Trainers’ Guide on Community-Led Total Sanitation and...

73
0 Plan International Ethiopia Trainers’ Guide on Community-Led Total Sanitation and Hygiene (CLTSH) Approaches September, 2012

Transcript of Trainers’ Guide on Community-Led Total Sanitation and...

Page 1: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

0

Plan International Ethiopia

Trainers’ Guide on Community-Led Total

Sanitation and Hygiene (CLTSH) Approaches

September, 2012

Page 2: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

1

CONTENTS

ACKNOWLEDGEMENTS .............................................................................................................. 4

ACRONYMS .................................................................................................................................. 5

1. COMMENCEMENT AND DEVELOPMENT OF CLTS IN ETHIOPIA .............................. 6

2. OVERVIEW OF TESTING CLTS APPROACHES FOR SCALABILITY

PROJECT .............................................................................................................................. 9

3. OBJECTIVES OF THE CLTS APPROACHES TRAINING GUIDE ........................... 11

3.1 GENERAL OBJECTIVE ........................................................ 11

3.2 SPECIFIC OBJECTIVES ..................................................... 11

4. SESSION ONE: INTRODUCTION TO NATIONAL COMMUNITY-LED TOTAL

SANITATION AND HYGIENE (CLTSH) IMPLEMENTATION GUIDELINE ........... 11

4.1.1 DESCRIPTION OF THE SESSION .............................................. 12

4. 1.2 SPECIFIC OBJECTIVES OF THE SESSION ....................................... 13

4.1.3 PREPARATION FOR THE SESSION .............................................. 13

4.1.4 METHODS/PROCEDURES TO BE FOLLOWED FOR THE SESSION ........................... 13

5. SESSION TWO: CREATING SUPPORTIVE ENVIRONMENT .................................... 14

5.1.1 DESCRIPTION .......................................................... 14

5.1.2 GENERAL AND SPECIFIC OBJECTIVES ......................................... 14

5.1.3 PREPARATION .......................................................... 15

5.1.4 METHODS ....................................... ERROR! BOOKMARK NOT DEFINED.

5.1.5 MATERIALS REQUIRED .................................................... 16

6. SESSION THREE: ELICITING PARTICIPANTS’ HYGIENE AND SANITATION

EXPERIENCES ...................................................................................................................... 17

6.1.1 SESSION DESCRIPTION .................................................... 18

6. 1.2 GENERAL AND SPECIFIC OBJECTIVES.......................................... 18

6.1.3 PREPARATION .......................................................... 18

6.1.4 METHODS .............................................................. 19

Page 3: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

2

7. SESSION FOUR: MODES OF COMMUNICABLE DISEASE TRANSMISSION ....... 20

7.1.1 DESCRIPTION .......................................................... 20

7.1.2 OBJECTIVES ........................................................... 20

7.1.3 PREPARATION .......................................................... 21

7.1.4 METHODS ............................................................. 21

8. SESSION FIVE: INTERNALIZING CLTSH CONCEPTS ......................................... 22

8.1.1 DESCRIPTION .......................................................... 22

8.1.2 OBJECTIVES ........................................................... 23

8.1.3 PREPARATION .......................................................... 23

8.1.4 METHODS ............................................................. 23

9. SESSION SIX: ELEMENTS OF CLTSH ...................................................................... 25

9.1.1 DESCRIPTION .......................................................... 25

9.1.2 OBJECTIVES ........................................................... 25

9.1.3 PREPARATION .......................................................... 26

9.1.4 METHODS .............................................................. 26

10. SESSION SEVEN: GUIDING PRINCIPLES OF CLTSH ....................................... 27

10.1.1 DESCRIPTION ......................................................... 27

10.1.3 PREPARATION AND METHODS ............................................... 28

10.1.4 MATERIALS NEEDED ..................................................... 30

11. SESSION EIGHT: COMMUNITY TRIGGERING THROUGH CLTSH TOOLS 30

11.1.1 DESCRIPTION ......................................................... 29

11.1.2 OBJECTIVES .......................................................... 29

11.1.3 PREPARATION ......................................................... 30

11.1.4 METHODS ............................................................. 30

11.1.5 MATERIALS REQUIRED .................................................... 32

12. SESSION NINE: PRE-TRIGGERING PREPARATION ........................................... 32

12.1.1 DESCRIPTION .......................................................... 32

12.1.2 OBJECTIVES .......................................................... 33

12.1.3 PREPARATION .......................................................... 33

12.1.4 METHODS ............................................................. 33

12.1.5 MATERIALS REQUIRED .................................................... 35

Page 4: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

3

13. SESSION TEN: POST-TRIGGERING FOLLOW UPS .............................................. 34

13.1.1 DESCRIPTION .......................................................... 34

13.1.2 OBJECTIVES .......................................................... 36

13.1.3 PREPARATION ......................................................... 36

13.1.4 METHODS ............................................................ 37

14.SESSION ELEVEN: SCHOOL AND COMMUNITY ACTION POINTS ...................... 37

14.1.1 DESCRIPTION .......................................................... 37

14.1.2 OBJECTIVES .......................................................... 38

14.1.3 PREPARATION AND METHODS ............................................... 38

14.1.4 MATERIALS REQUIRED .................................................... 40

15. ANNEXES ...................................................................................................................... 39-70

Page 5: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

4

Acknowledgements

Plan International Ethiopia would like to express its gratitude

to all those who participated in the development of the

Community-Led Total Sanitation and Hygiene (CLTSH) Trainers’

Guide. A number of individuals and organizations have

contributed to the development process of this guide through

reviewing, editing, and providing support.

In particular, Plan International Ethiopia would like to

express its sincere gratitude to Plan International USA

National Office (USNO) for its financial support and the

University of North Carolina Chapel Hill (UNC-CH) for its

technical support. Moreover, Plan International Ethiopia

extends its appreciation to Dawit Belew Public Health

Consulting (DB-PHC) for developing the CLTSH approaches

Trainers’ Guide.

Page 6: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

5

Acronyms

CAP Community Action Plan

CLTS Community-Led Total Sanitation

CLTSH Community-Led Total Sanitation and Hygiene

DCTC District CLTS Technical Committee

FMOH Federal Ministry of Health

HEW Health Extension Worker

HH Household

HW Hand Washing

HWF Hand Washing Facility

NGO Non-Governmental Organization

NL Natural Leader

ODF Open Defecation Free

PA Program Area

PTA Parent Teacher Association

RHB Regional Health Bureau

SAP School Action Plan

SCTC School-based CLTS Technical Committee

SNNPR Southern, Nations, Nationalities, and Peoples

Region

UAP Universal Access Plan

UNC-CH University of North Carolina - Chapel Hill

Page 7: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

6

VERC Village Education Resource Center

VIP Visually Improved Participation

WASH Water, Sanitation, and Hygiene

WSP-AP Water and Sanitation Project-Africa Program

1. Commencement and Development of CLTS in Ethiopia

The percentage of the population in Ethiopia without access to

sanitation services is reported as 63% (National WASH Inventory

2010) which is below the Millennium Development Goal (MDG)

target of 52%. Many international agencies and non-governmental

organizations (NGOs) have been working hard to improve the

hygiene and sanitation status of the country. Despite many

years of effort, it is still difficult to find a village that

is completely open defecation free (ODF) and practices good

hygiene practices at all times. In the past success on

sanitation had generally been measured in terms of the number

Page 8: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

7

of latrines constructed instead of by the number of ODF

villages and Kebeles.

Between 1999 and 2000, however, a new sanitation approach was

introduced by Dr. Kamal Kar, a Social and Participatory

Development Consultant from Calcutta, India. The new approach

was named Community–Led Total Sanitation (CLTS). Using the CLTS

approach, Dr. Kamal Kar, together with Village Education

Resource Centre (VERC), Water Aid in Bangladesh and other

agencies, focused on empowering local communities. This enabled

communities to analyze the risk of open defecation and seek a

communal solution to the problem by constructing latrines

without external subsidies. The community-led effort helped

villages to quickly cease open defecation. This promising

approach has now been adopted by many countries in Asia,

Africa, and Latin America.

In Ethiopia it is not only the prevalent practice of open

defecation that puts peoples’ health at risk but also the use

of open pit latrines that do not completely eliminate the

health risks posed by flies. To improve the sanitation status

of the country the Federal Ministry of Health initiated a

Universal Access Plan (UAP) between 2003 and 2004. Under this

initiative, a program was introduced which mandated the

construction of a latrine by every household. It also aims to

promote sanitation with no subsidy and to achieve ODF status in

all regions of Ethiopia. This initiative has helped to improve

community awareness about the need for improved sanitation. In

this way, the national initiative on sanitation and hygiene has

reinforced the CLTS approach.

