC)These committee's are elected by the community They com-prise a chairman/lady, secretary, treasurer and members. It isa condition that two out of three office bearers will bewomen and recommended that there be a majority of womenmembers representing all socio-economic backgrounds. Theyare responsible for planning, for the implementation of theircommunity project and for its operational management. Theyliaise with the programme on behalf of the community.

Village resource Persons (VRPs)Each community will have three community based resourcepersons accountable to the WSSC. Two of them are sup-posed to be women. Their contribution to the project is tomobilize the support of households in their sector of thecommunity for both water supply and sanitation activities.

Care takers (CT)The WSSC will be encouraged to set up a rotating system ofwater point caretakers to monitor use and to look after thewater point.

Local information channelsFrom the first visit onwards community local leaders arecontacted to gain their support. They are involved in passingprogramme information to the community; without theirsupport the programme will be limited in their achievements.

Institutions within the community (schools, churches,women groups, NGO's) are identified in the programmes pre-phase. Water Supply and Sanitation Committees, Village

__Resjource Persons and Care takers are encouraged to ask fortheir assistance.

Other traditional communication channels (traditional healers,traditional birth attendance, teachers and elders) are involvedwhere possible. Quite often they are the key resource personsin the orientation phase. In several communities story tellers,music and drama groups, and women groups are activelyparticipating in hygiene education. A schedule of communica-tion channels is given on the next page.

"In two villages it waslearnt that the chiefhad issued express or-ders of threats againstthe use of nearbypond water. Withoutthe obvious educationto go with such athreat, the communitycontinues to use it,when the chief is notaround.In a few places la-trines were foundwhich the chief hadordered to be in-stalled. None of themwere in use becausethe community wasafraid that they wouldfill up and then theywould need to buildan other one far thechief."

source: unpublishedfieldnotes RDWSSP,

1991

Draft Communication Outline, PA T/RDWSSPII, March 1994


Chapter 6, Sources'Channels

music/drama groups N\\\\

r

traditionaljhealth workers local leaders\

I

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I| story tellers %1

iv\

\

commumty members

\ Ucommunity institutions

\

\\

elders

Care taker

/

/

Water and Sanitation Committee\ Village Resource person

\,'":::':'.' . ' • ' • " • • ' .

RPW§SP Project Team

\ Other institutions

\\\\\\\

RDWSSP District Project Team

RDWSSP Central Unit<£&.

\ Policy makers/Donor


Chapter 6, Sources /Channels

PROGRAMME STAFF MEMBERS

Field level: Project TeamsFrom the moment they enter the community for the first time,Project Team members represent the direct link with the pro-gramme. They are the in-between-channels. First of all they haveto listen to and learn from the community. Then they have toshare their experience and facilitate community planning, imple-mentation, monitoring and evaluation. They assist and train theWSSC, the VRPs and the CTs.They are, as well, the channel from the community to districtlevel.

Supervisory level: COO and TOOTo supervise from the programmes point of view all the activitiesin the communities, the Community Operation Officers and theTechnical Operation Officers are good sources. They support andtrain Project Team members and in turn they are the link betweenthe Project Team and the management.

Management Level: DPM, CDO , AdministrationThe main source and channel to the other district committees andinstitutions is the District Programme Manager, with his/herdeputy the Community Development Officer. They manage theDistrict Water Supply and Sanitation Programme. Financialaffairs are handled by the Finance and Administration Depart-ment.

Central LevelCentral level is the coordinating channel between the districtsand is the link with other institutions, ministries, politicians andthe donor.

"OTHER CHANNELS

Folk mediaNyanza Province has a history of folk media and folk media are astrong channel to reach rural women and communities as awhole.

Mass mediaRadio could be an effective information channel in this area and itwill be considered at a later stage to avoid possible excessiveinterest in the programme before it is properly established withthe required resources to meet generated demand. Newspapersare scarcely used to inform policy makers and the general publicabout the programme on the same grounds as mentioned above.

"Folk media are verywell developed indistricts such asSouth Nyanza,Kakamega, Kisumu,Nairobi and Mom-basa -where youthgroups and localcommunity groupshave related childsurvival protectionand developmentmessages throughdance, song, dramaand poem recitals"

source :UNICEF/GOK1992




Chapter 7, Methods and Messages

7. iMETHODS AND MESSAGES

The general message in the programme is: a community isresponsible for and capable of its own development and theRDWSSP could facilitate with their water supply and sanita-tion development, if needed.

The other programme messages depend on the communicationsubjects. They focus on involving all "actors" in the programmeand on change of behaviour in relation to the hygienic use ofwater and sanitation facilities.

There are a whole range of methods and media which can beused to communicate the Programme's messages with the targetgroup. Together and quite often in combination with each other,they could be useful tools in communication. To sketch an out-line:

methods to exchange information:G workshopsQ meetings/group discussionsQ person-to-person discussions

methods to present information(also meant to serve as tools to start an exchange of information,but more structured in advance by the senders)Q reports (planning, progress, studies)Q training (manuals, field evaluation)Q leaflets (brochures, newsletters, press releases)Q audio/visuals (charts, drawings, posters, bulletin boards,

flannelboards, slides, photographs, film, video etc.)Q folk media (stories, songs, games, drama, puppets)Q radio-programmes, newspaper articles

DISCUSSIONSWorkshops, meetings, groups discussions and person to persondiscussions have something in common. The aim is to exchangeinformation, to learn from one other and learn to be open to eachothers point of view.In the RDWSSP II discussions are mainly used to find out ifthere is a possibility to come to a working agreement where allthe actors involved are convinced that their points of views aresufficiently taken into account.

Type of discussions:group discussionsWith interpersonal communication through participatory groupdiscussions there is the possibility for questions, clarification,feedback, exchange of feelings and ideas.____________


"In the non-Europe-anized/American-ized semi-urban orrural parts of Africa,the group norms ofbehaviour still oper-ate.... this means thatthe formation of fo-cus groups for theexpression of viewsis better for the Afri-can context than iso-lating an individualfrom the group forquestioning."

source:Obeng- Quaidoo, 1987


In the RDWSSP group discussions (mainly Focus Group Discus-sions) are used within the community at all stages of the project.See the schedule at the next page about participatory techniques.Participation in discussions/meetings at community level is donewith: Participatory Rural Appraisal, Participatory Rural Planning,Participatory Rural Implementation, Participatory Rural Moni-toring and Participatory Rural Evaluation.

