VBO Manua Final 20 November

CRP Facilitator’s Manual Sustainable Solutions for the Delivery of the Safe Drinking Water Project Capacity Building Process for Community Management Published by Development Association for Self-reliance, Communication and Health House 35, Road 117 Gulshan 1, Dhaka Bangladesh Published in 2005

DASCOH is very thankful to the donor of

this project

Croix-Rouge suisseSchweizerisches Rotes Kreuz

Croce Rossa Svizzera

And For technical support

Swiss Agency for Development and

Cooperation (SDC)

VBO Facilitator’s Manual 1

Table of Contents

About the Manual ..................................................................................................... 5 Session Plan............................................................................................................. 7 Chapter One: Community Mobilisation ............................................................... 7

Session 1: Welcome, introduction, objective and Schedule sharing ............................... 7 Session 2: Rapport Building. ........................................................................................... 7 Session 3: Mobilisation.................................................................................................... 8 Session 4: Celebration of the First Success.................................................................... 9 Session 5: Formation of the Organising Committee and Preparation of Draft

Constitution.................................................................................................... 9 Session 6: Formation of Village Based Organisation (VBO) ......................................... 10 Session 7: Finalisation of Constitution........................................................................... 11 Session 8: Problem Tree Analysis................................................................................. 11

Chapter Two: Skill Enhancement.......................................................................... 14 Session 9: Background and Objectives of WPP: SDSD................................................ 14 Session 10: Basics of PRA.............................................................................................. 14 Session 11: Different Tools of PRA ................................................................................. 15 Session 12: Planning....................................................................................................... 16 Session 13: Financial Management. ............................................................................... 20 Session 14: Supervision .................................................................................................. 22 Session 15: How to Organise a Meeting ......................................................................... 23 Session 16: Leadership ................................................................................................... 24

Chapter Three: Governance .................................................................................. 28 Session 17: Basics of Governance.................................................................................. 28 Session 18: Governance in VBO..................................................................................... 29 Session 19: Local Government and Government at local level. ...................................... 30 Session 20: Structure of UP and its Roles and Responsibilities ..................................... 31 Session 21: Responsibility of local Government in WatSan. ........................................... 32 Session 22: Communication and Resource Mobilisation ................................................ 32

Chapter Four: Water and Sanitation ................................................................... 35 Session 23: Introduction to Water, Sanitation and Health ............................................... 35 Session 24: Health Promotion and Disease Prevention (HPDP)..................................... 36 Session 25: Diarrhoeal Diseases and the Oral Saline..................................................... 37 Session 26: Typhoid and Jaundice.................................................................................. 38 Session 27: Arsenicosis .................................................................................................. 39 Session 28: Sanitation..................................................................................................... 41 Session 29: User Selection Criteria for Options. ............................................................. 42 Session 30: Cost Sharing of Water and Sanitation Option. ............................................. 43 Session 31: Site selection for Safe Water and Sanitation Option.................................... 43 Session 32: Option Selection for Safe Water and Sanitation. ......................................... 44 Session 33: Safe Water Option Operation, Maintenance and Management ................... 44 Session 34: Water Quality Testing for Safe Water Option .............................................. 45

Handout................................................................................................................... 46 Chapter One: Community Mobilisation ................................................................ 46

Handout (1) Nil .................................................................................................................. 46

2 VBO Facilitator’s Manual

Handout (2) Rapport Building............................................................................................ 46 Handout (3) Community mobilisation ................................................................................ 47 Handout (4) Celebration of First Success ......................................................................... 48 Handout (5) Formation of Organising Committee ............................................................. 49 Handout (6) Formation of VBO.......................................................................................... 50 Handout (7) Constitution ................................................................................................... 51 Handout (8) Problem Tree Analysis .................................................................................. 52

Chapter Two: Skill Enhancement.......................................................................... 54 Handout (9) Background and Objectives of WPP: SDSD ................................................. 54 Handout (10) Basics of PRA ............................................................................................. 56 Handout (11) Different Tools of PRA................................................................................. 58 Handout (12) Planning ...................................................................................................... 65 Handout (13) Financial Management ................................................................................ 78 Handout (14) Supervision.................................................................................................. 81 Handout (15) How to Organise a Meeting......................................................................... 83 Handout (16) Leadership................................................................................................... 86

Chapter Three: Governance .................................................................................. 92 Handout (17) Governance................................................................................................. 92 Handout (18) Governance in VBO .................................................................................... 96 Handout (19) Local Government and Government at local level....................................... 97 Handout (20) UP and its Roles and Responsibilities......................................................... 99 Handout (21) Responsibilities of Government at local level in Watsan........................... 102 Handout (22) Communication and Resource Mobilisation .............................................. 103

Chapter Four: Water and Sanitation ................................................................... 106 Handout (23) Introduction to Water, Sanitation and Health............................................. 106 Handout (24) Health Promotion and Disease Prevention ............................................... 110 Handout (25) Diarrhoeal Diseases and Oral Saline ........................................................ 114 Handout (26) Typhoid and Jaundice ............................................................................... 119 Handout (27) Arsenicosis ................................................................................................ 123 Handout (28) Sanitation .................................................................................................. 129 Handout (29) User Selection Criteria for Options............................................................ 131 Handout (30) Cost Sharing of Water and Sanitation Option ........................................... 134 Handout (31) Site Selection for Safe Water and Sanitation Option................................. 136 Handout (32) Option Selection for Safe Water. ............................................................... 139 Handout (33) Safe Water Option Operation, Maintenance and Management. ............... 142 Handout (34) Water Quality Testing for Safe Water Option ............................................ 144


Preface Development Association for Self-Reliance, Communication and Health (DASCOH) is pleased to publish the VBO Facilitator’s Manual. The Manual is designed to help Partner NGO staff and Community Resource Person (CRP) of SDSD project build capacity of Village Based Organisation (VBO). This Manual is a comprehensive package which covers four specific areas namely Community Mobilisation, Skill Enhancement, Governance and Water and Sanitation. It has been designed sequentially in accordance with the implementation cycle of the project. Though the content of this training package demands 15 days (flexible) for delivery, the sessions can be run at different times as and when required. The purpose of this publication is served when people in the community bring about positive change in their lives.


About the Manual Introduction VBO Facilitator’s Manual is a part of a series of training and learning materials for the Sustainable Solutions for the Delivery of Safe Drinking Water (SDSD) Project. The SDSD Project is a SDC financed DASCOH project to solve WatSan problems through effective community participation and WatSan service delivery by Union Parishads. It covers 425 villages of 17 unions under 5 upazilla in Rajshahi and Chapai Nawabganj districts. SDSD works through village and ward level platforms. The project aims to strengthen governance at the Union Parishad level in a participatory way to improve sustainable and equitable delivery of WatSan services. Purpose of the Manual PNGO staff and the Community Resource Persons (CRP) of the SDSD project will use this manual to facilitate Village Based Organisation (VBO) in the area of Community Mobilisation, Skill Enhancement, Governance and Water and Sanitation. How to Use the Manual This manual is not prepared for self-study; the use of the manual will be most effective if you are trained to use it by an experienced facilitator. This facilitator manual will guide you to train Village Based Organisation (VBO) for facilitation in the community. The manual consists of four chapters namely, Community Mobilsation, Skill Enhancement, Governance and Water and Sanitation. Each chapter has number of sessions. In each session there are; education materials (for handouts), participatory method, learning materials (flipcharts, Pen, Note Khata), keynote for facilitator. The session plans specify objectives, preparation and process for each session and activity. More details are provided in specific session plan. The manual and sessions follow a participatory approach. For that, the sessions in the manual use a variety of participatory methods, including: Group exercise, flip chart presentation, PRA, question and answering, large group discussion, experience sharing etc. The central focus is to encourage active participation of men and women in order to generate learning. The sessions are designed to foster the participants’ self-confidence and ignition, encourage their creativity in development initiatives by using their aspirations and experiences as the foundation for the session. A brief explanation of the objectives for a session should be given at the beginning of each session. It is important for the facilitator to use his/her own initiative throughout each session and adapt the contents to the participant’s level of understanding. Considering the contexts and needs of participant’s, facilitator may be flexible to methods and process in session delivery. The facilitator could use suitable icebreakers and energizers to ensure interactive participation in each session.


Key definition of Session Plans The manual is organised into a series of sessions that form the foundation for the next session. Each session contains the following components: Title -Focus the main topic of the session.

Objectives - Describe what the participants will be able to do by the end of the session to demonstrate their increased knowledge, improved skills and attitudinal changes.

Duration of the session - Indicates the approximate time the session will take, but the timing for each session must be flexible depends on context, need and not rigidly adhered to.

Materials - Lists all the materials; Pen, Sketch Pen, Clip, Poster, sample chart, flip chart that will be required for the session.

Education Materials- Series of handout for obtaining the session objectives

Methods - Lists the training methods for easy learning and communication that will be used in the session.

Process - Provides specific instructions to the facilitator on how to present the session delivery through a step-by-step approach.

Trainer’s Preparation – Indicates any special preparation that the facilitator makes prior to the session. The notes are presented in a box, like this note.


Session Plan

Chapter One: Community Mobilisation Session 1: Welcome, introduction, objective and Schedule sharing Objective: By the end of the session, the participants will be able to:

• Know each other and creating learning atmosphere • Understand objectives of the training course • Know the expected output of the training course.

Time: 30 minutes Methods: Flipchart Presentation and Discussion: Materials: Flipchart, sketch pen, clip, board and masking tape Education Materials: Nil Process Exercise 1.1 Flipchart Presentations Step 1: Welcome the participants. Ask the participants to introduce themselves to each other by pair. You may use alternative method. Step 2: Show them flipcharts with the objectives of training course and discuss it. Present the course schedule and display it in place. Exercise 1.2 Discussions Step 3: Invite the participants for expressing their expectations that might be added in course schedule and take verbal endorsement. Ensure active participation of women and create learning atmosphere. Session 2: Rapport Building. Objective: By the end of the session, the participants will be able to:

• Introduce with the community people. • Create enabling environment among the community. • Increase acceptability to the community.