Page 9: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

8

In October 2006 an Irish NGO called Vita invited Dr. Kamal Kar

to give a community facilitation training. Kamal Kar conducted

a six day community facilitation training workshop at Arba

Minch on community led livelihood improvement. The workshop was

followed by a national experience sharing workshop in Addis

Ababa which was attended by many bilateral, multi-lateral,

international and national agencies, and NGOs.

In 2007 the Plan International Region of Eastern and Southern

Africa (RESA) invited Dr. Kamal Kar to provide a community

facilitation training workshop. The training workshop held in

Hawasa was given to water and sanitation advisors of the RESA

countries, including Plan International Ethiopia. Water Aid,

OXFAM, partner local NGOs, universities, and government sector

offices also took part in the workshop.

Through active collaboration among Plan International Ethiopia,

United Nations Children’s Fund and SNV Netherlands Development

Organization, CLTS was introduced into the Federal Ministry of

Health (FMOH) and Regional Health Bureaus (RHBs). Other NGOs

have also played their part in expanding the CLTS approach into

different regions of the country. As a result of the CLTS

approach hundreds of villages have achieved open defecation

(ODF) free status. The ODF achievement has now moved from

village level to Kebeles and from Kebeles to district level ODF

status.

The CLTS approach creates demand for latrine construction,

initiates collective action, cements solidarity among people,

and generates social pressure on individuals and villagers to

Page 10: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

9

move towards ODF status. It is an all-encompassing approach

which brings all sectors of a given community — children,

women, men, the elderly, religious organizations, the disabled,

local government, and NGOs — together for a common goal.

Therefore, the CLTS approach is a community empowering tool

which ensures inclusiveness.

In spite of all the strengths highlighted above the

geographical expansion of the CLTS approach has been very

limited in the country. Moving from villages to Kebeles,

districts, zones, and to the regional level has been very slow.

This is because the CLTS approach, especially during the

ignition process, demands a large amount of human resources.

Sanitation promotion through CLTS approach has been handled

mainly by local and international NGOs which are donor

dependent and who have relatively well paid staff. This has

made community ignition more expensive. Moreover, challenges

such as low ODF attainment rates, low retention rates, and slow

movement up the sanitation ladder, are problems.

2. Overview of Testing CLTS Approaches for Scalability

Project

In order to accelerate the geographical expansion and to

minimize the cost of sanitation promotion through the CLTS

approach, Plan International Ethiopia is piloting a sanitation

project, which is called Testing CLTS Approaches for

Scalability. It is being implemented in two districts: Diksis

District in Oromia Program Area (PA) and Darra District in the

Page 11: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

10

Southern, Nations, Nationalities, and Peoples Region (SNNPR)

PA. The project utilizes school teachers to trigger communities

and conduct post-ignition follow ups for pilot Kebeles. They

will be drawn from schools found in the four pilot Kebeles.

School facilitation is an alternative approach to the

conventional CLTS model, in which NGO staff are employed to

ignite communities and for post–triggering follow up

activities. The conventional CLTS model is being implemented in

two control Kebeles, one Kebele in each target district.

The general objective of this pilot project is to test whether

the school facilitation approach improves the rate of CLTS

scale up, cost effectiveness, and behavioral change compared to

the conventional CLTS approach.

On the basis of this understanding, Plan International, in

collaboration with the Water Institute at University of North

Carolina, Chapel Hill (UNC-CH), planned to conduct household

surveys three times during the process of project

implementation.

The surveys will use field intervention study, Quasi-

Experimental Design, mainly, Non-Equivalent Control Group

Design. Surveys will be carried out before community ignition,

in the end of the first year of the project, after ODF status

is declared (in the beginning of third year) and finally in the

beginning of the fourth year of the project.

Page 12: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

11

The development of the CLTSH Trainers’ Guide is one aspect of

the research project. It will be used by CLTS trainers as they

provide community facilitation trainings to school teachers.

3. Objectives of the CLTSH Trainers’ Guide

3.1 General objective

The objective of the “CLTSH Trainers’ Guide ” is to equip

teachers with community facilitation skills so that school

teachers are able to promote community empowerment and

behavior change around sanitation and hygiene practices.

3.2 Specific Objectives

Specific objectives of the guide are to:

Enable teachers to gain knowledge on the concepts,

principles, elements, and tools of the CLTSH approach;

Help teachers acquire community facilitation skills;

Facilitate teachers gaining practical skills to

generate enthusiasm, collective action, social

solidarity, and social pressure among communities; and

Assist teachers to develop a plan of action for

community triggering and post-triggering follow ups.

4. Session One: Introduction to National Sanitation AND

Hygiene Implementation Guideline

Page 13: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

12

4.1.1 Description of the session

The national sanitation and hygiene program implementation uses

Community-Led Total Sanitation and Hygiene (CLTSH) as an

approach. Thus, this session focuses on the phases, concepts,

and components of the CLTSH approach, as indicated in the

national guidelines. The general objective of the session is to

enable participants to understand and internalize the purposes,

concepts, and contents of the national guidelines on CLTSH.

Participants will also understand the positions of CLTS

compared to the CLTSH approach in attaining the national

sanitation and hygiene program objectives.

The major components of the CLTSH approach according to the

national sanitation and hygiene program implementation

guidelines are presented below:

Contents and steps of the national CLTSH approach

Family

Negotiation

(6)

Community and

School Participatory

Review Meeting (CC)

(5)

Training on CC

(4)

School

Ignition (3)

Community

Ignition (3)

Training on CLTSH

(HOT)

(2)

Consensus Building

(WSR)

(1)

Sustainable Behavioral Change (7)

Page 14: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

13

4. 1.2 Specific objectives

To help participants internalize the purposes,

concepts, and contents of the national guidelines on

the CLTSH approach, and

To enable participants to have a clear understanding

about the purposes and positions of the CLTS approach

in relation to the national CLTSH approach.

4.1.3 Preparation

CLTSH trainers should prepare PowerPoint presentations on the

purposes; concepts; and pre-ignition, ignition, and post-

ignition components of the CLTSH approach based on the national

guidelines.

4.1.4 Methods/procedures

A variety of methods such as PowerPoint presentations and

plenary discussions can be used. The materials required for

this session are indicated in the following table.

# Types of material Quantity Remarks

1 Flipchart One roll

2 Flipchart stand One

3 Marker (different

colors)

One pack

4 LCD Projector One

Page 15: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

14

5. Session Two: Creating Supportive Environment for Trainees

5.1.1. Description

This session focus on creating a supportive environment for

trainees during the training period by introducing the

objectives of the training, listing participants’ expectations

and fears, facilitating participants’ introduction, and setting

ground rules to govern trainees during the training period.

Training facilitators elicit participants’ knowledge,

experience, and skills on sanitation and hygiene

implementation. The process could take about two hours.

5.1.2. General objective

The general objective of the session is to help participants

and training facilitators to establish a supportive social and

physical environment for the training period. The specific

objectives are to:

5 LCD Screen One

6 Laptop computer One Compatible to LCD

7 Power cable with divider Two Fitting sockets

Page 16: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

15

Enable participants to introduce one another,

Establish ground rules (e.g., time management and

discipline) for the training period,

Identify and discuss participant expectations,

Help participants understand the objectives of the

training, and finally

Enable training facilitators to understand participants’

knowledge and skills on hygiene and sanitation

implementation.

5.1.4. Preparation

Training facilitators prepare presentations on the objectives

of the training and the different games and methods which will

be used by participants to introduce one another. They must

also prepare an exercise sheet to be used during self-

reflections, group work, and plenary discussions. These

activities are used to identify participants' expectations and

to establish ground rules. The activities also help prepare

pre- and post-tests in order to determine participants’

knowledge on sanitation and hygiene implementation, mainly in

relation to community facilitation and mobilization during

implementation of sanitation and hygiene programs.

5.1.5 Methods

The following activities will be used to address the specific

objectives of the session:

Page 17: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

16

Presentation: A PowerPoint and flip chart presentation or

any other form of presentation which is appropriate to the

situation.

Self-assessment and reflection: Participants are requested

to close their eyes and take time to think and organize

their thoughts on certain issues that they are given to

reflect upon.