PARTICIPATORY RURAL APPRAISAL (PRA)The objectives are:- To establish the community needs and to ensure the these needs

are supported by the majority of the community- To collect baseline information for planning, monitoring and evalu

ation- To make the community aware of their capacaty to analyse their

opportunities and strengths and to develop their possibilities insolving their needs

- To build a solid relationship between the community and theprogramme which contributes to a good working partnership

PARTICIPATORY RURAL PLANNING (PRP)The objectives are:- To make the community, the Water and Sanitation Committee,

The Caretaker and The Village Resource Persons aware of theircapacity to plan the implementation of a project

- To plan using the experience and expertise of the Project Team asguidance, the water and sanitation activities for the waterand sanitation programme

- To plan in detail operation, maintenance and hygiene education

PARTICIPATORY RURAL IMPLEMENTATION (PRI)The objectives are:- To make the community, the Water and Sanitation Committee, The

Caretaker and The Village Resource Persons aware of theircapacity to implement a project

- To implement using the experience and expertise of the ProjectTeam as guidance for the water and sanitation activities ofthe water and sanitation programme

PARTICIPATORY RURAL MONITORING (PRM)The objectives are:- To make the community, the Water and Sanitation Committee,

The Caretaker and The Village Resource Persons aware of theircapacity to monitor a project

- To monitor the progress in the water and sanitation programme

PARTICIPATORY RURAL EVALUATION (PRE)The objectives are:- To make the community, the Water and Sanitation Committee, The

Caretaker and The Village Resource Persons aware of theircapacity to evaluate a project.

- To evaluate the water and sanitation programme according to thecommunities indicators


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person to person discussionsIn communities during home stead visits and discussions with keyresource person, person to person discussions are used.

staff meetings, training, workshopsAt all the programme level regular staff meetings and workshops areheld to coordinate and to inform each other about progress.Internal training is given on the topics mentioned below

Topic trainee

PRA(PRA refiresher)Orientation on imple-mentationFinancial ManagementHygiene training

Technical Operations TOO/FS

SanitationWater and SanitationCommitteeDistrict programmeManagementGeophysical survey

Computer

GenderPRP/PRM/PRE

objective

DPM Understanding PRA and .Project Teams participatory techniquesDPM/CDO/ Orientation on implemen-COO/TOO tationDPM/DPA Standardize accountingProject Teams Orientation and training

of trainersTraining of trainers(Afridef- Care takers)

PHE/TOO Training of trainers (VRP)Project Teams Training of trainers

(WSSC)District Staff Training for project

planningAttached Geologists Geological surveyofMoWD MethodologyGeologist/TOO Basic computer skills for

water baseProject teams Gender sensitisingProject teams Community Participation

For capacity building in the district Objective Oriented Project Plan-ning (OOPP) workshops are held with members of the District Waterand Sanitation Development Committees.

OOPP—————————Objective Oriented Project Planning(OOPP) was developed by the GermanOrganisation for Development CooperationGTZ. It combines logical framework withnew communication techniques.

The goal of OOPP is to integrate planningand implementation in a way in whichcommunication improves. Planning canonly be successful if it is a process of a team.


Chapter 7, Melhods and Messages

PRESENTATION OF INFORMATION

"In one of the articlesin the RDWSSP'News-letter for projectteams, it was advisednot to worry too muchabout the term "Fe-male Headed House-holds". This termcaused a lot of confu-sion. In Nyanza prov-ince there are commu-nities which neverconsider women as"heading the house-hold" But communitymembers were awareof the difficultieswomen had to facewhen their partnersleft them for a longeror shorter periodsIn the donor country -where Female HeadedHouseholds are con-sidered to be one ofthe m ajor targetgroups- this articlecaused some unrest Itwas feared that J?e-mal&]ftea<i^Hholds would com-ipletety be forgotten

Source: unpublished

Reports (planning, progress, studies)Reports and documents are mostly used for formal exchange ofinformation. In the programme they are meant to communicatewith Government officials, donor agency other institutions andfor internal communication of plans and progress.

Mostly for internal use are study/mission reports which focus ona certain aspect of the programme.A list of RDWSSP n reports is compiled in Annex 3

Training manualsTo use as training aids the RDWSSP developed training manualsfor training in programme orientation, PRA, Hygiene, sanitation,care takers and Water and Sanitation Committees. These manualsare listed in Annex 3

Leaflets, technical notes and newsletters

LeafletsFor use by Water Supply and Sanitation Committee members theRDWSSP n produced a booklet with guidelines (see annex 4).

Technical NotesFor the Project Teams technical notes are send to clarify certainsubjects which appeared to need more explanation.

Pictorial GuidlinesTo explain the planning for community organisation, and thesteps for water and saniation development a pictorial guidelines was developed for Project Team members.

-Newsletter . . . . . . . . . . . . .To provide a forum for expressing the experiences of officers andextensionists in the field the SAGA newsletter is issued everythree months (see annex 5)


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I

I

I

I


".. it is recorded thatEskimos see more col-ours in white than dopeople who do not livein the snow. Some cul-tures do not differenti-ate between blue andgreen. The Bantus ofAfrica have only threeadjectives for All col-ours." "People learn toread pictures just asthey learn to read thepages in a book. Thisis not recognized be-cause education inreading pictures is aninformal process. "source:

A guide for Communica-tors, Danida 1990

Audio/visuals (charts, drawings, posters, bulletin boards, flannelboards, slides, photographs, film, video etc.)

photographsQuite often it is hard to imagine what a water supply and sanitationproject means in reality. What is to be expected, how will it look like?To help visualize this in the communities, photographs are used. Com-munity members can see how other communities carried out theirwater and sanitation project. Lively discussions often result fromshowing the photographs.

drawingsFor planning purposes and to visualize the stages of the project, draw-ings were prepared by artists. They used drawings of communitymembers and school children as well as photographs as examples.During the planning phase the drawings are used to plan the differentstages and these planning schedules serve as a monitoring and evalua-tion tool during and after implementation.

flip chartsA Village Resource Persons visits about 10 homesteads in his commu-nity several times during the project. According to implementationprogress 10 hygiene messages are discussed and demonstrated. For thisthe VRP uses flip charts with the hygiene messages in drawings. Thesedrawings, based on photagraphs, were sketched by a group of artistsworking with street children. They were pretested in the field by thegroup of artists. The final drawings were made according the results ofthese pretests.

postersAlso for use of the Village Resource Persons are the water and sanita-tion posters. Two posters are being produced: one with all the watermessages and the other with the hygiene messages. The Village Re-source Person can use this poster to plan and record the homesteadvisits.

pictorial questionnaireAlthough most of the exchange of information with community mem-bers is based on discussions, some information is gathered by semi-structured interviews. However, in a large scale project as the RD-WSSP some quantitative facts are needed. It was observed that projectTeam members were using a type of self made questionnaire for thistype of information. Community members are quite often reluctant toanswer structured questions forms, especially if they do not know whatkind of answers are written down. For these reasons PAT designed apictorial questionnaire which community members, with the assistanceof Project Team members, could fill in themselves, (see Annex 4)


Chapter 7, Methods and Media

video productionsAs a discussion starter, and to visualize approaches, video pro-ductions are found to be very useful. The programme startedwith a visual annex "Who holds the stick" to the planning report,to introduce the community based approach.The programme produced videos mainly for training purposesbut also to introduce the programme's approach to "outsiders".As a visual annex for PRA Refresher courses " Saga, participa-tion in Practice" was Produced.Complementary to the Hygiene Education Manual "Choo, sanita-tion in Practice" is used and as an annex to the WSSC-training"Community in Action" shows how a WSSC could be electedand function.To learn lessons from the past the Case study "Kanyadgjro"serves as a discussion starter for internal Programme Staff meet-ings.In production are videos about two other case villages, a care-taker training visual annex and examples of community planning,monitoring and evaluation.