Time: 45 minutes. Methods: Brainstorming, Discussion Materials: Flipchart, sketch pen, clip, board and masking tape Education Materials: Handout (2)


Process Exercise 2.1 Brainstorming Step 1: Welcome the participants warmly and brief the objective of the session. Ask the participants “How rapport could be built with the greater part of the people of the village?” Write down their answers on a flipchart. Exercise 2.2 Discussion Step 2: Discuss on some key issues that VBO members as development actors can follow when establishing a rapport with the community with help of handout (2). Session 3: Mobilisation Objective: By the end of the session, the participants will be able to know how to

facilitate the community mobilisation for action. Contents: Concept of Community, Key tasks involved with community

mobilisation. Time: 1 hour 30 minutes. Methods: Question and Answer, Plenary Discussion, Buzz Group Education Materials: Handout (3) Mobilisation Process Exercise 3.1 Questions and Answer Step 1: Welcome the participants and brief the objective of the session. Ask what they mean by ‘community’. Write down their answer on the flipchart. Explain the concept of community with the help of handout (3). Exercise 3.2 Plenary Discussion Step 2: Write down the question “what do you mean by community mobilisation?” on a flipchart. Hang it on a visible place. Then throw the question to the participants. Lead a discussion on the community mobilisation with the help of handout (3) and write down the agreed points below the question on the flip chart. Exercise 3.3 Buzz Group Step 3: Form four gender mixed small groups with the participants. Ask each group to work on the key tasks involved in the most successful community mobilisation efforts. Assist each group to write down their output. At the end of the individual group work merge them into one group for compiling their output. Step 4: Encourage one of the group leaders to present their compiled output in the large group. Encourage the participants to ask relevant questions for better understanding. Step 5: Summarise the discussion focussing on some points which they have missed (if any).


Session 4: Celebration of the First Success. Objective: By the end of the session, the participants will be able to know how to

assist the community to organising mass gathering for celebrating first success.

Contents: Possible ways for first success celebration Time: 45 minutes Methods: Question and Answer, Role Play. Material: Brown paper, sketch pen, clip, board and masking tape. Education Materials: Handout (4) Celebration of First Success. Process: Exercise 4.1 Questions and Answer Step 1: Welcome the participants warmly and brief the objectives of the session. Ask participants ‘what might be the way to celebrate first success?” Listen to them one after one. Write the answers. Add more points if needed with the help of handout (4). Exercise 4.2 Role Play Step 2: Invite 8 participants to volunteer for role play. Tell them that they are going to conduct a mock meeting for first success celebration. One participant will play the role of the core facilitator, one as a co-facilitator and 6 other as the participants in the mock meeting. Rest of the participants will observer the role play. Brief the volunteers separately on the proceedings of the meeting with the help of handout (4). Step 3: At the end of the role play, ask the observers to share their observations. Lead a discussion on the process of meeting to celebrate first success. Step 4: Summarise the session telling that celebration of first success might create ignition among the community and thus motivate them to strive for second success. Session 5: Formation of the Organising Committee and Preparation of

Draft Constitution. Objectives: By the end of the session, the participants will be able to know the

process for formation of the organising committee and preparation of draft constitution for VBO.

Contents: Process of formation of organising committee, Member selection

criteria, Component of draft constitution. Time: 45 minutes Methods: Discussion, Experience Sharing, Lecture. Material: Brown paper, sketch pen, clip, board and masking tape. Education Materials: Hand out (5) Formation of Organising Committee and Preparation of

Draft Constitution.


Process Exercise 5.1 Discussion Step 1: Welcome the participants warmly and brief the objective of the session. Tell the participants that after celebration of first success community is realised and motivated to organise themselves for continuing their development initiatives. From this realisation and motivation they might take a decision to form an organising committee for to develop an organisation (VBO). Exercise 5.2 Experience sharing Step 2: Ask the participants whether there is anyone among them who is a member of any organisation. If anyone one is there, invite her/him to share her/his experience regarding the process of forming organising committee. Add some points with her/his sharing. If there is none, then lead a discussion on forming of organising committee with help of handout (5). Exercise 5.3 Lecture Step 3: Tell the participants that when there is an organisation, there might be some regulation for smooth operation and management of the organisation. Usually these rules and regulations are represented in a constitution. Provide lecture on different component of constitution. Session 6: Formation of Village Based Organisation (VBO) Objective: By the end of the session, the participants will be able to know the

process of formation of VBO and the criteria of membership of VBO Contents: Necessity of VBO formation. Process of VBO formation. Criteria of membership Time: 45 minutes Material: Brown paper, sketch pen, Board, clip and masking tape. Methods: Brainstorming, Discussion Education Materials: Handout (6) Formation of VBO Process Exercise 6.1 Brainstorming Step 1: Welcome the participants warmly and brief the objectives of the session. Ask the participants to brainstorm why they need an organisation. Write down their answer on a flipchart. Exercise 6.2 Discussion Step 2: Lead discussion on the necessity of an organisation for the development of a community. Tell the participants that it is very difficult for a community to keep on the momentum and continue the development initiatives without an organisation. Because


community mobilisation and holistic development can not take place through individual effort only. An organisation gives an identity to a community which enables it to mobilise the resources and seeks services and thus develop itself. Step 3: Lead a discussion on the process of formation of VBO. Discuss composition of VBO Executing Committee. Mention especially that a position amongst Chairperson and Vice-Chairperson must be reserved for female. Explain different criteria for membership of VBO with the help of handout (6). Session 7: Finalisation of Constitution. Objective: By the end of the session, the participants will be able to know how to

finalise the constitution. Time: 30 minutes Contents: Sharing of draft constitution, and consensus building. Material: Brown paper, sketch pen, Board, clip and masking tape. Methods: Presentation and question-answer. Education Materials: Hand out (7) sample of VBO constitution. Process Exercise 7.1 Discussion Step 1: Welcome the participants warmly and brief the objective of the session. Refer session 5 where the participants came to know about drafting the constitution. Tell them that once the VBO is formed this draft needs to be finalised. For finalisation of the draft, representative of the previously formed organising committee will present the draft constitution in a VBO meeting. The chairperson of the meeting will ask for feedback for reviewing of the draft. After incorporation of all valid feedbacks and consensus from all VBO members, the draft will be finalised. Step 2: Tell them that once the VBO will get final draft of the constitution, they will share it with the community in a general meeting for constitution endorsement. The Community will be requested to raise their right hand if they have no feedback on it. Thus the VBO will get their final constitution. Step 3: Allow time to the participants to ask question for better understanding and summarise the session. Session 8: Problem Tree Analysis Objective: By the end of the session, the participants will be able to:

• Facilitate the community for identifying the core problem of existing problem.

• Facilitate the community for identifying the root causes to address the problem.

• Facilitate the community for identifying the effects of the problem. Time: 5 hours.


Methods: Question & answer, Buzz group, Preference Ranking, Problem Tree Analysis Drawing, Discussion

Material: Brown paper, sketch pen, marker, clip, board, glue and masking tape. Education Materials: Hand out (8) Problem tree analysis. Process Exercise 8.1 Questions and Answer Step One: Welcome the participants warmly and brief the objective of the session. Ask the participants “how a community session can be organised?” Write down their answer on a flipchart. Step 2: Lead a discussion on steps of organising a community session in the light of their answers. Tell them that usually following steps are followed during organising a community session: • Ensure equal attendance and participation of female and male. • Give an idea on the agenda of the session to the potential participants during notice. • Ensure the presence of representatives from every corner of the village. • Ensure the presence of all VBO members. • Give importance on ‘U’ shape sitting arrangement. Reach consensus amongst the participants on the steps for organising a community session Exercise 8.2 Buzz Group Step 3: Divide the participants into four small groups with the representation of female and male. Brief each group about their tasks. Each group will identify WatSan related problems in their locality. You might help them for writing if nobody in the group can write. At the end of the group work, each two groups will form a new group. They will compile their individual group outcomes. At the end of compilation, these two larger groups will merge together and form a single group to compile their group outcomes (of two larger groups) regarding WatSan problems. Step 4: At the end of final compilation, invite one participant to read out the compiled problems loudly. Give thanks to the participants for their active participation. Exercise 8.4 Preference Ranking Step 5: Write the different problems on the different colour card and paste the card on the wall. Participants might draw picture of the problem also. Invite each participant to go and stand under their identified problem which s/he thinks is the most severe. Count the number of participants standing under each problem. Generally, the problems identified by the maximum number of participants will be considered as the core problem. However, if any situation arise like equal number of participants stand under two or three problems or irrelevant problem is getting priority by the participants, then merge three or four closely related WatSan problems into one take it as a ‘CORE” problem with the endorsement of the participants..


Exercise 8.5 Problem Tree Analysis Drawing Step 6: Ask a participants to draw a large tree on a piece of flipchart paper with a sketch pen. The tree should have a wide trunk, many branches and many roots including a main root. Tell the participants the relationship among the roots, trunk and branches of a tree. The correlation may be: Roots receives the nutrient and pass it to the trunk. Trunk receives the nutrient and the tree grows and delivers flowers and fruits. Step 7: Request one participant to write the core problem on the central trunk of the tree. Divide the participants into previously formed 4 buzz groups. Allow ten minutes to identify the causes of the problem. At the end of the group, ask one group to present their group’s findings. There might be 3/4 or more causes. Tell the participants among these causes which one seems the primary cause, which one secondary and which one tertiary causes. After consensus, ask the group to write or paste the primary causes nearer the main root while secondary and tertiary causes might be pasted nearer to the small and smaller branch roots. Step 8: After identifying the causes, the groups will identify the effects of the CORE Problem. Do the same exercise (of step 7) to identify primary effect, secondary and tertiary effects of the problem. Ask the participants to paste primary effects on the main branches while secondary and tertiary effects should be pasted on smaller branches. Exercise 8.6 Discussion Step 9 Ask 2 or 3 participants to share the core learning from the exercise. Tell them that this exercise can improve our analytical skill to identify community problem.


Chapter Two: Skill Enhancement Session 9: Background and Objectives of WPP: SDSD Objective: Participants will be able to explain the development and specific

objectives of WPP: SDSD and the project area. Content: Development objective, specific objective and working area of WPP:

SDSD. Time: 45 minutes Methods: Flip chart presentation, Discussion. Materials: Flipchart, Marker, Masking tape. Education Materials: Handout (9) Background and Objectives of WPP: SDSD Process Exercise 9.1 Flip Chart Presentations Step 1: Welcome the participants to the session and brief them on session objectives. Step 2: Explains the background of the project, the development and specific objectives of WPP: SDSD, using flip charts 1 and 2. Step 3: Give an overview of the SDSD working area using flip chart 3. Exercise 9.2 Discussion Step 4: Ask one participants to explain the development and specific objectives and working

area of WPP: SDSD. Step 5: Conclude the session with thanks. Trainer’s Preparation Before beginning the session the facilitator should prepare a flip chart of development objective, specific objectives and on working area. Session 10: Basics of PRA Objective: By the end of this session, participants will be able to understand and

explain: • What PRA is. • Objectives of PRA. • Principles and features of PRA.