Small group discussions and presentations: Smaller groups

of eight to ten participants will discuss issues

identified and present conclusions, decisions, and/or

recommendations.

Plenary discussion: In this session facilitators raise

open ended questions on issues and concerns and

participants are given equal opportunity to share their

opinions.

“ Sinking boat ” exercises: The facilitator requests

participants to stand in the middle of a training hall,

making a circle. S/he explains that they are to pretend

that they are traveling to India by ship. When they were

halfway to India the captain announced that the ship is in

trouble, and they are forced to evacuate the passengers

from the sinking ship using small boats which have limited

carrying capacity. The captain informed the passengers of

the capacity of the small boats (the first five, the

second three and the last two). Then the participants are

requested first to run in a circular way as if they are

traveling by a ship. When the captain tells participants

the number of people to jump in to the boat they rush to

form a group with that many people in it (if the captain

Page 18: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

17

calls number “ five ” while participants are running

around the circle, five of them will come together to form

one small group. The same is true when the numbers

“ three ” and “ two ” are mentioned). Then, participants

are requested to group in pairs and introduce themselves

to their partner (name, organization they come from,

duties they are engaged in, likes and dislikes, etc.).

Finally, based on the information shared in pairs, each

participant will introduce his/her friend to the plenary

session.

Pre-testing: Set questions to assess participants’

knowledge and skills on hygiene and sanitation program

implementation, mainly on facilitation for community group

discussion.

5.1.6 Materials required

6 Session Three: Eliciting Participants’ Experience on

Sanitation and Hygiene Program Implementation

# Type of materials Quantity Remarks

1 Flipchart One roll

2 Flipchart stand One

3 Marker (different

colors)

One pack

4 LCD Projector One

5 LCD Screen One

6 Laptop computer One Compatible to LCD

7 Power cable with divider Two Fitting sockets

Page 19: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

18

6.1.1 Description

Participants complete a self-assessment and explain their past

experiences related to hygiene and sanitation projects. Each

participant identifies two projects: one that is a good example

of sustainability and a second that is a bad example of

sustainability. In small groups participants share their

experiences. From these experiences each group identifies one

project that is the best example of sustainability and another

that is the worst. Then, the small groups list all the factors

that contribute to the success and failure of the projects.

Finally, groups draw lessons learned from the identified

projects and share the results with the entire group through a

gallery walk presentation. This activity may take about three

hours.

6.1.2. Objectives

The general objective of the session is to help training

participants to understand the roles of communities in project

implementation, sustainability of project achievements, and

cost minimization. The specific objectives are to identify

possible factors contributing to the success and failure of

hygiene and sanitation projects and to draw lessons learned

from other projects.

6.1.3. Preparation

To prepare for this session, the facilitator should do the

following:

Page 20: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

19

Prepare clear instructions on a flipchart and place it

where it can be seen by all;

Teach participants how to use self-assessment, plenary

discussions, and gallery walk methods as facilitation

tools;

Help participants prepare summaries and provide critical

reflections on the presentations made by participants.

6.1.4. Methods

The following methods are to be used to address the specific

objectives of the session:

Self-assessment and reflection: participants are requested

to close their eyes and to take time to think and

organize their experiences of past completed projects;

Small group discussion and presentation: eight to ten

participants form small groups to discuss and present

lists of factors contributing to good and bad project

implementation based on their past experiences. Groups

should also present a list of lessons learned and

conclusions.

Gallery walk presentation: Using a flipchart groups should

prepare a poster detailing the factors, lessons learned,

and conclusions they generated in their group discussions.

These posters should be put on the wall of the training

hall. A representative from each group should present the

poster to the group for further discussion. Finally, the

Page 21: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

20

facilitators will summarize discussions and reflect on the

lessons learned and conclusions.

Plenary discussion: Facilitators raise open ended

questions about the participants’ past experiences and

participants are given an equal opportunity to give their

opinions.

To facilitate the session a flipchart, stand, markers with

different colors, VIP cards, and adhesive plaster can be used.

7. Session Four: Modes of Communicable Disease

Transmission

7.1.1. Description

Training facilitators present the F-diagram and initiate

discussion among participants. The discussion points are mostly

the health risks of open defecation, ways by which human

excreta or shit is transported into households, and how food

and drinking water can be contaminated both at the source and

at home. The facilitation may require about forty-five minutes.

7.1.2. Objectives

The general objective of the session is to facilitate training

participants to understand and to internalize ways of disease

transmission, using the F-diagram. The specific objectives are

to enable participants to understand the relationships between

open defecation and related health hazards and to enable them

to identify critical interventions against diseases

transmission.

Page 22: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

21

7.1.3 Preparation

The facilitators prepare presentations — PowerPoint or any

other form. These presentations should focus mainly on F-

diagrams and a list of open ended questions to initiate

discussion. They should not lecture but instead facilitate

participatory and two-way discussions.

7.1.4. Methods

Discussion can be facilitated in two ways: presentation and

plenary discussion. During presentation facilitators use either

PowerPoint or another form of presentation (flipchart, white or

black board, or pictorial presentations) to explain the modes

of disease transmission and the consequences or impact of open

defecation using the F-diagram. During plenary discussions,

facilitators raise open ended questions that encourage

participants to see modes of disease transmission from

different angles. All participants should have an equal

opportunity to express their ideas in response to the

questions.

Page 23: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

22

F-Diagram: Disease transmission due to open defecation and critical

interventions used to cut off the transmission

8. Session Five: Internalizing CLTSH Concepts

8.1.1. Description

In order to assess participants’ awareness and to organize

their thoughts on the CLTSH approach, the facilitator poses

questions and initiates each participant to define the three

basic concepts used in CLTS: What is “Community” “Community-

Led Development” and “Total Sanitation? ” The facilitator

organizes the participants into small groups and encourages

group members to share their responses to the questions with

the group. Then each group will reach a consensus on a single

definition for each concept. Finally, representatives of each

Feces

L A T R I N E C O N S T R U C T I O N

Fluids

Feet/ Field

Flies

Fingers

S A N I T A T I O N / H Y G I E N

E

Food/

Water

F O O D

H Y G I E N E / S A F E W A T E R

New Host Morbidity Mortality

Page 24: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

23

group share the group’s definitions with all the participants.

The activity may take about two hours.

8.1.2. Objectives of the session

The general objective of the session is to enable participants

to have a clear understanding on the basic concepts of CLTS

which are critical in the promotion of hygiene and sanitation

among communities. The specific objectives are to help

participants understand:

The definition of "community" in the CLTSH approach,

The concept of community–led development,

The definition of "community-led” in the CLTSH approach,

The definition of total sanitation in hygiene and

sanitation, especially in CLTS, and

The general definition of CLTS.

8.1.3. Preparation

Facilitators prepare general definitions for each concept

(community, community-led development, and total sanitation) on

a separate flipchart to present at the end of the discussion as

a summary.

8.1.4. Methods

The following four methods can be used to facilitate the

session:

Self-assessment and reflection: Participants are requested

to close their eyes and to take time to think and organize

Page 25: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

24

their thoughts on the definitions of the three basic

concepts of CLTS.

Small group discussion and presentation: Eight to ten

participants form a group to discuss the CLTSH concepts

and decide agreed definitions.

Plenary discussion: Facilitators raise open ended

questions on the three basic concepts, and participants

are given an equal opportunity to share their opinions.

Presentation: Facilitators use flipchart presentations to

summarize discussions of the concepts.

To facilitate the session a flipchart, stand, and markers with

different colors should be used.

The general definitions of the three CLTSH concepts which can

be prepared by facilitators and presented at the end of the

discussions are the following:

Community:

A community is a group

of people who form

relationships over time

by interacting regularly

around shared

experiences, which are

of interest to all of

them for varying

individual reasons.

Moreover, these

interactions lead to the

formation of

relationships having

strong bonds in the form

of culture, norms, and

Community Community-Led Development:

Community-led development is a

development approach through which

communities lead the process of

concern identification, concern

exploration, identifying action

points, mapping community

resources, preparing a community

action plan (CAP), implementing

planned activities, reviewing the

progress made and, sharing the

outcomes of their CAP.

Total Sanitation: is when all

inhabitants in the villages,

Page 26: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

25

9. Session Six: Elements of CLTS

9.1.1 Description of the session

Participants are asked to do self-assessments to organize their

thoughts and knowledge about the three CLTS elements:

“ shame, ” “fear, ” and “disgust. ” After every participant

organizes his/her thoughts, they will discuss the concepts in

smaller groups so that each group member shares his/her

understanding to a group. Then the facilitator helps each group

to reach a single definition for each of the elements and to

share the group definitions with the plenary discussion. This

may be done in about 30 minutes.