A modelling theory(derivedfrom Sociallearning theory) sug-gests that new,prosocial behaviourpatterns portrayedfrequently on thescreen or by folk me-dia may have a cu-mulative effect ofconsiderable impor-tance

source:A. Bandura 1977

Folk mediaFolk media are -during the first two years of the RDWSSP II-mainly used as support for hygiene education. VRPs involvecommunity story tellers, local music and drama groups for this.

Theatre for DevelopmentTo booster the hygiene messages in the villages, pilot projectswill be done with two professional Theatre groups.Both use Theatre For Development. This claims to be a veryeffective instrument for community communication. It uses Folkmedia, the peoples language, idioms and dealing with problemsof direct relevance to their socioeconomic realities. It is theatrewith and by the people which uses : drama, poetry, story telling,

.folk songs and Music, Community Theatre Workshops and FolkMedia Festivals.

Radio-programmes /Newspaper articlesIn the near future the RDWSSP will look into radio and newspa-per possibilities. Especially for hygiene education support anddistrict capacity building these methods could be useful. At themoment they are not used as the programme does not find itappropriate to raise expectations through mass media, whichthey are not sure they could fulfill. The main RDWSSP commu-nication points of focus have been on the use of internal pro-gramme communication.

IIIIIIIII


IIIIIIIIIII

IIIIIIIII1IIIIIIIIIII


INTERVENTIONS

Communication is a process where all kinds of interventions couldhamper the information exchange. Messages can be perceived differ-ently by different persons. All kinds of variables play a role:

Q the image the sender has of the receiver, and vice versa

U the personal experiences, values and expectation of both thesource and the receiver

Q the subtle variations of meaning that symbols and situationscan have

Q the many and varying aspects of the cultural context

Therefore more information is needed of the "target groups". Informa-tion about their own communication system, social structure, informa-tion needs, traditional information methods, cultural believes, decisionmaking patrons and perception of information sources.

Communication Report n will try to account for possible disturbances.For each target group communication profiles will be drawn on thebasis of available project findings and pilots will be done to seewhether during the orientation phase (PRA) more information aboutcommunication needs/channels and methods can be gathered.

Media messages thatrespond to needs feltand observed only byoutsiders, first haveto create an aware-nessofthese needs inthe audience.The (negative) proofof this are the suc-cessful advertisingcampaigns of infantformula for lactatingmothers.

source: BellaMody1991

Illnessess and their "causes"in Nyanza Province

IllnessInfertilityCancerMalnutrition, DiarrhoeaMalaria, TuberculosisAcute Respiratory InfectionFrequent child deathsDysenteryPolio

Perceived CauseWitch craftThe evil eyeA breach of tabooRainstormWindA curseThe new harvestFate

source Unicef/GOK 1992



Below methods for the different target groups in RDWSSP II arelisted. They are often used in combination with each other.

COMMUNITY

Groups DiscussionsParticipatory Techniques(PRA, PRP, PRI, PRM, PRE)Leaflet WSSCTraining WSSC, VRP's, CT'sDrawings, photographs forWSSC, planningHygiene Messages (drawings)Homestead VisitsFolk media

PROGRAMME STAFF

Participatory Planning (OOPP/DPMJParticipatory Trainings (PRA/PRP/PRI/PRM/PREAdongo/DWSP)Newsletter (Project Teams)Training Manuals, Audio-visualsTechnical Notes (DWSDP)Field Training/EvalutionForum Meetings (DPM)Workshops (DWSP)Progress Reports/ Assessments

Planning report,Progress ReportsStudiesDocumentsAudio-visualsMeetings

i

INSTITUTIONS/POLICY MAKERSWorkshops: lessons learnedConsultative meetingsDistrict meetings (DDC)Planning workshops (OOPP)Leadership trainingAudio-visuals




Chapter 8, Monitoring and Evaluation

8. MONITORING AND EVALUATION

EXCHANGE OF INFORMATION THROUGH DISCUSSION AND TRAININGMost participatory discussion and training techniques haveinbuilt monitoring and evaluation tools. It starts with expectationdiscussions and it ends with reviewing and evaluating the activi-ties and how expectations are met.PRA training performance was monitored and assessed by Na-tional Environmental Secretariat (NES). At the moment monitor-ing is done through field visits and assessment by PAT-teammembers and through a PRA data base.

During Participative Rural Appraisal all community findings arecross checked and verified by the community members them-selves and during planning, implementation and monitoring theWater and Sanitation Committee is responsible for internalevaluation.

During programme monitoring through the Management Infor-mation System, three monthly contract assessment, field assess-ments, baseline surveys, staff meetings and staff assessment, a lotof information is gathered which gives insight into how commu-nication is perceived and which communication needs are notanswered. Communication report II deals with this type ofinformation compiled into communication profiles for each targetgroup.

Presentation of information

Progress, planning and mission reports.Progress, planning and mission reports are sent to a number ofpeople of which only a limited number actually read the entirereport. Mostly the real readers will give feedback on the report ifonly to let it be known that they have read it. (This remark is forthose who have reached this sentence, to let them know thatfeedback is appreciated). Evaluation of communication effective-ness of this type of reports is seldom done.

Training manualsTraining manuals are mostly used during training sessions andrefresher course, feedback is given at the time or during staffmeetings and assessments,

drawings hygiene education for flipcharts and posterThese drawings were pretested in the field. The impact of thehygiene education approach is assessed on a regular basis byAMREF

Draft Communication Outline PA T/RDWSSPII, March 1994 page 27

Chapter 8, Monitoring and Evaluation

WSC booklet, technical notes, newsletters, planning photo-graphs and drawings, audio/visualsPilots are done to monitor and evaluate these audio-visuals. Theobjective of this is to see how they are perceived in the commu-nity and by Project team members. To evaluate whether theprogramme is on the right track with these visuals, a combinationof focus group discussions, individual semi structured interviews,observation and ranking is used.