Content: Basics of PRA, Why PRA? Main features of a PRA Duration: 45 minutes Education Materials: Handout (10) Basics of PRA


Process Exercise: 10.1 Brainstorming Step 01: Welcome the participants and explain the objective of the session. Ask the participants how they can identify the resources available in their village. Someone might say that they can do it by drawing a map; someone might suggest that they can do it through a discussion with the seniors of the neighbourhood. Again, someone can say that they can do it by walking through the locality and asking common people different questions regarding the available resources. At this stage, explain that when information is collected and plans are developed and initiatives are taken in a participatory way, it is called Participatory Reflection and Action (PRA). Exercise: 10.2 Discussions Step 2: Discuss the core principals of PRA and importance of PRA in WPP: SDSD from the handout (10). Step 3: Discuss principles and features of PRA with the help of handout (10) Session 11: Different Tools of PRA Objective: By the end of this session, participants will be familiarizing different

PRA tools. Content: Transect walk, Village Mapping, Problem Tree Analysis, Venn

Diagram, Preference Ranking Time: 2 hours Method: Flip chart presentation and Discussion Education Materials: Handout (11) Different PRA tools, Flipchart on the different PRA

tools. Process Exercise 11.1 Flip chart presentation and Discussion. Step 01: Welcome the participants and discuss the objective of the session. Present the flip chart on Transect walk and explain its application with the help of handout (11) Follow the same process of step 1 for each of Village Mapping, Problem Tree Analysis, Venn Diagram and Preference Ranking.


Session 12: Planning 12.1 Planning: Data Collection and Recording Objective: By the end of the session participants will be able demonstrate how

to: • Use village profile for village action planning, monitoring and

evaluation. • Collect information from their allocated Para/area of 20 to 40

households, using a questionnaire. Content:

• Village profiling: for village action planning, monitoring and evaluation.

• Community mapping. • Para based participatory survey. • Compile Para based information in to a village profile.

Time: 3 hours Methods:

• Practice Community Mapping. • Demonstrating and practice of Para and village profiling. • Discussion.

Materials: Flip chart of village profile format. Education Materials: Handout (12) Planning. Process Exercise 12.1.1 Mapping Step 1: Welcome the participants to the session. Step 2: Ask the participants how many poor and vulnerable women-headed households are in their village. Probably, there will be different figures, or “I/We don’t know” will be the answer. Village mapping can be used to identify poor, vulnerable and women headed households. The information collected from village mapping will be used to verify the related information in the village profile. Ask the participants to draw a map of their village from memory, including the boundary, roads, bridges, rivers, canals, ponds, ditches, water points, houses, schools, mosques, health facilities, markets, police station and all publicly own lands. Then ask the participants to identify poor and vulnerable and women headed households on the map. Ask them to add legends including a list of the criteria, which categorise households as poor. Exercise 12.1.2 Village Profile Step 3: Now, tell them if we can identify the sources of recorded information, then we could easily get those from there. Ask them do they have any idea what it could be. Link their answers with the information from the handout on village profile and explain the purpose.


Step 4: Explain how the village profile will assist in planning to improve the water and sanitation situation in the village. It can also be used for monitoring and evaluation of the progress. Introduce the format for the village with the aid of the flip chart. Step 5: Explain that a village profile will identify the present water and sanitation situation in the village. Discuss the different socio-economic sections of the village profile, one section at a time. Do not go into the details at this stage. Each section of the profile should be discussed in the next steps. Step 6: During the explanation of the village profile, under water sources start a short discussion by asking what the difference is between ground water and surface water. Start the discussion with tube well, from their answers and discuss the different types of tube wells, shallow, deep, irrigation, Tara, super Tara, rower and treadle pumps. Also, discuss other sources of water. Step 7: To continue the discussion, at this point tell the participants that we already identified some sources of water, now we will discuss about Sanitation issue. But again for proper use of latrine we need water. Then ask if all of them have and use latrines. Ask what types of latrine there are in the village. Then explain what a hygienic and unhygienic latrine is. Continue to explain the sections. Step 8: Ask, how the village profile will be completed, and who will complete them. Write the answers on a flip chart. Introduce the idea of the Para survey format explaining how it will be completed and used to compile a village profile. Exercise 12.1.3 Discussion Step 7: To ensure that the profiling are clearly understood, ask the participants to fill up a profile for an imaginary village. Repeat the discussion to understand if all have understood the points. Make sure that there is no ambiguity. Ask the participants to keep the village profile for use in another session. Trainer’s Preparation Prepare a village profile form on a flip chart. Make sure that you are familiar with the terms used in the village profile 12.2 Planning: Village Action Plan Objectives: By the end of this session, the participants will be able to:

• Analyse present water and sanitation situation from the PRA outcomes and the village profile.

• Identify the gaps between the present situation and the situation of their desire.

• Prioritise and select needs to meet the need of the village action plan.

• Describe the importance of sharing of resources and the need for collective mobilisation of resources for addressing the needs.

• Identify the services and resources available that they could mobilise from the local area, e.g. the WPP: SDSD/PNGOs, related government agencies and other NGOs.

• Identify different options, including technology and cost. • Identify, prioritise and select strategies for addressing the selected

needs.


• Facilitate annual action plan for improving the water and sanitation situation.

• Fill up the monthly monitoring sheet. Content:

• Identification and prioritisation of community needs to be addressed.

• The importance of sharing the resources. • Identification of the resources and the opportunities to address

needs prioritised. • Selection of strategies to address the needs prioritised. • Preparation of a Yearly Action Plan.

Time: 5 hours Methods

• Discussion and analysis of village profiling exercise. • Needs Identification. • Priority Ranking. • Game: Jigsaw.

Materials:

• The village/Para profile. • Needs Identification Matrix on flip chart (handout 12). • Needs Ranking and Selection Matrix on flip chart (handout 12). • Large Jigsaw of a tube well (16 pieces; 4 pieces each for 4

groups) (handout 12). • Matrix for Identification of Resources and Opportunities on flip

chart (handout 12). • Strategy Selection Matrix on flip chart (handout 12). • Yearly Village Action Planning Matrix on flip chart (hand out 12). • Monthly Monitoring Matrix on flip chart (hand out 12). • 1x copy of each flip chart; display board; paper; markers.

Education Materials: Handout (12) Planning. Process Exercise 12.2.1 Discussion and Analysis. Step 1: Explain the objectives of the session. Present and discuss the village profile and describe the water and sanitation situation in the village on a flip chart. Discuss how to identify water and sanitation needs and discuss the matrix of needs identification. Hang the flipchart on the need identification matrix on a suitable wall, tree, or what ever is available. Explain the columns. Needs Identification Exercise 12.2.2 Brainstorming Step 2: Put the description of the present water and sanitation situation into Column 1 of the Needs Identification Matrix (handout 6). Allow the participants to brainstorm what the ideal


water and sanitation situation would be in the imaginary village drawn in the previous mapping exercise (exercise 12.1.1) and write these aspirations in column 4 against each present situation. Discuss the barriers that block the aspirations and write these in column 2. These barriers and the problems should be addressed. Discuss what is needed to remove the barriers between present situation and desired situation and list them in Column 3. Priority Ranking Exercise 12.2.3 Secret Ballot Step 3: Once the barriers have been identified; the order in which they can be addressed should be agreed upon. Ask the participants to write the content from column 3 of Need Identification Matrix in the needs column of the Needs Ranking and Selecting Matrix (handout 12). The participants will score these needs according to the criteria presented in the Needs Ranking and Selecting Matrix. Each participant can cast one vote in each of the three criteria. Thus, if there are ten participants there will be a total of ten votes counted for each criterion. The facilitator will cast two artificial ballots before the first participant votes. The facilitators’ votes will not be counted. The facilitator should let men and women vote separately and in both cases privately to avoid peer group pressure. The need with the highest score is the top priority for that criterion. Total the scores and rank them, highest score equals highest priority. List the finally selected needs to be addressed by the VBO. Resource Sharing Exercise 12.2.4 Jigsaw Puzzle Step 4: Introduce the jigsaw game and divide participants into 4 groups. Explain the rules (handout 12). Allow 15 minutes to complete the puzzle. Facilitate a discussion on how the exercise went. Tell them which group shared ideas within themselves and did not. If they do not complete because they did not share then make this point. Then lead a discussion on importance of resource sharing in meeting the needs identified in the previous exercises. Exercise 12.2.5 Group Discussion Step 5: Discuss the ranking outcomes from step 3 and the importance of collective resource mobilisation to address the needs identified. Discuss the benefits of having one organisation or contact person to provide these resources. Identification of Resources and Opportunities Exercise 12.2.6 Matrix for Identification of Resources and Opportunities Step 6: Introduce the Matrix for Identification of Resources and Opportunities (handout 12) for addressing the selected needs. The participants will complete each column of the matrix. Clarify that this exercise will provide an overview of opportunities for resource mobilisation to address the previously selected needs. For addressing one selected need we can choose various strategies depending on the opportunities. Keep the session outcome for use in the next exercise.


