Trainers’ Guide on Community-Led Total Sanitation and...
Transcript of Trainers’ Guide on Community-Led Total Sanitation and...
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Plan International Ethiopia
Trainers’ Guide on Community-Led Total
Sanitation and Hygiene (CLTSH) Approaches
September, 2012
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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
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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
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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
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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.
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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
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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
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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.
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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
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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
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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.
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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
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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)
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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
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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
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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:
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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
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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
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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:
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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
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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.
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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.
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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
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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
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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,
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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.
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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
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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.
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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.
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.
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.
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
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.
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.
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
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)
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
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
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.
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
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
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.
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
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?
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. ”
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.
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.
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.
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.
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?
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.
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
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
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
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. ”
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? ”
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
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;
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,
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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
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
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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
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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.
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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
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.
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)
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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)
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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)
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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
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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
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
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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.
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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