9.1.2. Objectives

The general objective of the session is to enable participants

to have a clear understanding of the elements of CLTS. The

specific objectives are to allow training participants to

define the elements of CLTS: shame, fear, and disgust in

relation to CLTS.

Page 27: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

26

9.1.3. Preparation

Facilitators prepare generic definitions for each of the CLTS

elements (shame, fear, and disgust) on a separate flipchart.

The definitions are to be presented as a summary at the end of

the discussions.

9.1.4 Methods

The following methods are employed to facilitate the session:

Self-assessment and reflection: Participants are requested

to close their eyes and take time to think and organize

their thoughts on the definitions of the three elements of

CLTS;

Small group discussion and presentation: Participants form

small groups of about eight to ten people to discuss and

decide agreed definitions on the elements of CLTS;

Plenary discussion: Facilitators raise open ended

questions on the elements of CLTS, and participants are

given equal opportunity to express their opinions;

Presentation: Facilitators use a flipchart presentation to

summarize the discussions on the definitions of each of

the elements of CLTS.

Generic definitions that the facilitators should organize ahead

of group discussions are as follows:

Shame Shame is a painful sensation excited by a consciousness of guilt, or of having done something that

injures one’s reputation.

Fear

Fear is an emotional response to tangible and realistic dangers. Fear should be distinguished

from anxiety, an emotion that often arises out of proportion to the actual threat or danger

involved, and can be subjectively experienced without any specific attention to the threatening

Page 28: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

27

10. Session Seven: Guiding Principles of CLTS

10.1.1. Description

The session helps training participants to internalize the

guiding principles of CLTS and compare it with the traditional

approach used in hygiene and sanitation promotion. This could

be done within forty five minutes. (See annex 01: CLTSH vs

Traditional Approaches).

10.1.2. Objectives

The general objective of the session is to enable participants

to internalize the guiding principles of CLTS. The specific

objectives are to enable participants to:

Comprehend and explain the principles of CLTS,

Compare the CLTS approach against the traditional hygiene

and sanitation approach, and

Define the roles and responsibilities of outsiders and

insiders in the promotion of hygiene and sanitation.

Page 29: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

28

10.1.3. Preparation and methods

Session facilitators prepare presentations on the guiding

principles of CLTSH and create leading questions to generate

discussions among participants. The presentation should be

participatory and two-way. The methods of presentation for the

session are presentation using PowerPoint, summary discussion

about the guiding principles of CLTS, and plenary discussion

where open ended questions are posed by facilitators to elicit

different ideas from participants.

10.1.4. Materials for the session

# Types of material Quantity Remarks

1 Flipchart One roll

2 Flipchart stand One

3 Marker (different colors) One pack

4 LCD projector One

5 LCD screen One

6 Laptop computer One Compatible to

LCD

7 Power cable with divider Two Fitting sockets

Guiding principles of CLTS:

1. Facilitator’s role is to facilitate, not to dictate or teach;

2. People design their toilets and do not rely solely on “outside engineers;”

3. Less money is needed for hardware. Instead money is directed toward

capacity building, follow-up, and motivating rewards;

4. Be culturally insensitive and do not use nice words about “shitting in the

bush;”

5. People monitor and follow the progress towards ODF status;

6. Use ODF status (as opposed to the number of latrines and other

indicators) as the key indicator.

Page 30: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

29

11. Session Eight: Community Triggering through CLTSH Tools

11.1.1. Description

This session promotes participants’ understanding and

internalization of the CLTSH tools and how these tools are used

during community triggering. Presentation, role-play with model

facilitators, small group role play, intensive field exercises,

and reflection sessions on the tools of CLTSH are the methods

to be used. (See Annex 02: Steps to be Followed During

Community Ignition) and (Annex 03: CLTSH Tools). This could be

done in two hours.

11.1.2. Objectives

While the general objective of the session is to help

participants understand and use CLTSH tools during community

ignition, the specific objectives are to enable participants to

internalize why and how to use:

Transect/shame walk,

Village map,

Shit calculation,

Shit flow diagram,

Water/bread exercise, and

Definitions of required disciplines and participant roles

and responsibilities for field practices.

Page 31: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

30

11.1.3. Preparation

Facilitators prepare PowerPoint presentations on the purposes,

procedures, and ways of employing CLTSH tools to trigger

communities. After the exercises/role plays participants will

go to communities the next day for hands-on-training. However,

effective community triggering can be done only if an adequate

number of villages are identified, community leaders are

contacted and briefed on the purposes of ignition and the

issues of date, and the time and the place of gathering are

fixed ahead of the community triggering event. Facilitators are

also required to prepare field report formats that can be used

during reflection sessions.

11.1.4. Session methods

To facilitate the session, methods listed below are used:

Presentation: facilitators use PowerPoint presentations to

summarize discussions about each of the tools of CLTS.

Role play with model facilitator: following the PowerPoint

presentation on each tool, the model facilitators chosen

from the participants lead role plays in smaller groups of

trainees. They demonstrate the purposes of the tools and

how to apply them during community ignition.

Role play as group exercise: participants identify lead

facilitators among themselves to facilitate the role play.

While some of the participants are part of the role play,

the remaining will observe and give their reflections on

the performance of the lead facilitators.

Page 32: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

31

Field practice: this is a practical test of the CLTSH

trainees in the field to assess how they use CLTSH tools

during community ignition. The exercise will be done for

two consecutive days.

Group presentation and reflection session: following the

field practice, participants come back to the workshop

location and present group reflections on the field

practices/community ignition. The field reflection will be

followed by discussions on identified challenges and

successes which can serve for the next day’s community

triggering.

11.1.5. Materials required

# Types of materials Quantity Remarks

1 Flipchart Three rolls

2 Flipchart stand Two

3 Marker (different

colors)

Five packets

4 VIP card (different

colors)

Six sets

5 Laptop One

6 LCD projector One

7 LCD screen One

8 Adhesive plaster Three

9 Powder of different

colors

Six sets

10 Plastic rope Twenty meters

11 Vehicles

Page 33: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

32

12. Session Nine: Pre-ignition Preparation

12.1.1. Description

The session aims to facilitate participants in:

Identifying villages in a Kebele where community ignition

is planned to take place (Annex o4: Names and Description

of Villages to be Ignited),

Prioritizing villages based on the availability of a

supportive environment which will enable the village to

reach ODF status. This is only necessary if facilitators

are not able to ignite all villages in the selected

Kebeles at a time.(Annex 05: Village Ranking Form),

Grouping all students in a school based on the villages

they come from (Annex 06: List of Students by Villages),

Providing orientation to students on CLTSH and

facilitating the students to identify action points to be

implemented both in the school and in their villages

(Annex 07: Flow Sheet/Process During Orientation Session

in the School),

Enabling community facilitators to describe the importance

of pre-ignition visits to villages and reaching an

agreement with village leaders on the time and place of

community ignition. Adequate time should be assigned for

this activity ahead of triggering.

Page 34: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

33

12.1.2. Objectives

The general objective of the session is to help participants

understand and internalize the need for grouping students based

on their villages, community selection, and pre-ignition

community visits. The specific objectives are to ensure

participants are able to:

Identify all villages where ignition is going to be

organized,

Organize students into groups based on their villages, and

Prepare communities for ignition.

12.1.3. Preparation

Training facilitators will prepare presentations about: how to

group students based on village; providing CLTSH orientation;

the use of a community selection ranking table; and the need

for pre-triggering community visits. They should also prepare

strategic questions to initiate participatory discussions among

participants.

12.1.4. Session methods

To facilitate the session, two methods are used: presentation

and plenary discussion. Facilitators use PowerPoint or

flipchart presentations to summarize discussions about how to

group students and how to use community selection ranking

tables. But for plenary discussion, facilitators should put

forth open ended questions. Questions should initiate

participatory discussions and free flow debate among

participants.

Page 35: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

34

12.1.5. Materials required

# Types of materials Quantity Remarks

1 Flipchart One roll

2 Flipchart stand One

3 Marker (different colors) One packet

4 Community ranking table 40 copies

5 Laptop One

6 LCD projector One

7 LCD screen One

8 Extension cord with divider One

13. Session Ten: Post-ignition Follow ups

13.1.1. Session description

The session helps participants consider:

The need for capacity building for community and student

natural leaders and teachers on how to facilitate regular

community and student meetings using a participatory

approach. Regular meetings are used mainly to follow up on

action plans and to identify new concerns or behaviors (such

as hand washing, water safety management, food safety, and

proper use of latrines) to be addressed through community

and student dialogue.