Exercise 12.2.7 Strategies Selection Matrix Step 7: Poise the question to the VBO members “Can the selected needs be achieved without strategies?” Discuss the answers. Discuss how to use the Strategy Selection Matrix (hand out 12). Then transfer the needs prioritised in order of priority from the Needs Ranking, and Selecting Matrix to column 1 of the Strategies Selection Matrix. Identify potential strategies in a brainstorming exercise and complete Column 2. Rank these strategies by secret ballot as described in exercise 12.2.3 according to there; relevance, achievability, resource availability (including VBO’s capacity). After Column 1, 2 and the ranking columns are complete, ask the VBO members to select the strategies that they would like to apply and place a tick next to them. Ensure that all the members agree to the selected strategy. Prepare a list of finally selected strategies. Action Plan Exercise 12.2.8 Group Discussions Step 8: Initiate a discussion on how to implement the strategies selected in earlier steps. The discussion is to help determine who will be involved, when and how the strategies will be implemented and the resources required. Discuss the importance of planning to successful implementation of strategies. Exercise 12.2.9 Yearly Village Action Planning Matrix Step 9: Introduce Yearly Village Action Planning Matrix (handout 12) and discuss the different sections. Complete Column 2 with the strategies selected in earlier stage. Identify the activities required to implement the strategies successfully in a brainstorming exercise, and place them in column three with their corresponding strategy. Discuss how many activities can be implemented realistically and include these activities in Column 4. This becomes the target. Discuss Columns 4, 5, 6, 7, 8, 9 and complete them with the appropriate information. Ask the participants’ to identify the improvements they expect to achieve after the successful implementation of their action plan. Record these expectations in Column 10. Exercise 12.2.10 Monthly Monitoring Matrix Step 10: Explain that wherever there is an action plan, there should be some kind of activity to monitor the implementing process. Introduce the Monthly Monitoring Matrix (handout12) and discuss to clarify the monitoring sheet so that they can fill it up in their monthly meeting. Session 13: Financial Management. Objective: By the end of the session the participants will be able to describe the

necessity of accounts keeping and produce: • Cash book • Bank book • Receipt and payment account

Content

• Concept of Finance Management • Necessity of Accounts Keeping • Budgeting • Cash and Bank Books: how to record transactions • Banking procedures


Time: 4 hours Methods: Question and Answer, Discussion, Group exercise, Visualisation,

Plenary Discussion, Lecture Materials: Flip paper (brown paper), permanent marker, and masking tape Education Materials: Handout (13) Financial Management Process Exercise 13.1 Questions and Answer Step 1: Ask the participant why an account keeping is necessary in an organisation. Write down their answer in a flipchart. Lead a discussion on accounts keeping with the help of handout (13). Exercise 13.2 Discussion Step 2: Now refer to the earlier session, which was on planning, and tell that we have learnt how to plan the activities. Now we would like to calculate the cost of those activities. Ask them to tell what the process is called. If they cannot mention this as budget then ask how many of them have heard the word budget. Probably many of them will raise hands. Discuss the content of the handout under the heading Budgeting. Exercise 13.3 Group exercise Step 3: Divide the participants into two groups. Show them a sample of the budget. Ask two groups to do a mock budget on a WatSan activity. Exercise 13.4 Visualisation Step 4: Ask the participants whether they maintain cashbook in the VBO. If the answer is yes, then ask again why they maintain it. Lead a discussion on necessity of maintaining cashbook in the light of their answer and with the help of handout. Show them a sample of documented cashbook and discuss different part of a cashbook. Exercise 13.5 Plenary Discussion Step 5: Ask the participants where they deposit their money when they are not supposed to keep the cash in hand. The participant will probably indicate bank deposit or bank account. Then ask them whether they know about the types of account available. Lead a short discussion of the types of accounts with the help of the handout (13). Step 6: At this point ask them how they can keep track of the banking transaction. Probably they will mention the bank passbook. Try to get bankbook as an answer. If they don’t arrive at bankbook then ask them whether bankbook means anything to them. Note their opinion on a flipchart. If they arrive at bankbook right away then ask them the purpose of the book. Compare the opinion with the information on the handout and summarise. Then give a short lecture referring to the acknowledgement of receipt and payment. Tell that the numbers on the acknowledgement paper needs to be mentioned in the bankbook. Tell them to prepare a mock bankbook.


Exercise 13.6 Lecture Step 7: Give a short lecture on selection of signatories and importance of informing the bank about it. Take information from the handout. Then refer to the cash and bankbook and give a short lecture on double entry system. Step 8: Tell the participants that it is important to produce a statement that shows all the receipt and payments during year. Ask them whether anyone has produced one. If the answer is no, just ask them whether anyone knows the name of the account. If the answer is no then tell the name of the account and discuss what goes in it. If the answer is yes, then ask them to describe the contents. Compare their answers with the information in the handout. Discuss what goes in the bankbook. Then ask them to prepare a mock receipt and payment account. Special Preparation Use practical documents of budget, cashbook, passbook and bankbook during the session. Session 14: Supervision Objective: By the end of the session, participants will be able to:

• Explain the significance of regular supervision. Content: What is supervision? the importance of supervision, the style of

supervision. Time: 1 hour 15 minutes Methods: Story, Role Play. Material: Poster paper, marker, masking tape, board Education Materials: Handout (14) Supervision Process Exercise 14.1 Story Step 1: Welcome the participants and explain the objective of the session. Inform the participants that they will comment on a story “Consequence of Madhumati’ given in handout (14) Supervision. Read the story and ask the participants: • What happened to Madhumati thereafter? • What happened to Madhumati in the story? • Why did this happen? • What responsibility did Madhumati’s mother bear, if any? • How could Madhumati’s mother ensure the safety of her daughter? Step 2: Explain the significance of supervision from handout (14) Supervision. Summarise the discussion. Exercise 14.2 Role Play Step 2: Ask two participants (one female and one male) to volunteer for the role-play. Brief one of them on instructive supervision and the other on consultative supervision separately.


They are going to play the role of a supervisor one will be instructive, the other consultative. The actors can choose 4/5 participants to participated in their role-play. The rest of the participants will be observers of the play. Step 3: At the end of the play, ask the observers what did they notice? Write down these observations. Explain the positives and negatives of both type of supervision. Step 4: Summarise the session pointing out that consultative supervision in community development work is preferred, although instructive supervision might be needed at times. Session 15: How to Organise a Meeting Objectives: By the end of the session participants will be able to:

• Organise and conduct a meeting without PNGO support. • Facilitate participatory decision-making processes. • Prepare a record of a meeting.

Content: Logistics for a meeting, Holding a meeting, Participatory decision-

making, Documentation. Time: 1 hour 30 minutes. Materials: Paper for flip chart (brown paper), permanent marker, and masking

tape. Education Materials: Handout (15) How to organise a Meeting Methods: Participatory Learning and Action Exercise, Brainstorming,

Presentation, Discussion. Process Exercise 15.1 Participatory Learning and Action Exercise Step 1: Ask the participants whether they have attended any kind of meeting in their practical life. It might be meeting of a cooperative or any committee. Some of them might reply positively. Ask them what the essential logistics for a successful meeting could be. Then ask the participants to explain how they decided which logistics would be required. Write the answers on a flipchart. Give each participant a blank Logistics Matrix photocopied from handout 15. Explain how the Logistics Matrix is used. Inform participants that a Logistics Matrix can be filled out before each meeting. Exercise 15.2 Brainstorming Step 2: Ask the participant what is the most important component of a meeting. You may receive many different answers. Encourage them to brainstorm until the answer “members” comes up. If within 5 minutes or so they can’t come up with this answer, and then ask them how important they think the presence of the members may be. Have someone write his or her answer on a flipchart. Conclude by summarising that the presence of a majority of the members is most important for a successful meeting.


Exercise 15.3 Plenary Discussions Step 3: Ask the participants “now that we know the presence of members is important, how we can ensure their presence?” Lead a discussion on how to ensure the presence of VBO members in the meeting. Write the various opinions on a flipchart. Exercise 15.4 Role Play Step 4: Divide the participant into two groups. Ask one group to form a circle and hold a mock meeting. Brief the ‘chairperson’ on different steps of a successful meeting. Give them around 15 minutes to complete their meeting. Ask the other group to sit around the first group and observe. Exercise 15.5 Group Discussion Step 5: Now discuss with the second group what they have observed, from the commencement of the meeting to the closure. What were the strengths and weakness of the meeting? Then summarise the steps of holding a meeting from handout (15). Step 6: Refer to step 5 and ask how decisions were made in the mock meeting. Write the answers on a flipchart. Close the discussion by summarising the participatory decision-making section handout (15). Exercise 15.6 Plenary Discussions Step 7: Ask the participants to think of the following situation. Tell them that it happened 20 days after a VBO monthly meeting. Shelina, a VBO member, tells her friend Reema, another VBO member that she cannot remember the point of hand washing. Reema tried to explain that a CRP would hold a hygiene session on a weekend when everybody is available and then Shelina could ask about hand washing. Salam said, no, it is the health worker from the government health office who will hold the hygiene session. Ask the participants how the actual situation will be agreed. Let the participants brainstorm and write their answers on a flipchart. Link their answers to the written record, particularly the meeting minutes. Explaining that the written record of a meeting is minutes. Show them a sample minutes. Step 8: Summarise the information in the handout. Session 16: Leadership 16.1 Leadership Objective: By the end of this session, participants will be able to

• Explain what leadership is. • Explain characteristics of a good leader. • Explain different types of leadership.

Content:

• Concept of leader. • Characteristics of a good leader. • Style of leadership.

Time: 1 hour


Methods: Picture presentation, Group work and discussion Materials: Picture of boats with head boatman and without head boatman,

masking tape, poster paper, marker, board Education material: Handout (16) Leadership Process Exercise 16.1.1 Picture Presentation Step 1: Welcome the participants and explain the objectives of the session. Present the picture of a boat with the head boatman and then present the picture of a boat without head boatman. Ask the participants for comparative analysis of two pictures. Ask them to predict the future of the each of the two boats. Write their comments on poster paper. Step 2: Based on the written opinions of the participants, explain the roles and responsibilities of a good leader for the organisation. Exercise 16.1.2 Group work Step 3: Divide the participants into two groups. Tell them that they are going to elect a leader for the respective groups. Give them 5 minutes to reach a consensus in the group for electing their leader. Ask them on which basis they have elected their leader. Write down their answer on the paper. Step 4: Sketch out the definition of a leader from the discussion and her/his characteristics and explain through discussion. Exercise 16.1.3 Role Play Step 5: Ask two participants (one female and one male) to volunteer for the role-play. Brief one of them on authoritarian leadership and consultative leadership separately. They are going to play the role of a leader, one will be authoritative and the other consultative. The actors can choose 4/5 participants to participate in their role-play. The rest of the participants will be observed the role-play. Step 6: At the end of the role-play, ask the observers what they noticed. Write down these observations. Explain the positive and negative of both types of leadership styles. Step 7: Summarise the session pointing out that consultative leadership in community development work is preferred although authoritative leadership might be needed at times. 16.2 Leadership: Alternative Leadership Objective: By the end of this session, participants will be able to

• Explain the necessity of alternative leadership. • Know how to create alternative leadership. • Significance of authority delegation.

Content:

• Importance of alternative leadership. • How to develop alternative leadership. • Delegation of authority.