Folk mediaPart of the folk media pilot is to pretest whether there is a realis-tic and cost effective possibility to use folk media to boosterhygiene messages and community responsibility for their owndevelopment. Pretesting based on fixed criteria, is done by thefolk media group, the community and an outside researcher.

Radio-messages and Newspaper articles/press releasesAs this is still not yet a developed area in RDWSSP-II communi-cation, monitoring and evaluation is not yet discussed .

During the month of May a pilot will start to include an activityin the PRA which aims to identify communication channels usedby different groups in the community and to identify communica-tion needs. Based on the result of the findings of this pilot new/other communication channels and methods could be explored inthe near future.

PROGRAMME MONITORING AND EVALUATION TOOLS , -

MonitoringInformationSystem

Three montlyassesment/certification

health behavioustudies

training evaluation \field assementsstaff assesments

PRA data base]pretests audio-visuals

COMMUNITY MONITORING AND EVALUTION TOOLS

consnuttlng mooW/blodis

baseline survey

peracion 01 maintenance

A

Draft Communication Outline, PA T/RDWSSPII, March 1994

IIIIIiIIIIiIIIIIIIIII


Chapter 9, Definitions and Abbreviations

9. ABBREVIATIONS

CDOCECOOCTDCODDCDPMOWEDWSDC

DWSP

FSLBDAMOHMoCSS

MOWDPATPHEPRAPTMRDWSSP-H

TOOVRPWSSC

- Community Development Officer- Community Extensionist- Community Operations Officer- Care Taker- District Community Officer- District Development Committee- District Programme Manager- District Water Engineer- District Water and Sanitation

Development Committee- District Water Supply and Sanitation

Programme- Field Supervisor- Lake Basin Development Authority- Ministry of Health- Ministry of Culture and Social

Services- Ministry of Water Development- Programme Advisory Team- Public Health Extensionist- Participatory Rural Appraisal- Project Team Member- Rural Domestic Water Supply and

Sanitation Programme phase H- Technical Operations Officer- Village Resource Person- Water Supply and Sanitation

Committee


Chapter 10, Literature

10. LITERATURE

Magaga Alot, People and Communication in Kenya, Nairobi1982 _

Marieke T. Boot, Just stir gently. The way to mix hygiene educa-tion with water supply and sanitation, IRC, The Hague, 1991 •

Louk Box e. a., Culture and Communication the forgotten dimen-sion in development cooperation. RTI, Amsterdam 1993 •

Eirah Gorre-Dale e.a, Communication in Water Supply andSanitation, IRC, Den Haag 1993 •

Gill Gordon, Puppets for better health. A manual for Community _Workers and Teachers, London 1986 •

Government of Kenya and United Nation Children's Fund,Children and women in Kenya, a situation analysis 1992, Nairobi1992

IBarry Karlin e.a. Developing and using Audio- Visual Materialsin Water Supply and Sanitation Programs, WASH, Washington1984 " ' •

ST. Kwame Boafo e.a. Communication research in Africa,Issues and Perspectives, ACCE, Nairobi 1992 I

S.T. Kwame Boafo, Module on Development Communication 1, _ACCE, Nairobi 1991 |

Karl-Johan Lundstrom e.a. Communication for Development, mNairobi 1990 - • • • - - • - . . . . . _ _ . . . . . . . . _|

B. Mody, Designing Messages for Development Communica- •tion, An audience participation-based approach, New Delhi 1991 I

Obeng-Quaidoo, New development-oriented models of commu- Inication research for Africa, Africa Media Review, Vol. 1, no 2, ™Nairobi 1987

Heli Perrett, Planning of Communication Support (Information,Motivation and Education) in Sanitation Projects and Programs, _World Bank , Washington 1983 J

Indi Rama, Developing a pictoriual Language: an experience of •field testing in rural Orissa, Daninda, New Dehli 1990 |

Draft Communication Outline, PA T/RDWSSPII, March 1994 I

I

II ——IIIIIIIIIIIIIIIIII Draft Communication Outline PAT/RDWSSPII, March 1994 page 31

I

ANNEX 1 ORGANISATION SCHEDULES

ANNEX 2 COMMUNICATION SCHEDULES

ANNEX 3 LIST TECHNICAL NOTES AND TRAINING MANUALS

ANNEX 4 PICTORIAL QUESTIONAIRE


ANNEX 6 SAGA NEWSLETTER

PRE-PHASE (COMMUNITY) SCHEDULE RDWSSP 11

PRAnumber ofpeopletechnology

CA

P

•\^

w3

ALL

Phase I ofWaterandSanitationCommitteetraining

CE PT

Community(s)electingWater andSanitationCommittee,VRPsCare takerCE,FS.PHE

Design and BOQwater

FS

Detailed workplarwater/ confirmwater point

FS

Local materialsto be supplied +access road

FS/PT

Phase II andof Water andSanitationCommitteeU E P T

Money collectingfor registration

CE/ WSC

RegistrationwithMoCSS

CE

Collectingmoney for bankaccount

CE

LandAgreement

CE/Chief

Detailed workschedule

PT/ WSC

VRPOrientation

PT/VRPs

Land,Water andSanitation

CE/PHE/FS

WATER

SCHEDULES

SANITATION

SCH

'EDULE

SCHEDULE RDWSSP II 1993

SCHEDULE WATER (HAND DUG WELL) RDWSSP II

pR

F.

PIIAS

K

COMMU

NI

S

CIIF,

D

Order materials

FT

Manufacturewell cover andconcrete rings

TOO

Transport liningmaterials

TOO

Clear site andmobilise tools

WSC

Peg water point

FS

Orienatation care takers

FS

Digging upto 5metres by thecommunity

WSC/community

Digging beyond5 metres

WSC/community

Well lining

FS

Constructdrainageapron

Providing dewateringpump

PT

De water well

PT

Installpump

FS

Train caretaker on pump parts and installation

FS

Traincare takers inOperation andMaintenance

FS

I,F.


pR

E

PIIASE

COMMUNITY

SCHEDULE

SCHEDULE WATER (BOREHOLE) RDWSSP II

Collecthardcore

WSC

Drillborehole

OPfoT


WSC

Excavate forsuper structure

WSC/community

Backfill superstructure withhardcore

WSC/community

Constructdrainage

Artisan


FS

Train caretaker on pump parts and installation

FS

Installpump

CT/FS

Traincare takers inOperation andMaintenance

FS


SCHEDULE WATER (PROTECTED SPRING) RDWSSP II

pR

E

P

II

A

S

E

C

O

M

M

U

N

I

T

Y

S

c:ii

—

E

I)

1,

E

Supply hardcore

Community


WSC

—

Peg waterpoint

FS


FS

—

Excavateopen eyes

WSC/Community

;

.