The need for institutionalizing social structures (CLTSH

groups) at the village, school and Kebele levels. These

structures will be responsible for the implementation and

follow up of action plans developed by the communities and

Page 36: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

35

students for total sanitation. Follow up reports move

vertically from natural leaders (community and student

mobilizers) (Annex 08: Weekly Reporting Format) to lead

teachers and from lead teacher to Kebele CLTS technical

committees(See Annex 09: Managing Post-Ignition Follow Up).

Reporting system from villages to Kebeles

Empowered villagers usually reach ODF status within six

months of ignition. When they feel that they have eliminated

open defecation practices, villages present their request to

the Kebele CLTS technical committee for verification. The

Kebele CLTS technical committee is responsible for verifying

villages using the guide annexed here. (Annex 10: Guide for

Verification and Annex 11: Tools for Verification).

It is important that villages that have reached ODF status

continue to move up the sanitation ladder through the use of

improved sanitation and hygiene technologies. The natural

leader’s network which is based on the principles of

sanitation marketing can be used for this purpose. (Annex

12: Natural Leader’s Network)

The need for strategic thinking to scale up the use of the

CLTS approach is also important.

To address this session may require about four hours.

Teachers, HEWs

and Others

(Kebele)

NL and

Students

(Villages)

Teachers and

Students

(Schools)

Page 37: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

36

13.1.2. Session objectives

The general objective of this session is to enable participants

to manage the post-triggering phase of CLTSH so as to empower

villagers to reach sustained hygiene and sanitation behavioral

changes. The specific objectives are to:

Enable participants to realize the need for establishing

social/CLTS groups/institutions at the village, school and

Kebele levels;

Help participants to appreciate the importance and impact of

follow up to the implementation of community and student

action plans in order to bring sustainable behavioral

changes;

Enable participants to realize the need for building the

capacity of natural leaders (school and community), teachers,

and other development workers for facilitating community

conversations and family dialogue;

Enable participants to catalyze community dialogue on hygiene

and sanitation behaviors such as hand washing, water safety

management, food safety, and proper use of latrines;

Make participants understand the necessity of hygiene and

sanitation technology improvement in accessing the sanitation

ladder with ODF villages; and

Make participants realize the need for strategic thinking on

scaling up CLTSH to wider geographical areas.

13.1.3. Preparation for the session

Page 38: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

37

Facilitators prepare presentations and strategic questions for group

exercises on the need to institutionalize and manage CLTSH at all

levels, capacity building, follow ups, sustained community and family

dialogue, hygiene and sanitation technologies, sanitation ladders,

and scaling up.

13.1.4. Methods for the session

Group presentation: eight to ten participants form small

groups to discuss and decide agreed upon strategies for

post-ignition follow ups.

Presentations: facilitators use PowerPoint or flipcharts to

summarize discussions about post-ignition follow ups.

Plenary discussions: facilitators raise open ended questions

on post-ignition follow ups to participants where each

participant expresses his/her ideas freely and equally.

13.1.5. Materials for the session

Flipchart, stand, markers, community ranking table, laptop, LCD

projector, and screen and extension cord with divider are

required materials to facilitate the session.

14. Session Eleven: Community and School Action Points

14.1.1. Session description

This session presents a step by step guidance for participants

on how to prepare action points during community or student

ignition, community and student natural leader capacity

building, and institutionalization of CLTSH at all levels. (See

Page 39: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

38

Annex 10: Action Plan Format) The session may require about

three hours.

14.1.2 . Session objectives

The general objective of the session is to enable training

participants to prepare action plans on pre-ignition, ignition

and post-ignition phases of CLTSH at the Kebele level. The

specific objectives are facilitating participants to prepare

action points on:

Consensus building workshops at the village level;

Village ignition in participants’ respective Kebeles;

Capacity building for community and student natural

leaders, health extension workers (HEWs) and other

development workers; and

Scaling up CLTSH activities.

14.1.3. Preparation

Facilitators prepare the Teachers' Action Plan Format

consisting of plans for stakeholder analysis and consensus

building at the Kebele level; community ignition; and capacity

building for students, natural leaders, and other development

workers. The goal of this is to acquire community dialogue

facilitation skills.

14.1.4. Methods

Small group discussion: eight to ten participants form small

groups to discuss and decide agreed action plans which can

be implemented within six months.

Page 40: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

39

Presentation: facilitators use flipcharts to summarize

discussions.

Plenary discussion: facilitators put forth open ended

questions on group action plans to help participants see the

plans from different perspectives.

14.1.5. Required materials

15. Annexes

Annex 1: CLTSH Approach Compared to the Traditional Sanitation

Approach

# Types of material Quantity Remarks

1 Flipchart Three rolls

2 Flipchart stand One

3 Markers (different

colors)

One packet

Page 41: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

40

Major Shifts between Traditional Sanitation and CLTSH Approaches Areas of major shift Traditional sanitation CLTSH approach

Latrine designers Outsiders; professional engineers. Insiders and community engineers

Indicators for measurement of

changes

Number of latrines built Number of ODF communities

Major inputs Sanitary hardware and subsidies

which are expensive

Software training and capacity building

Outsider’s role Teaching, advising, prescribing, and

supplying hardware

Facilitating the process of change and

empowerment

Major emphasis given to Toilet construction Community and individual empowerment

Mode of learning Verbal Visual; by doing

Role of community Passive recipient of ideas,

technologies, and subsidies

Active analysts and innovators

Outsider’s attitude, motive ,and

intention towards insiders

Helping, donating, philanthropic Agents of triggering local empowerment and

initiators of collective local action

Page 42: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

41

Annex 02: Flow Sheet/Process during Community Triggering

Preparation for Field Exercise: each CLTSH facilitator group

should:

Design its strategy for community ignition,

Prepare key questions to ask villagers during community

ignition,

Memorize the sequences of CLTSH tools,

Have alternative plans of facilitation in case unforeseen

circumstances arise,

Assign roles to members of the groups as

Lead facilitator

Co-facilitator

Process recorder(s)

Environment setter(s)

Practical Steps in the Process of Ignition:

1. Introduction and transact walk

Outsiders (development facilitators from outside) greet

insiders (community members) when they meet them.

Outsiders introduce themselves to insiders and explain the

purpose of the visit (a learning visit).

Outsiders request to walk through the insider’s village and

observe the sanitation situation of the village.

2. Sanitation map drawing

After organizing a community meeting facilitators request that

villagers draw their village map.

Villagers draw their village, indicating where people live.

Page 43: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

42

Villagers stand at the point where their home is located on the big

map drawn on the ground.

Facilitators request that the villagers write their name on a

card and put the card to the ground.

Each villager draws lines to connect the places where he/she

goes every day to defecate — either in the open or in toilets,

Villagers place cards on locations on the map where they

defecate.

Communities identify emergency defecation areas and common

defecation areas (for both adults and children).

At this stage the community realizes that their village and

backyards have large areas of shit in the defined areas of

defecation.

3. Shit calculation

Page 44: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

43

Outsiders facilitate the household shit calculation through

community members.

Household heads count their household size and calculate the

frequency (once, twice, three times, etc.) and quantity they

defecate in a day (2 kg, 3 kg, 5kg, etc.) and write them on the

cards and place them on the map.

Households who shit more and less are identified at this stage,

Reasons why some families shit more and others less are probed

by all.

There should be no criticism against families who shit more and

no outsider interference.

Household shit is added together.

Insiders know the quantity they shit per week, per month, and

per year.

If the amount of shit per household per day is 20.5 kg, then

per week it will be around 143.5 kg, per month 615 kg and per

year about 72 quintals.

4. Shit Flow

Outsiders ask where all that shit goes,

Insiders respond with examples such as, “ the shit is washed away by

flood due to rains; hens eat it, wind takes it away when it dries,

animals take it with their hooves, and some is brought back home by

children’s shoes.”

Outsiders ask where the flood drains to? Where wind blows to? Where

all the shit carried to?

Page 45: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

44

Insiders respond that flood drains to rivers, springs, and

ponds; and wind can carry it to surface water.

Outsiders ask where insiders get their water supply from.