Time: 30 minutes Methods: Case study, discussion Materials: Board, Marker, Brown paper, Masking tape. Education material: Handout (9) Rural Leadership Process Exercise 16.2.1 Case study Step 1: Welcome the participants and explain the objectives of the session. Tell the participants that you are going to read them a case study. They have to listen to it carefully and will answer some questions related to the case. Read the case study “Story of Alatuli Padma VBO” given in handout (9). Step 2: After reading the case, ask the participants the following questions: • How was the Alatuli Padma VBO? • How was the leader? • What happened to the VBO in absence of the leader? • Why did the VBO members face this type of situation? • How could this situation be avoided? Write down their answer on brown paper. Exercise 16.2.2 Discussion Step 3: Lead a discussion on the importance of alternative leadership and role of a leader to develop alternative leadership, based on the answer of the participants and the handout (9). Step 4: Tell the participants that authority delegation is the real path to develop alternative leadership. Lead a discussion on authority delegation with the help of handout (9). Step 5: Summarise the session and thank the participants. 16.3 Leadership: Conflict Resolution Objective: By the end of the session, the participants will able to

• Identify the nature and causes of conflicts in VBO as well as in the village.

• Identify steps to be taken to prevent and manage conflict and identify the required skills.

Content: Identification of conflicts and their cause, Skills required in managing

conflict. Time: 1 hour 30 minutes Methods: Conflict and causes: flow diagram symbol drawing, Discussion. Materials: Flipchart, sketch pen, masking tape, glue, display board, marker Education material: Handout (16) Leadership


Process Exercise 16.3.1 Conflict and causes flow diagram symbol drawing. Step 1: Welcome the participants and explain the objectives of the session. Tell the participants that they are going to draw conflict and cause flow diagram based on their present experience by drawing pictures. Form two groups. Provide them brown paper and sketch pen. Brief them followings: • Ask the groups to draw the picture of conflict commonly seen in the community on

separate pieces of paper; one piece of paper for one conflict. For example, they might draw picture of tube well to refer that there is a conflict regarding the access to water source.

• Once the groups complete drawing of conflicts then they will draw symbol of causes (why this conflict). For example, they might draw picture of angry man or man with a stick in hand to refer that the cause of conflicts is that the owner of tube well does not allow other to collect water from it. They might find one or two or three causes of conflict and the after effects of causes. The participants will draw link lines between conflict and causes and underlying causes in a single flip paper.

Step 2: Ask a group to present their group output. Encourage the members of other groups to ask questions if they require further clarification of the presentation. Step 3: Hang flipchart with the format of conflict resolution. Point out conflicts and causes by writing on the first and second column of the flip chart. Read out the findings providing clarification, if necessary. Step 4: Summarise the session telling them that same exercise can be done for conflict resolution in VBO. Exercise 16.3.2 Question and Answer Step 5: Ask participants what steps can be taken to manage the identified conflicts and to identify the skills one require for managing them by working on the third and fourth columns of the flip chart. Step 6: Conclude the session by asking the following questions: • What have you learned from the session? • How will you use this knowledge when you return to your organisation in your village?


Chapter Three: Governance Session 17: Basics of Governance. Objective: By the end of the session the participants will be able to explain:

• The basics of governance. • The role of gender in governance.

Content: What is governance and good governance? Characteristics of good

governance, Gender in governance. Time: 1 hour 15 minutes. Methods: Group work. Discussion. Materials: Flip chart (brown paper), permanent marker, and masking tape Education Materials: Handout (17) Process Exercise 17.1 Group work. Step 1: Welcome the participants and explain the objectives of the session. Form 3 small groups with the participation of all participants. Name them Family group, Organisation group and State group. Tell the groups that they are going to work on: • Who runs the family, an organisation and state in general? • How do they make decisions? • How do they implement their decisions? • Find 2 or 3 positive and negative sides of the existing governance system of the

institutions (family, organisation, state). Give the participants 30 minutes to work on this. One team will work on a single area. That means, Family team will work on Family, Organisation team will work on organisation and State team will work on state. Step 2: After completion of the group work, ask them to present their group output. Start with the Family group, then Organisation group and finish with the State group. Allow maximum 5 minutes to each group for their presentations. Exercise 17.2 Discussion Step 3: Summarise the presentation telling the participants that governance can be defined as the manner in which power is exercised in the management of a country’s/organisation’s/ family’s economic and social resources for development. Step 4: Tell them that when governance contains features like participation, accountability, transparency, equity, responsiveness, rules of law etc then we can define it as good governance. Good governance is essential for any kind of development planning and process. Lead a discussion on governance and good governance based on their presentation and with the help of handout (17).


Step 5: Discuss elements of good governance with the help of handout (17). Relate those with real life examples. Step 6: Tell the participants that good governance can not be ensured without participation of female in planning, decision making and implementation process. Because, females share half of the total population. Bypassing their participation means, voice of the 50% people remains unheard. Besides, female can equally contribute in every steps of the governance with their immense potentialities. Discuss the importance of role of gender in good governance with the help of handout (17). Relate those with real life examples. Session 18: Governance in VBO Objective: By the end of the session the participants will be able to explain

• Nature of governance in VBO. • VBO’s role in the wider community as a part of civil society.

Content: Governance within VBO, Civil society, VBO’s role in wider

community. Time: 1 hour 30 minutes Methods: Discussion, Role play, Question and Answer, Lecture Materials: Flip chart (brown paper), permanent marker, and masking tape Education Materials Handout (18) Governance in VBO. Process Exercise 18.1 Discussion Step 1: Welcome the participants and explain the objectives of the session. Refer to the group work of the Organisation group from the previous session. Tell the participants that we have learned the nature of governance in an organisation. Now we will discuss the nature of governance in a VBO. Lead the discussion with the help of handout (18). Exercise 18.2 Role Play Step 2: Invite 8 participants to volunteer for a role-play; divide them in two groups of four. One group of four will represent Union Parishad including Chairman, UP female member and two male members. Another group of four will play the role of VBO members. The remaining participants will observe the role-plays. Before beginning the role-play brief the ‘VBO members’ and ‘UP representative’ separately on what there role-play is about i.e. ‘VBO members’ will bargain with the UP for the mitigation of a severe lack of safe drinking water in their locality while ‘UP representative’ will express their inability to act due to budget shortfalls. Eventually the UP will agree to consider financial assistance during the next budget. Allow 10 minutes for the role-play. Step 3: At the end of the role-play ask the observers what they understood from the role-play of the role of the VBO for wider community. Write down their answer on a flip chart.


Exercise 18.3 Questions and Answer Step 4: Tell the participants that they have just seen one kind of role for a VBO. What are other roles and responsibilities, they think VBO can carry out for the community in the perspective of governance. List their answers on a flip chart. Compare their answers with the information in handout (18). Exercise 18.4 Lecture Step 5: Tell the participants that VBO will carry out the previously mentioned roles and responsibilities not for their personal interest but for the greater and common interest of the wider community. Such a catalyst group within our society always bargains with both non-state and state (such as UP) actors for the welfare of society. We can call this group a civil society organisation. Define civil society and its roles with the help of handout (18). Step 6: Summarise the session. Session 19: Local Government and Government at local level. Objective: By the end of the session participants will be able to

• Understand what local government is. • Identify government at local level.

Content: Meaning of Local government, Tiers of local government,

Government agencies at the Union level. Time: 45 minutes Methods: Question and Answer on the topics, Visualisation on flip chart Materials: Flip chart (brown paper), permanent marker, and masking tape Education Materials: Handout (19) Local Government and Government at local level Process Exercise 19.1 Questions and Answer Step 1: Focus the discussion by asking following questions: “Where do you go to demand development activities for your locality?” “Which institution organises and conducts shalishes (dispute resolution) in your area?” Relate their answer to the UP. Lead a discussion towards the fact that the UP is the nearest level of government to the citizens of Bangladesh. Exercise 19.2 Discussion Step 2: Explain the different tiers of local government mentioning that there are 4 tiers. We will discuss only three tiers because recently the Supreme Court of Bangladesh declared the Gram Sarkar as unconstitutional.


Exercise 19.3 Plenary Discussion Step 3: Invite the participants to mention government organisations apart from the UP, from where they receive services. List their answers. Compare it to the information of the handout (19). Step 4: Summarise the session by informing the participants that besides government organisations, there are many non-governmental organisations and service providers that work in development. Give examples of some of those. Session 20: Structure of UP and its Roles and Responsibilities Objective: By the end of the session participant will be able to;

• Describe the structure of Union Parishad. • Describe the mandatory activities of UP. • Describe at least five optional activities related with WatSan. • Describe at least five activities of the UP WatSan Committee.

Content

• Structure of Union Parishad. • Activities of Union Parishad. • Structure of WatSan Committee. • Activities of WatSan Committee.

Time: 1 hour 30 minutes Methods: Visualisation and discussion Materials: Flip chart (brown paper), permanent marker, and masking tape Education Materials: Handout (20) UP and its Roles and Responsibilities Process Exercise 20.1 Questions and Answer Step 1: Ask the participants whom they elected to run their UP. They might say Chairman, members and female member. Tell them that there is another position in the UP named Secretary who is not elected by them but appointed by the government. These people are responsible for the functioning of the UP. Step: 2: Ask the participant to describe the activities of the UP. Have someone written the replies on a flipchart. Compare the replies with the information in the handout. Point out that activities some are mandatory and others are optional. Exercise 20.2 Visualisation and Discussion Step 3: Tell the participants that the UP has standing committees. Show a list naming the committees on flipchart. Discuss only the WatSan committee. Describe the formation of the WatSan committee with help of a written flipchart. Step: 4: Show the flipchart where the activities of the WatSan committee are written. Explain the main activities of WatSan Committee.


Step 5: Summarise the session by explaining the support the WPP: SDSD provides to UP in WatSan activities. Mention that there are some government agencies at local level, which also work on WatSan issues. Session 21: Responsibility of local Government in WatSan. Objective: By the end of the session the participants will learn about the WatSan

related activities of local government. Content: Responsibility of local government in WatSan. Time: 30 minutes Methods: Visualisation of information on flipchart. Materials: Flip chart (brown paper), permanent marker, and masking tape Education Materials: Handout (21) Responsibility of Local Government in WatSan Process Exercise 21.1 Visualisation and Discussion Step 1: Refer to the earlier session where they discussed and identified the local government agencies (session 19). Point out that among these local government agencies you will discuss only those that have roles and responsibilities in WatSan and health. These are the Department of Public Health and Engineering and the Ministry of Health and Family planning. Show them the flipchart on which WatSan related activities these two organisations have roles. Discuss their activities based on the written information. Step 2: Summarise the session and thank the participants. Session 22: Communication and Resource Mobilisation Objective: By the end of the session the participants will be able to communicate

their demands through the proper channels. Content

• Policy Analysis Matrix. • What do we have to do to obtain services?

o Communication o Resource mobilisation

• What is communication? • Type of communication.