Excavate Construct Backfill Install Construct Back Plant Fence

FounLS, spring polythene stone fill with 9rassr*JLJI ILJCllH-/! 1 tamll An^J *lwall and sheet pitching so1'

. install pipes _ _ - _

WSC/ WSC/ WSC/ WSC/ WSC/ WSC/. WSC/Community Artisan /FS QjmvV Ccrmuiv Orrmrt/ CbrmuV ComuV Oommunty

|i

ii

————————————————— Train caretaker on maintenance of springs ———

FS

•


pRE

SANITATION SCHEDULE RDWSSP II

PH

A

S

E

C

O

M

M

U

N

I

T

Y

-

Base-linesanita-tionsurvey •

PTVRPs

Identi- Identifi- Supplyficatior cation ofsite for manufac mate-demon- turing rialsstratior centre •latrine

WSC/Pl WSC/PT pTVRPs VRPs

S

c

Supply of- moulds ————— I

PT

H

E

D

U

L

E

TrainingVRPsandcom-munityonsanita-tion

PT

Identifi-cationpersono manuactorsquatholeplugsWSC/PlVPRs

Manufac-turing oflatrinecompo-nents

VRPs/Com-munity

Constr-uctionoftraininglatrine

PT/VRPs

Sittingpegging

PT/VRPs

i-Stable soil

Foun-dationlining

VRPs/Commu-nity

Pitdigging

VRPs/Gtrnrnu-nity

Diggingof pit

VRPs/Commu-nity

Liningof pit

VRPs/Community •"

I—unstable soil J

Slabfounda-tionring

VRPs/Com-munity

Sealantslabinsta-lation

VRPs/Com-munity

PeggingSuperstructure

VRPs/Com-munity

Training ofVRPs onHygiene

PT

Superstruc-turecon-struc-tion

VRPs/Com-munity

Homesteadlygienetraining

VRPs/PT

Moni-toringhygienetraining

PTs/VRPs

SCHEDULE RDWSSP D 1993

TRAINING WATER AND SANITATION COMMITTEE IN RDWSSP II

PHASE I PHASE II PHASE III PHASE IV

pR

E

P

A

ORIENTATION

communityorientationpre-electionWSC

CE

committeeelection

composJionWSCfunctionsof WSC

CE/PHE/FS

E

IDENTIFICATIONTRAINING NEEDS

Areas: recordkeeping, leader-ship, financialmanagemen,communityorganisation,making workplan-Sanitation andhygiene education-Water technoloavFS/ CE/ PHE

TRAINING

Makingworkschedule

CE/PHE/FS

Communitycxganeatbr

CE

Leadershiptraining

CE

RecordKeeping

CE

Financialmanage-ment

CE

Sanitationandhygieneeducation

PHE

Watertechnology

FS

Genderissues

FS/PHE/CE

sequence may differ with community

EVALUATION

Trainingevaluation

FS/ PHE/CE


COMMUNICATION OUTLINE WITHIN RDWSSP II

SUBJECTS

OBJECTIVE

TARGET GROUP

METHODS

GENERAL PROJECTPLANNINGIMPLEMENTATIONHYGIENE/WATER/SANITATIONMAINTENANCE

MONITORINGEVALUATIONL

CREATE AWARENESSCREATE KNOWLEDGE

MOTIVATE PARTICIPATIONDEVELOP SKILLS

CHANGE OF ATTITUDECHANGE OF BEHAVIOUR

COMMUNITY MEMBERS: YOUNG/OLD, MALE/FEMALE, (OPINION) LEADERS/ELDERS/LOCAL AUTHORITIESPROJECT TEAMSDISTRICT PROGRAMME STAFFCENTRAL PROGRAMME STAFFOTHER INSTITUTIONSPOLICY MAKERSDONORLEXCHANGE OF INFORMATION: -WORKSHOPS/PARTICIPATORY TECHNIQUES (PRA-PRE, OPP, ETC.)

-MEETINGS/ GROUPS DISCUSSIONS (FOCUS GROUP DISCUSSIONS)-PERSON TO PERSON DISCUSSION

PRESENTATION OF INFORMATION: -REPORTS (PLANNING REPORT, PROGRESS REPORT, STUDIES ETC.)-LEAFLETS (BROCHURES, NEWSLETTERS, PRESS RELEASE-TRAINING (WORKSHOPS, MANUAI.S, FIELD EVALUATION)-AUDIO/VISUALS (CHARTS, DRAWINGS, POSTERS, VIDEO,PHOTOGRAPHS, SLIDES, PICTORIAL QUESTIONNAIR, PICTORIALPLANNING GUIDE ETC.)

-FOLK MEDIA (STORY TELLERS, SONGS, FOLK TALES, DRAMA, 2!tr.

Draft Cn»inii<nicfitinn nut/hie RDH'WP-H P'ehnitm- I<)')•!

ASSESSMENT STEPS OF TARGET GROUPS

IDENTIFICATION SOURCES/SUBJECTS/METHODS

ATTITUDE

PRACTICE

CULTURALBELIEFS/

STRATEGIES

DEVELOPINGMESSAGES/

MEDIA/METHODS

IDENTIFICATION OF: COMMUNICATION SOURCESCOMMUNICATION METHODS

ATTITUDE TOWARDS: COMMUNICATION SOURCES (FORMAI^INFORMAL INTERN/EXTERNAl"COMMUNICATION SUBJECTS (PROGRAMME, HEALTH, SANITATION,

PLANNING, IMPLEMENTATION, MAINTENANCE, MONITORING,EVALUATION)

COMMUNICATION METHODS (EXCHANGE, PRESENTATION OFINFORMATION)____ __________________

PRACTICE/BEHAVIOUR WITH REGARDS TO THE SUBJECT(PLANNING, IMPLEMENTATION, WATER USE, HEALTH PRACTICE, SANITATION PRACTICE, ORGANISATIO;

STRUCTURE, MAINTENANCE, MONITORING, TIME SPENDITURE )

CULTURAL BELIEFS AND STRATEGIES TO DEAL WITH THOSE BELIEFS REGARDING:I

WATER, SANITATION, OUTSIDE INTERVENTION, OWNERSHIP, DESCION MAKING, .....