Insiders respond, “ f rom rivers, springs, and ponds. ”

Outsiders ask insiders, “ You told us that your shit is taken to

rivers, springs, and ponds from where you collect your water

for drinking? ” If a villager says from a river, the outsider

poses the question, “ You said from the river? What does this

mean? Do you mean that you drink the water mixed with shit? ”

Insiders agree and feel ashamed and disgusted for they know

that they have been drinking their own shit. They also regret

their open defecation practices.

5. Glass of water exercise

An outsider asks for a glass of water and then gives it to one of

the insiders to drink. The insider drinks it.

The facilitator takes another glass of water from the same source

and dips a hair into it after touching the hair to shit.

The facilitator now offers the glass of water to insiders.

The insider resists.

The outsider asks why.

The insider may respond that they have seen that the water contains

shit.

The outsider asks, “ What will happen to you if you drink it as you

used to? ”

The insider responds that they will get sick.

Outsiders again ask if colonies of flies rest on the shit.

Insiders say “ yes. ”

Outsiders ask whether flies rest on leaves, utensils, open meals,

and washed clothes,

Insiders: “ Yes. ”

Page 46: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

45

Outsiders: “ What do flies carry on their feet when they come from

raw shit? ”

Insiders: “ Shit. ”

Outsiders: “ What happen when the flies rest on leaves, utensils,

open meals, and washed clothes? ”

Insiders: “ They drop the shit there. ”

Outsiders: “ What happens when you eat that food or use those

utensils? ”

Insiders are again ashamed of and irritated about their defecation

practices.

Outsiders probe: “ D on’t be ashamed. Tell us. ”

Insiders: “ We consume the shit together (ashamed and disgraced). ”

Outsiders: “ Whose shit is that? ”

Insiders: (shame and disgrace again) “ Ours!! ”

Outsiders: “ But, look, you are eating each other’s shit, drinking

soup of each other’s shit, cleaning with each other’s shit. ”

Insiders are shamed and disgraced again.

6. Ignition and Preparing Villagers for action

Outsiders: “ So would you again defecate in the open? Please

feel free to continue your own practice of open defecation.

Please don’t misunderstand us. We are not here to tell you to

stop open defecation or not to eat each other’s shit.”

Most insiders (including children) set out to clean their

village and not to shit in the open again, but some may resist.

Page 47: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

46

Outsiders: “ Why do you resist? ”

Resistant insiders: “ We have no option. ”

Outsiders: “ Then all of you will be consuming the shit. ”

Most insiders: “ N o, we will stop them. ”

Outsiders: “ How? ”

Insiders: “ We will construct latrines. ”

Annex 03: CLTSH Tools

Transect Walk

Objective:

By the end of this session participants will understand what the transect walk is, its use, and how to apply it in community ignition.

Transect walk (CLTSH Photo 122-124)

A transect walk involves walking with villagers through the village from one end to the other, observing, asking questions, and listening

to each other.

Villagers during a transect walk to assess the sanitary situation of their village

Purpose of doing a transect walk:

• To build rapport with the community,

• To locate the areas of open defecation (It is important to stop in the areas of open defecation and to spend quite a bit of time

there.),

• To learn which families use which areas for defecation,

To learn where women go and what happens during emergency defecation at night or during high incidence of diarrhea,

• To draw attention to the flies on the shit and the chickens pecking and eating the shit, and

• To visit all the different types of latrines along the way.

Experiencing disgusting sights and smells in this new way, accompanied by a visitor to the community, is a key factor that triggers

mobilization.

Page 48: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

47

Sanitation Mapping

Objective:

By the end of this session participants will understand the principles of village sanitation mapping, its use, and how to apply it

in CLTS.

Sanitation mapping

Sanitation mapping is a simple drawing of the village showing households, latrines, sites for open defecation under normal

condition and in case of emergencies, resources, and institutions in the village. It is used to stimulate discussion among the

villagers and to involve all community members in the process.

Villagers drawing their village sanitation map from locally available materials

Purpose:

To learn about where people live (distribution of households);

To identify households with and without latrines and areas for open defecation (under normal condition, during emergency

situations, for children, and for animals); and

Using the map drawn to identify the dirtiest living area due to open defecation and use it to initiate discussion among the

participants about why this is happening.

Page 49: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

48

Shit Calculation:

Objective:

By the end of this session participants will understand what a shit calculation is, its use, and how to apply it in CLTS.

Shit calculation:

How much human excreta is being generated per individual, per day, per week, per month, and per year in each household and in

the village as a whole? Villagers can use their own methods and local measurements for calculating how much shit they are

contributing to the problem in the village.

A community member supporting villagers to calculate village shit

Purpose:

Calculate the amount of shit produced in a village to illustrate the magnitude of their sanitation problem,;

Visualize the mountain made of shit,

Appreciate the family who produces more shit, and

Encourage the community to announce the amount of shit produced together.

Page 50: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

49

Flow Diagram:

Objective:

By the end of this session participants will understand what is happening to the calculated shit and how it is contaminating their

food, drinking water and the air they are breathing.

Flow diagram:

Where does all the calculated shit go (e.g., air pollution, food, and water contamination)?

Villagers discussing the flow of feaces within their village (Flow Diagram)

Purpose:

Discuss the role of running water, chickens and birds, flies, people, cattle and other animals, wind contaminating the

surrounding air, food, and drinking water in households. What are the possible effects of having so much shit on the ground,

mixed with their food, and in their drinking water?

Page 51: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

50

Glass of Water Exercise

Objective:

By the end of this session participants will understand what the Glass of Water Exercise is, its use, and how to apply it in CLTS.

Process of the glass of water exercise:

Ask for a glass of water (preferably use your own glass or plastic bottle) from one of the houses nearby

Ask someone to drink (usually they drink it without refusing)

Using a single hair take a small amount of shit and mix it with the water brought and ask the same person to drink again

(usually they are not willing)

Ask why he/she refused to drink

Discuss how flies have six legs that are capable of carrying shit and how this relates to the calculated amount of shit, to

the flow diagram (the role of flies), and to the contamination of their food and drinking water.

Villagers agreeing to stop open defecation by constructing latrines

Purpose:

To let the community know, in a concrete way, that they are eating and drinking each other’s shit.

Page 52: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

51

Annex 04: List of Sub-Kebeles and Villages

Woreda_____________ Kebele _____________________

SN Sub-Kebele Name of Villages Number of

Households

Total

Population

Remarks

Annex 05: Village Ranking Table for Community Selection

Page 53: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

52

Annex 06: List of Students Coming from the Same Villages

Woreda _____________ Kebele ___________________ Village _____________

SN Student’s Full

Name

Age Sex Class Section Remarks

a. Policy and organizational environment (30)

There have been no hardware subsidy programs and none

are proposed. (10)

HEWs, teachers and hygiene and sanitation experts

(triggering facilitators) are strongly motivated, well-

trained, have conducive attitudes and behaviors, and are

flexibly supported by their organizations (10)

There are an adequate number of HEWs, teachers and

hygiene and sanitation experts for follow-up

(empowering, encouraging and supporting Natural Leaders)

after triggering (10)

b. Current conditions and practices (25)

High incidence of diarrheal disease and child mortality

(10)

Where defecation is constrained by lack of privacy (5)

Where open defecation has little or no economic value (5)

Where it is easy for people to visually identify and

analyze the links between their defecation habits and

ingestion of shit (5)

c. Physical conditions (20)

Lack of cover in the surrounding area leading to lack of

privacy (3)

Wet, moist, and/or visibly filthy and disgusting

conditions where shit contamination is offensive (4)

Settlement patterns provide adequate space for latrines

(5)

Soil is stable and easy to excavate (3)

Water supplies are unprotected and vulnerable to

contamination (5)

d. Social and cultural conditions (25)

Socially homogeneous community with high cohesion (5)

Progressive local leadership (7)

A tradition of joint action (4)

Women have a voice (4)

Latrines and cleanliness increase social status (5)

Total Rank

Page 54: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

53

Annex 07: Flow Sheet/Process during Orientation Session in Schools

Preparation for School Orientation:

Teachers:

Prepare a list of sub-Kebeles in the village using the format

in Annex 04;

Group all the students in the school based on their village

using the format in Annex 06;

Form the following School CLTS groups and assign

responsibilities for:

1. Lead facilitator (teacher),

2. Co-facilitator (teacher or student),

3. Process recorder(s) (students), and

4. Environment setter(s) (students)

Identify appropriate CLTSH tools for orientation purposes;

Prepare ‘key questions’ to ask students during the orientation

session;

Memorize the sequences of the CLTSH tools; and

Agree with the school administration and parent teacher

association (PTA) leaders on the day of orientation.