Time: 1hour 30 minutes Methods:

• Exercise on policy analysis matrix. • Role play. • Question and answer. • Flipchart presentation.


Materials: Flip chart (brown paper), permanent marker, and masking tape Education materials: Handout (22) Communication and Resource Mobilisation Process Exercise 22.1 Exercises on Policy Analysis Matrix Step 1: Refer to the previous sessions (session 19, 20). Point out that there is a number of service providing organisations in our locality, including the UP that provide WatSan related services. But how can we communicate with them effectively to get their services. Show the flipchart on which the policy analysis matrix is drawn. Encourage the participants to work on WatSan related problem for the policy analysis matrix. Ask them 5 questions from the matrix (column 1) one by one and write down their answer in the respective row of column number 2. Exercise 22.2 Role Play Step 2: Tell the participants that from the policy analysis exercise we have understood our problems and other concerns associated to the problem. Invite 6 participants to volunteer for the role-play. Pick 3 from them to play role of UP Chairman, DPHE engineer and Family Welfare Assistant (FWA) of Health Department. Other 3 participants will play the role of VBO members. The remaining participants will observe the role-play. Ask the volunteers to imagine that they are attending a UP coordination meeting. “VBO members” will raise their concern to the UP Chairman, DPHE engineer and FWA one by one. They will convey the message regarding the identified problem (from policy analysis matrix) only. Allow them 15 minutes for the role-play. Step 3: At the end of the role-play, ask the observers to share their observations. Invite them to give feedback on how communication could be improved. Share perceptions on effective communication with help of handout (22). Exercise 22.3 Question and Answer. Step 4: Ask the participants “as a community what resources do we posses?” Write the answers on a flip chart. Then ask “what external resources/services do we need for the development of our community?” Write the answers on a flip chart. Based on the answers, lead a discussion on resources mobilisation. Exercise 23.4 Flipchart Presentations on Resource Mobilisation Step 5: Show the participants the flipchart on resource mobilisation. Explain how to complete the format. First they should write down the selected VBO activities for this year in column 2. Then they will write name of resources that will be needed to implementing those activities in column 3. After this they should write the source of those resources and from where it will be mobilised in column 4. In column 5, they will write how these resources can be collected for village development. The remarks column is for something additional they wish to mention. Step 6: Summarise the session focusing on the importance of effective communication for resource mobilisation.


Note for the facilitator Please remind the participants that the information on the handout is only an example and not necessarily be used during the session. This example is to give participant an idea how they can relate their problems to different actors. Prepare a flipchart with the format of resource mobilisation.


Chapter Four: Water and Sanitation Session 23: Introduction to Water, Sanitation and Health Objective: By the end of the session, the participants will have information and

knowledge about: • What water, sanitation and health are? • How water, sanitation and health interrelate.

Content: Water, Sanitation and Health Time: 1 hour 30 minutes Methods: Question and Answer, Group work, Flipchart Presentation, Story with

a gap, Lecture, Village Mapping. Materials: Flipchart, marker, masking tape Education materials: Handout (23) Introduction to Water, Sanitation and Health Process Exercise 23.1 Questions and Answer

Step 1: Greet the participants and describe the objectives of the session. Ask the participants to tell what they know about water, sanitation and health separately. Write the answers in a flipchart in three separate sections i.e. water, sanitation and health. Exercise 23.2 Group Work Step 2: Divide the participants in three groups, namely water, sanitation and health. Show the participants pic-1 (Handout 23), and ask them to describe what they think of the of water, sanitation and health situation as shown in the picture. Ask each group to write down their understanding on a flipchart 10 minutes. Present a flipchart by each group in a plenary session. Each group will present their understanding within 3 minutes. Do not allow any questions. Thank each group for their active participation. Exercise 23.3 Story with a Gap

Step 3: Show the flipchart on safe water and hygienic latrine. Ask the participants to concentrate on pic-2. Ask the participants to identify the gap between picture 1 and picture 2. Ask the participants’ to describe the relationship between two pictures with regards to water, sanitation and health. Write their relationship on a flipchart. Exercise 23.4 Lecture

Step 4: Facilitate a lecture on water, sanitation and health based on handout (23). Facilitate a lecture on the relationship on water, sanitation and health. Step 5: Reach a consensus on the understanding on the relationship between water, sanitation and health. Conclude the session with thanks.


Exercise 23.5 Village Mapping Step 6: Tell the participants that now we will prepare a model village that has achieved the desired situation of water, sanitation and health. Divide the participants into 3 groups namely water, sanitation and health. Provide each group with brown paper, marker, and sketch pens of various colours. Ask each group to draw the situation in water sanitation and health that they hope for in their village. Ask the groups to use different colours for what they have and what they wish for. Ask each group to present their model village on water, sanitation and health. Lead the discussion on how the desired situation can be achieved. Relate those to the Hygiene Promotion Disease Prevention Education in brief. Conclude the session by telling the participants that we will learn in greater detail during the next session. Session 24: Health Promotion and Disease Prevention (HPDP) Objectives: By the end of the session, the participants will able to understand

• Importance of HPDP • Situation analysis for HPDP. • Intervention areas in HPDP

Content: Objective and intervention areas of HPDP, Health Situation analysis Time: 1 hour 15 minutes. Methods: Bar Diagram exercise, Discussion, Flashcard show, Lecture Materials: Flipchart, marker, pen, masking tape, flashcard Education materials: Handout (24) Health Promotion and Disease Prevention. Process Exercise 24.1 Exercises on Bar Diagram Step 1: Explain the objectives of the session. Ask the participants to identify some common diseases and their causes in the community. Write down their answer. Repeat the exercise on a seasonal basis (especially the summer, rainy and winter seasons) and the difference of the severity of these diseases during each season. Write the answers on a flip chart. Draw a Bar Diagram based on the information with the help of handout (24). Exercise 24.2 Discussion Step 2: Based on their answer, tell that, the causes of the diseases identified above can for the most part be avoided through Hygiene Promotion and Disease Prevention (HPDP) education. Discuss the importance of HPDP in daily life with the help of handout (24). Exercise 24.3 Flash card Show Step 3: Show the flashcards to the participants (pic-3.1, 3.2. 3.3) on unhygienic water, unhygienic latrine and hygienic latrine. Ask them to share their understanding of the flash cards. Write their opinions on a flipchart


Exercise 24.4 Lecture Step 4: Provide lecture on intervention areas of HPDP from Handout (24) Health Promotion and Disease Prevention. Step 5: Reach a common understanding of the positive effects of HPDP. Develop a core message on HPDP with the participants and wise commitment from the participants to practice HPDP. Session 25: Diarrhoeal Diseases and the Oral Saline Objectives: By the end of the session, the participants will have:

• Key information and knowledge of diarrhoea. • Knowledge and the skill to prepare oral saline. • Information on how to prevent diarrhoea. • The ability to management outbreaks of diarrhoea.

Time: 2 hours Methods: Story telling, Experience sharing, Demonstration, Discussion Materials: Brown paper, marker, demonstration materials i.e. ORS sachet, salt,

molasses/ sugar, one Jug safe drinking water, ½ litre water pot, teaspoon and soap.

Education materials: Handout (25) Diarrhoeal Diseases and Oral Saline, flashcard Process Exercise 25.1 Story telling Step1: Welcome the participants and describe the objective of the session. Tell the participants that you are going to tell a story. Participants should listen carefully and give answers to your questions. Read the story from the handout (25). Step 2: Ask the participants to answer the questions one by one and write their answer on a flipchart:

• What disease did Dulal suffer from? • Why was Dulal’s life threatened? • What advice did the health worker provide? • Why diarrhoea is dangerous? • What happens if young children do not receive liquid when suffering from

diarrhoea? • What supplementary food children should eat/drink when suffering from

diarrhoea? • What steps can be taken to reduce the risk of death of children who have

diarrhoea?

Summarise the answers and mention the key messages on diarrhoea from handout (25) Diarrhoeal Diseases and Oral Saline.


Exercise 25.2 Experience Sharing Step 3: Ask the participants what should they do if their children or family members have diarrhoea? Compare their answers with the information from the handout (25). Show them a packet of oral saline. Ask them whether they recognise it or not. Exercise 25.3 Demonstration Step 4: Ask one participant to volunteer to prepare the saline. If there is no volunteer, then you demonstrate how to prepare saline. Step 5: Tell the participants that there is an alternative to packet saline. Ask them whether they know it or not. If someone responds positively, ask her or him to prepare the saline. If nobody knows, show them how to prepare salt and molasses saline solution. Then request 2-3 participants to prepare salt and molasses saline solution. Before starting the preparation request them to:

• Wash their hands with soap. • Clean the ½ litre pot and fill it with safe water. • Mix one fist molasses / sugar and one pinch salt in water. • Stir until the molasses and salt are dissolved.

Make sure that everybody could see the preparation. Ask them to show the measurement of one pinch salt. Exercise 25.4 Discussion Step 6: Ask the participants about their learning from the above steps. Compile the learning on a flipchart. Relate their answers with the seven key messages with the help of handout (25). Also mention from the handout what liquid foods can be used in cases of diarrhoea. Step 7: Tell the participants that although we have discussed the curative care of diarrhoea, prevention is the best. Discuss how diarrhoea can be prevented with hygiene practice. Reach a consensus on the understanding of the group. Conclude the session with thanks. Session 26: Typhoid and Jaundice Objective: By the end of the session the participants will have information and

knowledge on: • Typhoid. • Factors associated with typhoid. • Mode of transmission of typhoid. • Signs and symptoms of typhoid. • How to prevent typhoid. • Jaundice. • Factors associated with Jaundice. • Mode of transmission of jaundice. • Signs and symptoms of jaundice. • How to prevent jaundice.

Content:

• Basics of typhoid. • Basics of Jaundice.