PARTICIPATORY DEVELOPMENT OF MESSAGES AND MEDIA FOR EACH PROGRAMME COMMUNICATIONSUBJECTS/TARGET GROUPPRETESTING OF MESSAGES AND MEDIA

EVALUATION OF MESSAGES AND MEDIA

Draft Communication outline RDWSSP-II Fehnian> 1994


ANNEX 3: LIST OF TECHNICAL NOTES AND TRAINING MANUALS

TECHNICAL NOTESTechnical note 1- Sanitation

Pit digging and slab foundation installation in stable soilTechnical note 2 - Sanitation

Comparison of SANDPLAT and VIP latrine systemsTechnical note 3 - Sanitation

Digging and lining of double pits in unstable soil conditionsTechnical note 4 - Sanitation

Location of double pits in unstable soil conditionsTechnical note 5- Sanitation

Smoke test for VIP latrinesTechnical note 6- Sanitation

Manufacture of sandplat squat hole plugsTechnical note 7- Sanitation

Provision of sandplat plugsTechnical note 8 - Community Development

Needy homesteads/ householdsTechnical note 9 - Community Development

Bank account for maintenance of community water pointTechnical note 10 - Hygiene Training

monitoring latrine construction and hygiene trainingTechnical note 11 - Sanitation

monitoring hygiene trainingTechnical note 12 - Sanitation

Information at the manufacturing centre

LIST OF TRAINING MANUALS IN RDWSSP IIAFRIDEF handpump installation O & MCaretakers manualGender training manualHygiene training for project teamsOrientation training manualPRA Reference guideResist ManualSanitation Training ManualWater base manualWater Supply and Sanitation Committee training manual

REPORTS, DOCUMENTSOrientation reportPlanning reportProgress Reports I, 0, m, IV, V, VI, VUOOPP reportsProgress Report WSSC trainingHygiene Training assessment by AMREF, February 1993Hygiene Training assessment by AMREF, September 1993


IIIIIIIIIIIIIIIIIIII

ANNEX 4

Name of Head of homestead Age of Homestead members \ Q-2 2-5 5-15 15-30 30-50 > 50 iNumber of females

VAME OF Number of males

WATER SOURCEWATERATR:R

RIVER TAP SPRING 0AM I POND

W ATER 30ITRGE; (CONT.)ROOF CATCH WELL HAND PUMP

!/**

OTHERS QUESTION

Is there an otherprivate wellnearby whichcan't be used bythe homestead?

yes no

DISTANCE TO SOURCE ACCESSIBILITY

QUA1HP OF OF SOURCEGOOD NOT GOOD PLENTY AVERAGE LITTLE

DRINKING WASHING

BUCKETS

CLEANNG

.BUCKETS

LIVESTOCK

.BUCKETS

IRRIGATION

.BUCKETS

HOUSEHOLD INTER VIEW

HOW MUCH WATER COLLECTED MODE OF TRANSPORT

WATER(CONT.)

no of buckets a day j no of trips a day

women\men\girl boy women\men girl boy

HEAD WHEEL BARROW j OTHERS

women i man women \ men women

STORAGE OF WATEREOT EOT WIH COVER) JERRiON JTBNK OTHER

MAE>rrENAN€E OF SOUR€ECOMMUNITY HOMESTEAD CARETAKER OUTSIDE AGENCY OTHER

SAM- PIT LATRINE VENT.IMPR. LATRINE BUSHESSAMTAHON

ttr-

JEMBE/SHAMBA OTHER

USED BYTODDLERS <5 CHILDREN >5 PARENTS

oftensometimesnever

oftensometimesnever

GRAND PARENTS VISITORS

oftensometimesnever

men

oftensometimesnever

oftensometimesnever

draft homestead interview. PRA/PRE. RDW5SP-1I/PAT Januarv 1994

NO OF HOMESTEAD MEMBERS WHO WENT TO SCHOOLEDU-

CATION

PRIMARY SECONDARY ' iCOLLEGE VILLAGE POLYT j OTHERS

NUMBER OF HOMESTEAD MEMBERS WHO WERE TRAINED INMASONRY CARPETING TEACHING MECHANICS DTHERS

COMMON DISEASES WITHIN HOMESTEADSHEALTH

MODE OF TREATMENT:HEALTH TRADIT. HEALER DISPENCERY

PRIVATE FAGIOTIES SHARED AND ] ^SHAREDF^CIEfc-

PROPER-

POSHOMILL DISPENCERY WELL COWS OTHER

DAILY ACTIVITIES OF MAN/WOMAN/BO Y AND GIRL (RANK wrra u STONES AND WRITENUMBER OF EACH ACTIVITY DOWN)_________________________________________________

DAILY

TIVITI

SHAMBA ;CATTLE ! MILKING I MARKETING

man woman boy girl

FETCHING WATER

man woman boy girl

FETCHING FIREWOOD

man \voman\boy girl

FISHING

man woman boy girl

INCOME GENERATING

yvwj/won ftoy man woman boy girl man woman boy \girl man woman]boy girl

CLEANING/COOKING SCHOOL SOCIAL RESTING/SLEEPING

L_HEflLTH

man woman boy girl man woman boy girl man woman boy girl man woman boy girl

vm&B^^

WCXTKJH

RADIO NEWSPAPER BARAZA

men women man women men women men women men women

PERSONAL DUTSIDE AGENCY

draft homestead interview. PRA/PRE. RDVUSSP-II/PAT Januarv 1994


mater and sanitationcommittee

guidelinesof

contents1. What should you do?

2. How to elect?

3. What to know ?How to planHow to organize the communityHow to act as a leaderHow to keep the recordsHow to organize financial managementFacts about sanitation and hygiene educationFacts about LJUater technologyDifferent roles, responsibilities and obligations

everything clear?

4. Before the real work starts

5. Rt work for water

6. Rt work for sanitation

7. Rre you on the right track?

8. Did you succeed?

1. UUhat should you do?

ULIhat are the overall tasks of a (JUater Supply" andSanitation Committee?

fl Water Supply and Sanitation Committee shouldmake sure that all community members are Involved inthe programme. From the beginning to the end! Thewhole community should feel responsible for theirown water point(s) and theu should realize that theirhealth is in their own hands by hygienic use of waterand hygienic sanitary practice.

The Water Supply and Sanitation Committee has theresponsibility to ensure that every community mem-ber has full access to the water point and that thewater point is well maintained.

The Water Supply and Sanitation Committee is thelink between the community and the Project Team ofThe Rural Domestic Water Supply and SanitationProgramme of Lake Basin Development fluthority. Itshould make firm agreements with the Project Teamabout responsibilities, rights and duties of the com-munity and of the Project Team.

The Water Supply and Sanitation Committee is re-sponsible for further operation and maintenance ofthe water facilities.They could be. at the request of the community, maderesponsible for other development priorities and sobecome a Community Development Committee.

2 .How to elect ?

Community orientation on electionsHOUJ to elect?

trie whole community involved!UUho to elect?

Vj&Kn

uuomen, men, leaders, listeners, organisers\

UJhich Unctions to elect?

chairmanseaetory treasurer comm. organiser

3. What to know?

HOUJ to planHow to organize the CommunityHouu to act as a leaderHow to keep the recordsHow to organize Financial ManagementFacts about sanitation and hygiene educationFacts about Water technologyHow to be aware of the different roles, responsibilitiesand obligations

This is a lot to know and not all committee members needknow everything about all of these subjects. Collectivelyhowever, they should have all the informationThe RDUUSSP II Project Teams can offer training in all thesesubjects. Let them know what kind of training is required inyour committee.