Practical steps for the process of the orientation session

1. Introduction and transect walk

School CLTSH groups identify a wide space in the school or

within their villages where orientation will take place;

School CLTSH groups organize all students according to their

villages;

Facilitator (lead teacher) requests that students walk through

their village and the school to observe the sanitation

situation (houses, compounds, household latrines, surrounding

areas, bushes, forests, river banks, school surroundings,

school compounds, and school latrines). While conducting the

Page 55: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

54

transect walk, the lead teacher initiates a discussion on: the

effect of open defecation; the role of flies, animals, wind,

and flood in transporting shit in to the living room; and the

types of latrine and their use;

If the school latrine is not clean, ask the student for the

place where they shit outside and ask girls for the place they

use to dump their sanitary pads; and

Let the students discuss how to keep their school latrine,

compound, and surrounding area clean.

2. Shit calculation

Lead teacher facilitates the student shit calculation through

one of the students;

Facilitator asks the students how many times a day they shit

(once, twice, three times, etc.) and quantity they defecate at

a time (0.5 kg, 1kg, etc.). This helps the group to calculate

the amount of shit they defecate per day;

Lead teacher announces the total number of students in the

school. This gives important data to the group to calculate the

total amount of shit defecated by all the students in the

school each day; and

Students calculate the quantity of shit they defecate per week,

per month, and per year which they write on a displayed chart

paper.

3. Shit flow

Lead teacher asks where all the shit goes.

Students respond, “ The shit is washed away by flood when it

rains; wind takes it away when it dries, animals swipe it with

their hooves, and some is brought back home by children’s

shoes. ”

Page 56: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

55

Lead teacher asks where the rain drains to? Where wind blows

to? Where all the shit is carried to?

Students respond that rain drains to rivers/springs/ponds; and

wind may carry litter to surface water.

Lead teacher asks where student’s families get their water

supply.

Students may respond, “ From rivers, springs, and ponds. ”

Lead teacher asks students, “ You told us that your shit travels

to rivers, springs, and ponds. From where do your families

collect water for drinking? You said from the river. What does

this mean? Do you mean that you drink the water mixed with

shit? ”

Students usually agree and feel ashamed and disgusted to

realize their own reality. They begin to regret their open

defecation.

4. Ignition and preparing students for action

Lead facilitator: “ So would you again defecate outside the

school latrine in or around the school? Please feel free to

continue your own practice of open defecation. Please don’t

misunderstand us. We are not here to tell you to stop open

defecation or not to eat each other’s shit. ”

Most students (elder and younger children) set out to clean

their school and village and not to shit in the open again but

some may resist.

Lead teacher: “ Why do you resist? ”

Resistant students: “ We have no option. ”

Lead teacher: “ Then all of you will be consuming shit. ”

Most students: “ N o, we will stop them. ”

Lead teacher: “ How? ”

Page 57: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

56

Students: “ We will clean our school and school latrine so that

we can use it properly. We will encourage our parents to

construct and use latrines at home.”

Take-home actions: lead teacher gives the following assignments to

students as take-home actions.

To organize a day-long sanitation campaign in their school.

To bring their parents and as many other adults as possible

from their neighborhoods to the ignition workshop which will be

held in their village at the day of ignition agreed upon with

the villagers.

Annex 08: Managing Post-Ignition Follow-up

Institutionalizing CLTSH management for post-ignition follow-up

After the villagers and students develop a community (CAP) and school

action plan (SAP), implementation of the planned activities should be

ensured and managed properly. This responsibility can be carried out

and successfully achieved only through the combined effort of all

relevant stakeholders including community groups, government, and

non-government sectors.

The following institutional framework is suggested. This can be

adapted.

1. District CLTS technical committee (DCTC)

Possible stakeholders:

Government sector offices working on health, education,

agricultural development, water, hygiene, and sanitation;

Non-governmental sector offices actively involved in health,

hygiene, and sanitation and those that are interested in CLTS;

and

Page 58: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

57

Representatives of the Kebele CLTS technical committee.

Roles and responsibilities of the CLTS technical committee

To ensure ODF status through the CLTSH approach in all Kebeles,

schools, and other institutions within the district;

To set verification criteria and procedures to verify and

certify the ODF status of previously triggered villages,

Kebeles, and schools;

To scale up promising CLTSH practices (methods of follow-up,

prevention of open defecation, etc.); and

To organize trainings, review meetings, and experience sharing

visits with HEWs, teachers, and agriculture development agents.

2. Kebele CLTS technical committee

Possible stakeholders:

HEWs (health posts);

School principal, teachers, and representatives of school-based

CLTS technical committees (schools);

Development armies and agriculture development agents

(Agriculture Office); and

Natural Leaders from each of the triggered villages in the

Kebele.

Roles and responsibilities Kebele CLTS committee:

To ensure the implementation of planned activities, prevent

open defecation, and achieve CAP objectives in all triggered

villages;

To organize trainings, review meetings, and experience sharing

visits with Natural Leaders and community groups;

To verify the ODF status of triggered villages and schools

based on the criteria and procedures developed by the DCTC;

Page 59: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

58

To scale up the implementation of CLTSH and promising practices

(methods of follow up, prevention of open defecation, etc.);

and

After verification of all villages, the Kebele CLTS Technical

Committee requests the DCTC for final verification and ODF

declaration.

3. School-based CLTS technical committee (SCTC)

Possible members

Students who were actively participating during orientation in

schools,

Representatives of students who are from the same village,

Lead teachers, and

Representatives of the PTA.

Roles and responsibilities

Ensure the implementation of planned activities, prevent open

defecation practices in the school compound, and achieve SAP

objectives;

Evaluate the magnitude of open defecation in the school

compound based on established criteria and then request

verification from the Kebele CLTS technical committee;

Transfer knowledge, behaviors, and practices obtained through

the implementation of CLTSH in the schools to their homes and

villages; and

Play an active role in open defecation prevention efforts in

the schools and villages.

4. Village CLTS technical committee

Possible members

People who are actively leading the process during community

ignition (Natural Leaders) in the village,

Page 60: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

59

People who are elected by the participants of community

ignition in the village,

Representatives of children who do not attend schools, and

Representatives of students from nearby schools.

Roles and responsibilities:

Ensure the implementation of planned activities, prevention of

open defecation, and achievement of CAP objectives in their

respective villages.

Evaluate the magnitude of open defecation in their villages

based on the established criteria and declare ODF status to the

Kebele CLTS technical committee for verification.

Natural Leaders (community consultants for CLTS) from villages

where ODF status is verified and certified play a major role in

the scale-up of the implementation of CLTSH and promising

practices (methods of follow-up, prevention of open defecation,

etc.) to other neighboring villages.

Natural Leaders and Kebele CLTS technical committee members

identify those who are vulnerable, poorer, and landless who may

be unable to construct their own latrine. This may include the

elderly, widows, single mothers, the disabled, and the

chronically sick.

Natural Leaders open dialogue among the villagers on social

solidarity and solve their problem collectively and/or

encourage and promote emerging donors (wealthier community

members) who are willing to support the most vulnerable and

poor members of the village.

Annex 09: Weekly Reporting Format

S

N

Name of

Head of

HH

Sanitation and Hygiene Status (use √; X; or ? signs to indicate the status)

Pit Sub Latri Super Door Hand

Page 61: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

60

Excavati

on

Structu

re

ne

Hole

Cover

Structu

re

Washing

Water Soa

p/A

sh

In

Use

Child

Friend

ly

ODF

Statu

s

Remarks

Page 62: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

61

Annex 10: Guide for Verification

Key indicators to monitor during post-ignition follow-up:

No Indicator Source of Information

A. ODF status indicators

1 No visible practice of open defecation HH and institutions

2 Availability of latrine HH, communal, and

institutions

3 Latrine in use HH, communal, and

institutions

4 Clean latrine HH, communal, and

institutions

5 Availability of mechanism for latrine operation Institutions

6 Cover for latrine drop hole in use HH, communal, and

institutions

7 Separate blocks or rooms for males and females Schools/ institutions

8 Latrines are maintained and functional Institutions

B. Hand washing related indicators

1 Hand washing facilities attached or adjacent to

latrines

HH and institutions

2 Availability of water at the hand washing facility HH and institutions

3 Availability of soap or a substitute attached to the

hand washing facility

HH and institutions

C. Household water handling

Methods used to keep water safe at home HH

Indicators for Focus Group Discussion

1 CAP prepared Village groups

2 Improvements achieved against CAP Village groups

3 Challenges encountered Village groups

4 Actions taken to resolve challenges encountered Village groups

5 Availability of community bylaw related to ODF,

hand washing, and household water handling

Village groups

6 Community plan for the way forwards

Data required for the verification process

1 Total number of households Village groups

2 Total population Village leaders

3 Total number of students Schools

4 Total number of boys Schools

5 Total number of girls Schools

Page 63: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

62

6 Total number of latrine drop holes for boys Schools

7 Total number of latrine drop holes for girls Schools

Methods of verification

Verifying villages

All households, schools, and facilities in the village to be

verified should be visited by the verifying team in order to

ensure the termination of negative behaviors and practices related

to open defecation and hand washing.