Time: 1 hour 45 minutes Methods: Question and answer, Experience sharing, Lecture Materials: Brown paper, marker, board, masking tape Education materials: Handout (26) Typhoid and Jaundice Process Typhoid Exercise 26.1 Question and answer Step 1: Welcome the participants and explain the objective of the session. Ask the participants “what are the water-borne diseases commonly see in our locality?” List the answers on a flipchart. Look whether they mention typhoid or jaundice as a water-borne disease or not. If they don’t mention, tell them that typhoid and jaundice are water-borne diseases commonly found in Bangladesh. Exercise 26.2 Experience sharing Step 2: Ask participants who has suffered from typhoid. Ask her or him to describe the experience. How long they suffered? Where they sought treatment? If no such person is present, explain it from your own experience or provide signs and symptoms from handout (26). Exercise 26.3 Lecture Step 3: Provide lecture on the basics of Typhoid from handout (26). Jaundice Follow the same process of exercise 26.2 and 26.3. Session 27: Arsenicosis Objectives: By the end of the session the participants will have information about

and knowledge of: • Factors associated with arsenic toxicity. • Signs, symptoms and complications of Arsenicosis. • Management of Arsenicosis. • Safe water and sources of safe water.

Content:

• What is arsenic? • What is Arsenicosis? • How Arsenicosis patients are managed. • The present situation of arsenic contamination in Bangladesh. • Exposure to arsenic and the health risks in Bangladesh.

Time: 1 hour 30 minutes


Methods: Brainstorm, Flashcard show, Lecture, Role-play, Discussion Materials: Poster, flipchart, brown paper, marker, sketch pen Education materials: Handout (27) Arsenicosis Process Exercise 27.1 Brainstorm Step 1: Welcome the participants and explain the session objective. Ask them to brainstorm on what they know about arsenic. Write down the answers on brown paper. Exercise 27.2 Flashcard show Step 2: Show available flashcards on Arsenic patients. Ask the participants whether they have seen this type of patient in their real life or not. Lead a discussion comparing their answer with the previous step. Exercise 27.3 Lecture Step 3: Refer to the previous step telling them that consumption of arsenic contaminated water causes the disease shown on the flashcards. Mention that Arsenic is a colourless, odourless chemical found in water that cannot be removed by boiling. Water always contains Arsenic. If water exceeds the maximum permissible level (0.05mg/L), which causes adverse effects in body. Elaborate your lecture on Arsenic and Arsenicosis with the help of Handout (27). Exercise 27.4 Role-play Step 4: Select 4 participants as volunteers. Ask them to conduct a role-play. One of them will be a patient, one a health worker, one a mother and another will be a villager who dislikes an arsenic patient. Give clues that there is social discrimination for arsenic patients because people usually do not like them. Brief ‘the health worker’ about the basic of management of Arsenicosis patient. Mention that the theme of role-play is to establish community sensitisation for arsenic patient. The remaining participants will be the observers. Exercise 27.5 Discussion Step 5: At the end of the role-play, ask the observers to explain what they learned from it. Write down the learning. Lead a discussion on the management of Arsenicosis patients with the help of handout (27). Step 6: Summarise the session reminding them that, “there is no other remedy for Arsenicosis but stopping the use of arsenic contaminated water”.


Session 28: Sanitation Objective: By the end of the session the participants will be able to:

• Identify different types of latrine used in community and family level.

• Describe the effects of open defecation on health and the environment.

• Explain the management of latrines. • Explain how to ensure environmental sanitation at community

level. Content:

• Effects of defecation on open space on health and the environment

• Operation and Management of latrine. • Environmental Sanitation.

Time: 2 hours 30 minutes Methods: Question and Answer, Faecal-oral contamination cycle

demonstrations, Flash card demonstration, Discussion, Group work, Lecture

Materials: Board, marker, brown paper, masking tape Education Material: Handout (28) Sanitation, lash cards Process Exercise 28.1 Questions and Answer Step 1: Welcome the participants and explain the objective of the session. Ask them what types of latrines are usually used at the community level and family level. Write down their answer on a flipchart. Pick open defecation from their answer. Exercise 28.2 Faecal-oral contamination cycle demonstrations Step 2: Discuss in brief negative effects of open defecation on human health and on the environment. Show them the diagram on faecal-oral contamination process with the help of handout (28). Reach a consensus that we have to stop the practice defecation in the open. Tell them that use of hygienic latrine is the only alternative of it. Exercise 28.3 Flash cards demonstration Step 2: Distribute flash cards on different types of hygienic and unhygienic latrines. Ask the participants to arrange the flash cards according to the hygienic quality of latrines. Ask them to analyse why they have sorted out some latrines as hygienic and some as unhygienic. Lead a discussion telling them that a hygienic latrine should have following features: • Human faeces should be in a specific ditch. • Faeces should not be visible. • Animals like flies, chickens, ducks etc could not enter in it. • It will not emit foul smell.


Exercise 28.4 Discussion Step 3: Discuss that two types of latrines are used in the community and family level in general. Those are 1) Low cost latrine 2) Technology based latrine. Focus your discussion on low cost latrine as a safe option. Because it is affordable for the community people. Step 4: Discuss on hygienic operation and management of latrine with the help of handout (28). Tell them that usually women do the maintenance and management of the latrine. But it is not a work of female only. In fact every family member irrespective of gender (except children) should be responsible for maintenance and management of the latrines. Step 5: Relate your discussion on the previous session (HPDP) and tell them that using hygienic latrine is not the only way to prevent disease and maintains a healthy environment. Some other practices of daily life like garbage disposal, animal faeces disposal, cleanliness, water source management, consumption of safe drinking water etc. have very important role to keep the environment healthy. Exercise 28.4 Group work Step 6: Divide the participants into two groups. Provide them with brown papers and sketch pen. Ask each group to draw a picture of a sanitised village from their understanding. Step 7: At the end of the group work ask each group to present their drawing one by one. Encourage one group to provide feedback to another group if there is any gap in the presentation. Lead a discussion on how environmental sanitation can be maintained with the help of handout (28). Exercise 28.5 Lecture Step 8: Tell them that UP is also responsible to ensure sanitation at community level. UP is mandated to allocate 20% of their ADP budget. UP has a standing committee namely WatSan Committee to look after WatSan situation at community level. As a community member, we have to raise our voice for proper functioning of this committee. Step 9: Summarise the session with a consensus that each participant will contribute to her/his level for ensuring sanitation at community and family level. Session 29: User Selection Criteria for Options. Objective: By the end of the session the participant will be oriented on the user

selection format for safe water and hygienic sanitation options. Content: GAF, User selection Criteria, User selection format. Time: 1 hour Methods: Gender Analytical Framework (GAF) Exercise, Discussion Materials: Brown paper, marker, sketch pen, flipchart on GAF Education materials: Handout (29) User Selection Criteria and Technical Information on

the Options.


Process Exercise 29.1 GAF Exercise Step 1: Describe the objective of the sessions. Introduce the flipchart on GAF. Do the exercise on the GAF through question and answers. This will give the participants practice in analysing the gender gap in the existing Watsan implementation process (participation and planning in site selection, option selection and cost sharing). Reach a consensus on ensuring female participation in WatSan activities including decision-making, operation, maintenance and management of water facilities. Exercise 29.2 Discussion Step 2: Introduce the User Selection Format from Handout (29) and explain how to use it. Discuss on user selection criteria. Session 30: Cost Sharing of Water and Sanitation Option. Objective: By the end of the session, the participant will know water and

sanitation option cost sharing protocol. Time: 45 minutes Methods: Discussion Materials: Brown paper, marker, sketch pen, flipchart Education materials: Handout (30) Cost Sharing of Water and Sanitation Option. (See

Annex 1 for Details of Costing of Water and Sanitation Options) Process Exercise 30.1 Discussion Step 1: Introduce and discuss the cost sharing policy for safe water and hygiene sanitation options with help of handout (30). Step 2: Allow time for the participants to ask questions to improve their understanding. Session 31: Site selection for Safe Water and Sanitation Option. Objective: By the end of the session, the participant will be oriented

• On suitable sites for safe water and sanitation option • On Option Site Selection Format

Time: 45 minutes Methods: Discussion Materials: Brown paper, marker, sketch-pen and flipchart Education materials: Handout (31) Site Selection for Safe Water and Sanitation Option


Process Exercise 31.1 Questions and Answer Step 1: Ask the participant where safe water options and sanitation should be installed at family and community level. Write down their answers. Lead a discussion on suitable option of safe water and sanitation in the light of their answer and with the help of handout (31). Exercise 31:2 Discussions Step 2: Introduce the “option site selection” format and demonstrate how to use it. Facilitate the findings of gender involvement in WatSan through gender analysis framework practiced in the previous session. Session 32: Option Selection for Safe Water and Sanitation. Objective: By the end of the session, the participant will be able to explain the

merits and demerits of safe water and hygienic sanitation options. Time: 1 hour Methods: Group work, Discussion. Materials: Brown paper, marker, sketch pen, flipchart Education materials: Handout (32) Option selection for safe water and sanitation. (See

Annex 2 for Figure of different safe water and sanitation options) Process Exercise 32.1 Group work Step 1: Describe the objective of the sessions. Form 4 small groups with all the participants. Name the groups as the Tube well group, the Dug well group, the Rainwater group and the Sanitation group. Ask the first three groups to find out the merits and demerits of the each of their respective options. Ask the Sanitation group to find out the merits and demerits of low cost sealed latrines. Step 2: Ask each group to present their work. Encourage participants to seek clarification. Exercise 3: Lead a discussion on specification, merits and demerits of different water options and low cost latrine based on the group work and with the help of hand out (32). Don’t forget to mention and discuss on “Pond sand filter” option. Session 33: Safe Water Option Operation, Maintenance and Management Objective: By the end of the session, the participant will be able to understand

safe water option operation, maintenance and management Time: 45 minutes Materials: Brown paper, marker, sketch pen, flipchart, and VIPP card.


Education materials: Hand out (33), Picture book (of Water Safety Plan). Methods: Experience sharing, Demonstration. Process Exercise 33.1 Experience Sharing Step 1: Describe the objective of the sessions. Ask the participants to share their experience on operation, maintenance and management of their existing safe water options. Lead discussion about operation, maintenance and management of safe water option with the help of handout, if they miss any points. Step 2: Show the picture book on the ideal situation of safe water options. Give clarification if the participants have any queries. Session 34: Water Quality Testing for Safe Water Option See the Training Manual for Arsenic Screening.