6vervthing clear?

Don't release the Project Team of their training tasks untileverything and every task is dear to you all!

4. Before the real uuork startscollect money for registration

Register with Ministry of MoCSS

Collect money for bank account

Prepare Land flgreement

Design and make Bills of Quantity

Design morkplan for water/sanitation

Organize local materials and access road

5. Rt (Uork for water

Hygiene education ofcommunity memberswith water messagby Village ResourcePersons

Deration u mainccnancc

install pump/fencing

organise materials

Training Care Takers,Hygiene Training VillageResource Persons

6. flt work for SanitationHygiene education of communitymembers by Village ResourcePersons

superstructure

Pit lining ana digging

siting/pegging

manufacture of traininglatrine

constructing mould/blocks

baseline survey Hygiene Training of Village ResourcePersons

7. Rre you on the right track?

The water ladder and sanitation blocks can be used to measureyour progress and make sure you are on the right track. 6very neuustep or block reached means a step closer to the communities finalgoals. But there are more ways to keep track. Below is an exampleof sanitation progress, but every community however could findthere own way of doing this.

activity scheduledJate

preparations ready

materials/ tools at side

blocks/slabs manufactured

actualsdate

remarks

digging/lining started/finished

super structure finished

number of latrines finishednumber of latrines In usenumber of home stead members trainednumber of "happy"latr!ne owners

8. Did you succeed

During planning you, together with the community, listedexpectations about what should be the advantages of thenew water point and sanitation facilities. UJere theseexpectation realised?Below are some examples of possible advantages, theyor others could be used to evaluate wether your commu-nity succeeded in achieving their expectations.If everything went according to plan, maybe you could tryto take up another community problem, which you couldtackle together uuith the community in a similar way

ess time needed:o collect water

more time forIncome gener.

more time forfamily

more timefor........

better quality ofwater

larger quan-tity oF uuater

more water Indry season

more statuswith friends

less uiaterbornIllnesses

better livingconditions

setter communityjrganlsation

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ANNEX 6 SAGA NEWSLETTER

SAGA, Volume 1, January 1994

NEWSLETTER

SAGAOne of the older forms of labourexchange among the Luo were theSAGA, a single occasion work groupof festive character. Sometimes agroup as large as thirty or more con-vened for a major task faced by anindividual or family. Hence Saga, theLuo word for a bunch of bananas, harbeen used to mean community partici-pation for a long time.

'Source: South Nyanza District Socio-culturalProfile

In this issue

A, time consumin but... 1

Female Headed Households 4 .W-:f^p!fl•..••~.-.5fcY&:;.*8

.,,..... .:-; ::f| .f ;j«|j

RDWSSP II

PRA, time consuming but.....Participatory Rural Appraisal (PRA) is a tool used to incorporate communitymembers in their own development. It aims to increase the awareness,confidence and environmental competence of both men and women. Not onlyto solve one specific problem, but even more the ones which will face themafter the development extensionists have left.Through the careful guidance of the extensionists, the community documentsthe history of their village, their topography, a community map, socialinstitutions, a seasonal calendar and a daily work profile, the access andcontrol of resources based on gender differences, as well as the CommunityAction Plan. This takes about one full week. After this the project team willembark on implementing the water and sanitation programme.Charles Onyango, leader of team 2 in Migori shakes his head concerned. "ThisPRA is involving, very involving!" Combined with the workload of actualmonitoring and implementation, hesaid that they could use more peoplein order to manage effectively.Project teams in Migori said that thedocumentation of the PRA reportalone was a demanding exercise. Onaverage it requires full time in theoffice to present all the data in anorganised manner, as well as trans-ferring all the tables and charts.Despite this, according to a surveyduring the PRA refresher course, no-body failed to see the benefits of theparticipatory techniques which PRAadvocates.Solomon Oginga in Kisii said thatPRA was useful in getting the 'fullpicture' of the community as well asthe potential for their enthusiasm over the project. One Community Exten-tionist in Nyamira reinforced this. "Through PRA you can know the commu-nity, and gage their interest."It appears that although PRA is designed to benefit community members andbuild their own capacity for rural development, extensionists benefit by anunexpected bonus through this hard work; a full week of orientation on thecommunity they will work with for the project cycle.To top this off, development through PRA is not a process which deals withthe local community as passive beneficiaries, but as co-workers learning tobe guardians of their own destiny.

Programme Advisory Team

SAGA, Volume 1, January 1994 RDWSSP II

COST SHARING:VIRTUE OR VICE'In cost sharing, a community is re-quired to share installation costs inkind, with LED A. This contributionincludes available local materials,unskilled labour and time.

Costs of operation and replacementare to be met by each community infull however, and it is left to thediscretion of local water committeeshow to collect the required funds.Why was cost sharing introducedinto Rural Domestic Water Supplyand Sanitation Programme? Why didthe programme not, as in the past,pay in full for the installation?

The main objective was the establish-ment of a sense of owner responsibil-ity and to ensure the best use of finiteprogramme financial resources. Fur-thermore, the purpose of communityparticipation was to stimulate localpride, 'this is a project we did our-selves', thus encouraging commit-ment for maintaining the facility.The Community Extensionists inNyamira said that in their practicalexperience, effecting cost sharing wasnot always easy. Isaac Muchama feltthat the more needy the community,the more they expected done forthem. He stressed though that if itwas left to him to decide, he wouldleave cost sharing the way it is.'It [cost sharing,] is very important,to make them take care' he mused.The biggest difficulty, according toProject Team Members, has been inestablishing running charges formaintenance. Very often the commu-nity don't feel the urgency until a

breakdown occurs, to pay regularamounts. The initial sum required toopen a maintenance account is forthem usually seen to be sufficientuntil a need arises requiring morefunds.Beyond the money raised for the BankAccount, few project sites have en-forced a system of running charges.Among those which have, there werealways a few for whom the amountrequired was beyond their means.Solomon Oginga says that in Nyaki-rato, Kisii, the costs expected were'too expensive', making it very diffi-cult for them. He added that a com-munity member giving his services as

In the community: workingtogether to construct a newwaterpoint

a caretaker for a water facility on avolunteer basis, was not well received.It appeared that it would be askingtoo much from one or two people todo this job without payment.In the past, water was not paid for,and the water source did not require a

full time attendant. Because of thisall members of a community enjoyedunrestricted access to water.It was expressed by a chief that aspring, unlike a water pump, neverbreaks down, therefore there is noneed for the community to pay any-thing. Some may havedifficulty adapt-ing to charges because despite theintervention still, "rural folk expectwater, like air to be free."Experience has shown that improvedsprings actually do break down. Atone time or another leakages need tobe blocked, and labour will be re-quired for clearing and cleaning.Pumps too, will have to be main-

tained and parts replaced.Because the facility belongsto the community, the costwill be borne by them.Luke Ochieng, a Field Su-pervisor in Kisii, is optimis-tic. He sees a 'growing un-derstanding and acceptanceamongst the people1. In oneof the projects he is workingin, Getonto, not only havethey raised money for thewater account, but they arein the process of establish-ing a scheme for all the ben-eficiaries to pay regularly,thus ensuring a longer, unin-

terrupted source of protected water.