Verification methods:

The methods to be used by verifying teams during the verification

process are:

Transect walk,

Household visit/observation and interview/family consultation,

Community consultation, and

Key informant interviews.

Verification tools:

Checklists and semi-structured questionnaires for transact

walks;

Household visits;

Focus group discussions at the village level; and

Key informant interviews mainly at schools and other

institutions.

Materials for these tasks have been prepared and attached to this

guidance.

Page 64: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

63

Analysis and decision-making

Once the necessary data are collected from all levels, every

household will be scored using the CLTSH Score Sheet prepared and

attached to this guideline. For a village to be declared ODF and

practicing proper hand washing every household must score 100 and

the cumulative CLTSH score should amount to 100%.

Verification team:

In the process of verifying villages, teams should be organized at

the Kebele level from teachers, HEWs, agriculture development

agents, PTA members, Kebele administrators, women, children and

youth associations, and Natural Leaders from the villages to be

verified.

Verification process

Request for verification:

Natural Leaders and students from villages request that their

respective Kebele verify that their villages are ODF and that

community members practice proper hand washing (households and

institutions).

Verification (villages)

ODF status and proper practice of hand washing at the village and

school level will be verified by the Kebele verification team. The

process of verification will be carried out using indicators and

procedures developed and annexed here.

Certification

Certification for ODF status is completed when all the villages in

a Kebele become free from open defecation. Woreda verification

teams are responsible for making a thorough assessment and

verifying the ODF status of all villages in the Kebeles. When this

situation is ensured and verified, based on the recommendations of

Page 65: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

64

the verification teams at all levels, the Woreda/district

verification team will organize a public forum to declare the

certification of ODF status. The public forum shall be attended by

senior officials from government offices at all levels (Region,

Zone, Woreda, and Kebele); all concerned indigenous, international

and bilateral NGOs; leaders of adjacent Kebeles and villages;

influential people; and people from the media who will disseminate

the results of the public forum at the regional and national

levels.

Threshold for certification

The threshold score for certification at village and Kebele levels

must be 100 for indicators related to open defecation, the latrine

and transect walk, and 90 for hand washing related behaviors.

These scores indicate that all villagers have stopped open

defecation and nearly all are practicing proper hand washing

behaviors.

Approval of ODF status

The decision made by the verification team members from the

Kebeles and Woreda should be approved and endorsed by at least

three members of the District Administration (president), heads of

health offices, and school directors (heads of education offices)

at the District and Kebele levels respectively.

Page 66: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

65

Annexes 11: Tools for verification

Checklist for household visits

SN Questions Response

Yes No

Latrine (65)

1 Latrine (20)

2 Is the latrine in use? (please observe) (13)

3 Is the latrine drop hole covered? (15)

4 Are there any excreta smearing and urine in the pan, on

the floor, or on the wall or door? (observation) (7)

5 Are there any traces of open defecation in the compound

or in the surrounding area? (10)

Hand washing (35)

6 Is there a hand washing facility attached to or near

the latrine? (10)

7 Is there water in the hand washing facility? (10)

8 Is there soap or a substitute near the hand washing

facility? (10)

9 Do household members use the hand washing facility

after visiting the latrine and handling children’s

stool? (5)

Page 67: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

66

Checklist for schools and other institutions

SN Questions Response

Yes No

Latrine (55)

1 Latrine (10)

2 Are there separate latrine blocks or rooms for males and

females? (7)

3 Are the latrines in use? (6)

4 Is there any shit smear or urine on the slab/pan/hole,

floor, wall, or door? (5)

5 Are there any traces of shit in the school/institution

compound or in the surrounding area? (10)

6 Is the latrine well ventilated? (3)

7 Are the latrines well maintained? (7)

8 Is there a system for latrine operation in the school?

(7)

Hand washing (40)

9 Are there multiple hand washing facilities? (13)

10 Is there water in the hand washing facility? (10)

11 Are the hand washing facilities in use? (observation)

(10)

12 Is there soap or a substitute near the hand washing

facilities? (7)

Other variables (5)

13 Are there functional school environment/WASH clubs in

the school? (5)

Page 68: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

67

Checklist for the transect walk

SN Questions Response

Yes No

Open defecation (100)

1 Are there any traces of shit in the village? (50)

2 Are there communal latrines in the village along the

roadside? (30)

3 Are there any shit smears or urine on slab/pan/hole,

floor, wall, door or surrounding? (20)

Checklist for community consultation

Availability of CAP

Improvements achieved against the CAP

Challenges encountered

Conditions of water points and actions taken to improve the condition of

water at the source

Actions taken to resolve challenges encountered

Availability of community bylaw related to ODF, hand washing, and

household water handling

Community plan beyond CLTSH (solid waste, liquid waste, and food

hygiene)

Page 69: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

68

Household CLTSH Score Summary Sheet

Name of the Village; __________________________

Kebele: ____________________________________

Woreda: ___________________________________

Region: ___________________________________

Date: _____________________________________

Average Score = Total score obtained /HHs visited

HH Code

Number

CLTSH Verification Score Total CLTSH

Score

Remarks

Latrine HW HWF

Total

Average

Score

Page 70: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

69

Institution CLTSH Score Summary Sheet

Name of the Village: __________________________

Kebele: ____________________________________

Woreda: ___________________________________

Region: ___________________________________

Date: _____________________________________

Average Score = Total score obtained /HHs visited

Name of

Institution

CLTSH Verification Score Total CLTSH

Score

Remarks

Latrine HWF Other

Total

Average

Score

Page 71: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

70

Transect Walk CLTSH Score Summary Sheet

Name of the Village: __________________________

Kebele: ____________________________________

Woreda: ___________________________________

Region: ___________________________________

Village CLTSH Verification Score Total

CLTSH

Score

Remarks

ODF Communal

Latrine

Cleanliness

Total

Average

Score

Date: _____________________________________

Average Score = Total score obtained /HHs visited

Page 72: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

71

Annex 12: Natural Leaders Network

Organization:

1. One representative from each village’s CLTS technical committee

participates in the Natural Leader’s network at the Kebele

level.

2. One representative from each Kebele CLTS technical committee

participates in the Natural Leader’s network at the Woreda

level.

3. One representative from each Woreda CLTS technical committee

participates in the Natural Leader’s network at the zone level.

Note: Women and children representativeness should be considered.

Roles and responsibilities of Natural Leaders:

1. Facilitate experience sharing and encourage creativity,

2. Conduct an assessment of the willingness and purchasing

capacity of villagers for improved sanitation facilities.

3. Produce improved sanitation facilities and technologies, and

sell them to villagers for affordable prices.

4. Encourage and improve the role of women and children in

community development.

5. Look for alternatives to link CLTSH development to other

development efforts at all levels and contribute to poverty

reduction in the country.

Page 73: Trainers’ Guide on Community-Led Total Sanitation and ...waterinstitute.unc.edu/files/2015/03/guide-ethiopia.pdf · 0 Plan International Ethiopia Trainers’ Guide on Community-Led

72

Annex 13: Action Plan Format

SN What to do? How? When? Who? Remarks

1 Conducting

orientation session

to:

1. Sector offices

2. Students

2 Training on CC to:

1. Students

2. Natural leaders

3 Community ignition

1. Preparing a list

of villages

2. Establishing

ignition program

for each village

4 Post-ignition

follow-up:

1. Review meetings

at the school,

village, and

Kebele levels

2. Reporting

(information

flow)

5 Verification at:

1. Village level

2. Kebele level

6 Certification of

ODF villages and

Kebeles

7 Going beyond ODF