Whether communities pay per bucketor per month or through harambeewhen the breakdown occurs, is lessimportant than ensuring sustenanceof the water supply. This sustenancetoo, should not be beyond the meansof the needy member otherwise costsharing rears its ugly head. Hope-fully it can serve rather than a vice, asa virtue to the blessing of all.

Programme Advisory Team 2

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SAGA, Volume 1, January 1994

VISIT BY NETHER-LANDS M.P.sIn August, 1993, RDWSSP II re-ceived a visit from some members ofthe Netherlands parliament. For a truefeel of the project, they opted to go tothe field themselves and gather firsthand impressions.

The field trip began on 10 Septemberwhen the MPs left Kisumu's SunsetHotel and headed for Atella in Homa-Bay.

hi Atella the MPs were shown theimplementation process. Here diggingwas ongoing for a hand dug well, andthe visitors were moved by the moti-vation of the diggers who had reacheda depth of 20 metres.The next stop was scheduled to beKagolla, to see the implementation ofhygiene training but due to time con-straints, this had to be cancelled.

Third stop was at Ramba village.Here RDWSSP-II has taken up forthe first time, a dam technology inorder to supply the community withsafe and accessible water.In line with the principle of cost shar-ing, village members have themselvescleared the site and begun digging atrench for back filling the supportingdam wall. The community organisedthemselves around clan groups forthis digging and for all unskilled la-bour requirements. The project teamresponsible had gone in for mobilisingthe community through PRA, and thevillage is enthusiastic with the imple-mentation of latrines. The MP's wereimpressed with the community workwhich had been done up to that pointand the effort which was evidently putin by the people of Ramba.

RDWSSP II

TEAM SPIRIT

Christopher Onguso, a Public Health Extensionist in Kisii has one project hecan be proud of: Omare. The AMREF assessment done last year had this tosay. "Rating: very good"In Omare an outstanding 86 out of 115 latrines targeted have been completed,and the Village Resource Persons are not only confident of the hygiene andsanitation messages (the messages deal with hygienic collection, storage andtransport of safe water as well as hygienic use and maintenance of the latrine),but are doing their work within the community. How was this feat achieved?Mr. Onguso responded by attributing the success not to himself, but his team."It is very important to work as a team and be committed to keepingappointments. It is not always easy and it takes a lot of work. For this job onehas to be dedicated, very dedicated".Luke Ochieng in Project Team 2 says that the spirit within his team makeswork enjoyable. He feels that the success evident in a community like Getontowas encouraged by team work.Low absenteeism and willingness to go beyond the mark were qualities whichwe felt made his team effective.He said that it is important to make extra visits in monitoring progress fromhome to home. The importance of this is that visits are motivational. "Whenthey see you in their home, they are happy!".

Their overall response and impres- j they were pleased. On our side wesion was positive and although no were honoured by visit and what weofficial statement was given, all in say is:"Karibuni Tena, Waheshimiwa!!"

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' lislL...... ,,r_._.,._invoh^m the RDWSSP Hare therefore invrtoi to said in articles or ask

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ISAGA, Volume 1, January 1994

WHAT'S THE SECRET?

The one thing all prqj ect team mem-bers crave for most - besides apublicholiday is a community whichparticipates.Asked their opinion of when a com-munity was good to work with, thethree Community Extensionists1 inNyamira, Isaac, Francis and Fredexclaimed that in unison, "ifthey co-operate!" They explained that theyliJke villagers who willingly work withthe team and amongst themselves.Charles Onyango leader of team 2in Migori as well as Nicholas Ojoospoke with emphasis the very samepoint. "A community which is good",says Charles "is one which partici-pates".This seemingly straight forward re-sponseneeded further clarification.Which are the communities whichparticipate and which are the oneswhich do not? Were there apparentdeterminingfactorsinfluencingthis?Ironically, income generating acti vi-ties were, to the teams in Migori athreat to project targets.Near Rongohas sprung a flourishinggold mining business and marketplace, andin Awengolabouris drawnaway for sugar cane farming. Thereis also male out migration for the fishfarms which have been introduced.Teams in Migori saidthat due to this,sanitation andimplementation whichrequired male labour was drasti callysloped down, negatively affectingtargets within the programme.In contrast to this, the soap stoneindustry in Kisii seems to have en-hancedproject implementation rattierthan slowed it down. Solomon Ogjnga

in team 2 of Kisii said that when heworked in Suguta where this indus-try thrives, meeting targets was fa-cilitated by their busy schedule. Hedescribed the community as dedi-cated, prompt and time consious."These people make money perhour" he stated, " they value theirtime. Ifthey say 6 am, they mean 6am, and we will find them there".What then is the secret to participa-tion? An idle community or a busyone with a lot of things to do?

Project Team Members duringthe PRA Refresher Course

In response to this question LukeOchieng said that in his team effec-tiveness has been in using the timemost available and suitable to thecommunity members themselves.This information conies out clearlythrough the daily profile exerciseswhere men and women outline theiracti vitiesfromwhen they rise to whenthey rest.He points out that after making anappointment which is based on theirdaily activity profile, youmustmakean effort to keep it. "One should usethis so asnotto inconvenience them"he asserts, " and then you will havegood co-operation".

RDWSSPII

Female HeadedHousholds; forgetabout the technicalterm !The original objective in identifyingfemale headed households was thatof coaxing the communiti es to recog-nise their most needy members, andrealise their responsibility in helpingthemIn the July Participatory Rural Ap-praisal Refresher course many of the

Project Teams noted that fe-mm? male headed households areIf!! not always the neediest.•t Furthermore traditionally anypUfl household with the man work-

ing elsewhere was hardly everconsidered female headed. Inmost communities widows arenormally looked after by theclan, if not as is often seenamong the Luo, re-married byan in-law.

The term, besides causing suspicionandirritation, was interpreted differ-ently by different groups of exten-sionists and communities. Thenumberof FHH in one community was re-corded to be very high because wiveswith absentee husbands were in-cluded. In contrast, in other commu-nities wives with absent husbandswere still considered to be membersof male headed households becausethe man still made major decisionsfrom a distance.In conclusion it was decided that theterm Female HeadedHousehold wasof no use and only caused confusion.So lets forget about the term andconcentrate on identifying the mostneedy households

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