Handout Chapter One: Community Mobilisation Session 1 Handout (1) Nil Session 2 Handout (2) Rapport Building Points to remember during introduction with community people • Dress simply. • Exchange greetings with everyone that you meet. Remember to consider religion when

greeting and addressing people. • Show respect, especially to the elderly. • Behave modestly and with sensitivity to social customs. • When entering a house, ask permission from the householder first. • Explain why you visiting the village and answer any queries about the objectives of your

visit. Rapport Building Building rapport is one of the preconditions of PRA method. Establishing a welcoming and accepting atmosphere at the outset will ensure a productive outcome for the villagers. Mutual trust and respect is important as it enables the villagers to feel comfortable with expressing their ideas, thoughts and feelings in front of others. Rapport building takes time, effort and sensitivity on the facilitator’s part. It is something that can not be rushed because it sets the stage for any future activities. There are a variety of ways to build rapport with others. Some suggestions on how to create a positive working and learning environment are given below: Transact walk Undertake a village transact this will help the villagers to get to know you and also for you to get know the villagers in an informal situation as they show you the important facilities in their village. Learning a new activity; Ask the villagers to teach you a new activity that is important in the village e.g. fishing, weaving etc. Show a genuine interest in the activity, the villagers will be keen to explain how to this activity. Indigenous methods: Villagers will have a great deal of technical knowledge about a specific activity. Ask them to explain the process to you and how they learnt this process.


Session 3 Handout (3) Community mobilisation Community: Literary meaning of community is a body of people living in one place, district, country or a body of people having religion, ethnic origin, cast, profession etc. Community mobilisation: Community mobilization is a capacity building process through which community individuals, groups, or organizations plan, implement and evaluate activities on a participatory basis to improve for and sustainable development (like WATSAN), either on their own initiative or stimulated by others. Points to remember during a community mobilisation • Like any development approach, community mobilisation is not the answer to every

development issue or the right approach for every community because communities are not homogeneous entities. They must be recognised as socially internally differentiated with different capacities, strengths and weaknesses.

• Even within the same community, a single approach for certain issues might not be

applicable for others. • Gender, age, wealth, class, ethnicity and power should be considered during community

mobilisation Key tasks usually involved in most successful community mobilisation • Ongoing dialogue between community members regarding their development or need

issues. • Creating or strengthening community organisations aimed to mobilisation. • Assisting in creating an environment in which individuals can empower themselves to

address their own and their community’s needs. • Promoting community members’ participation in a way that recognise diversity and

equity, particularly of those who (women, children, disable and older people) are most affected in the community.

• Working in partnership with community members in all phases of a project.


Session 4 Handout (4) Celebration of First Success First success: In this short phase the community people take a stride towards quick action with their own capability, which is the result of community mobilisation. Community people select a very small and quick attainable development issue through potential and problem analysis. Then go to the action and get result. Possible ways to facilitate community for first success celebration • Assist to fix the time, date and place • Assist to ensure the presence of the people from all levels. • Assist to ensure equal representation of female and male. • Assist to prepare a presentation on first success (issue selection, implementation, follow

up and completion). • For giving aspiration, the natural leaders who are involved in first success achievement

might be highlighted. Steps of usually followed for meeting facilitation • Welcome the participants. • Selection of chair person. • Agenda setting. • Presentation on first success. • Discussion. • Invite the natural leader for giving a speech on his or her experience of first success. • Conclude the session.


Session 5 Handout (5) Formation of Organising Committee Process of forming organizing committee • Personal contact. • Group discussion. • Para meeting. • Mass gathering. • Meeting conduction. Process of meeting conduction for forming organising committee • Welcome the participants • Selection of chairperson. • Agenda setting. • Presentation on first success. • Discussion. • Invite the natural leader for giving a speech on his or her experience of first success. • Selection of members for organising committee through the consensus of existing

community people. • Resolution preparation. • Conclude the session. Member selection criteria for Organising Committee • Member should live within the boundaries of the village. • Organising committee consists of 5/7 members. • Representation from every corner of the community. • Ensure equal representation of female and male. • Accepted by village people. • Leadership capacity.


Session 6 Handout (6) Formation of VBO Steps usually followed for Meeting conduction for VBO formation:

Welcome the participants Selection of the chairperson. Agenda setting. Discussion. Selection of members for VBO through the consensus of existing community people. Resolution preparation. Conclude the session.

VBO member selection criteria • Member should live within the boundaries of the village. • A VBO consists of 20-30 members. • Representation from every corner of the community. • Ensure equal representation of female and male. • Accepted by village people. • Leadership capacity. • Willingness to participate in voluntary activities and has time to provide. • A balance of age groups should be maintained. Composition of VBO • Chairperson (1) • Vice-Chairperson (1) • Secretary (1) • Cashier (1) • Members (Rest of the members of the VBO). It should be mentioned that one position amongst Chairperson and Vice-Chairperson must be reserved for female. First four dignitaries are responsible for managing the VBO while members hold the voting authority like the dignitaries.


Session 7 Handout (7) Constitution Constitution Literary means of constitution is “a body of fundamental principles by which a State or other body is governed”. Components of Constitution • Name of the committee. • Objective of the committee. • Structure of the committee. • Membership criteria. • Working area. • Role and responsibilities of committee members. • Financial management. • Exclusion and inclusion membership. • Abolishment of committee. Sample of a VBO constitution


Session 8 Handout (8) Problem Tree Analysis

Conceptual Diagram for Problem Tree Analysis

Primary cause

Secondary cause

Primary cause

Root cause

Primary cause

Secondary cause Secondary

cause

Tertiary cause

Tertiary cause

Primary Effect

Secondary Effect

Primary Effect

Primary Effect

SecondaryEffect

Tertiary Effect

Core Problem

Secondary Effect


Model of Problem Tree Analysis

High risk of hygiene related diseases specially for women children

Increased treatmen

Death

Work days lost

Socio-economic

Lack of latrines lead to reduce privacy and

Women sick- nobody to take care for her

Sick women don’t get their

Tension in marriage and domestic

Violation of women’s right

Lack of attention Given to children

Violation of Children’s right

Non availability of WATSAN facilities

Poor hygiene practices

Illiteracy of women Information not reaching primary stake holder

People don’t know where to go for Information

Health workers have several programs not just hygiene f d

Boy preference

Girl’s education not considered important their role is wife /

th

Women not allowed to make decisions- but they are the main managers for domestic chores

Lack of supply chain

Lack of knowledge about risks of poor hygiene

Reluctant to duty bear of local


Chapter Two: Skill Enhancement Session 9 Handout (9) Background and Objectives of WPP: SDSD Project Background: DASCOH has worked in the Rajshahi and Chapai Nawabganj districts since 1998. In the first phase of SDC funding DASCOH implemented the WatSan Partnership Project (WPP) with Care and International Development Enterprise. In WPP communities were mobilised to form Village Development Committees (VDCs) and through them improve their water and sanitation situation. The demand driven and community-managed project included arsenic testing and arsenic-safe water options. The project was successful in building the community management capability and capacity of 642 VDCs. In WPP the arsenic test results showed arsenic contamination in 117 out of the 123 unions in the districts. WPP was able to meet some, but not all of the safe drinking water needs within the project area. In this second phase of SDC funding DASCOH proposes to meet safe drinking water needs in the 17 unions where arsenic contaminates between 20% and 62 % of all ground water sources. The second phase is known as WPP: Sustainable Solutions for the Delivery of Safe Drinking Water (WPP: SDSD). WPP: SDSD focuses on WatSan service delivery with meaningful community participation. It links effective mobilisation with increased safe water service delivery capacity of Union Parishads (UPs). The selection of the project unions was based on the arsenic contamination situation and the previous experiences of WPP in building local governance capacity.

WPP: SDSD project will work in part of the previous WPP area and new areas. Development Objective Strengthen local participatory governance at the UP level to improve sustainable and equitable delivery of WatSan services.

Specific Objectives of WPP: SDSD Objective 1: The UPs capability to influence, direct, control and manage WATSAN service

is improved. Objective 2: Communities can act with UPs on WATSAN related issues. Objective 3: Accountability assured through qualitative Project Planning and Management

(PPM) cycle.


WPP: SDSD Working Area

Cluster # Union In/Out

WPP Total

village # of total

ward Total

staff allocation per cluster 1 Ased

Alatuli Out 21 9 1 COCF1 FF

Sub total 21 9

Binodpur In 22 9 1 COCF2 Rulfao Monakosa In 23 9 2 FF Sub total 45 18

Gobratola In 15 9 1 COCF3 Proyas Baliadanga In 20 9 2 FF Sub total 35 18

Satrajitpur Out 21 9 1 COCF4. Sach etan Moharajpur In 37 9 2 FF Sub total 58 18

Nayalavanga Out 27 9 1 COCF5.Swal-lows Ranihati In 18 9 2 FF

Sub total 45 18

Chak Kirti Out 23 9 1 COCF6 Bikash Baraghoriya In 13 9 2 FF Sub total 36 18 Chapai

total Out-4 & In- 7 240 99

Auchpara In 33 9 1 COCF7 SDP Dhurail Out 39 9 3 FF Sub total 72 18

Gobindapara Out 29 9 1 COCF8 Nis-krity Suvadanga In 27 9 2 FF

Sub total 56 18Hujuripara Out 34 9 1 COCF9

MSP Damkura In 23 9 2 FF Sub total 57 18 Rajshahi

total Out-3 & In-3

185 54 9 COCF18 FF

Rajshahi+Chapai Out-7 & In-10

425 153


Session 10 Handout (10) Basics of PRA The term PRA is an acronym of Participatory Rural Appraisal P- Participatory R- Rural A- Appraisal PRA is a combination of approaches and methods, which enable local people to share, enhance and analyse their knowledge of life and conditions, to plan and to act. PRA hands the decision making over to the participants who decide on the planning and the action to be taken. The outsider’s role is one of a facilitator of the processes within the community who would like to change or improve their situation. The toolbox of PRA provides a multitude of instruments and methods in the field of:

• Diagram • Visualization • Communication Patterns

Objectives • Identification of problems and needs, resources and potential for community action

through situational analysis and needs assessment. • Planning for future activities • Monitoring and evaluation of on-going activities Why PRA? Local people are motivated in WPP: SDSD through PRA to identify and prioritise their problems regarding safe drinking water, sanitation, health education and communication. Thus, WPP: SDSD organises the community and motivates them to eliminate WatSan problems in their locality in a participatory way. PRA also helps people to identify their resources and mobilise them to solve these problem. PRA tools are used in WPP: SDSD activities e.g. motivation and rapport building with the local community. PRA plays a significant role as a facilitation tool. Principles of PRA • Learn from and with the people. • Discuss and share of experiences in an informal and relaxed manner. • Involve of all groups within the community, especially the marginalized. • Facilitators should initiate Watson active or discussion and then observe and listen. • Practical orientation to build rapport with the community. • The community generates and owns the outcomes, this will optimize the results. • Learn from errors made and be aware of own behaviour and attitude. • PRA is an ongoing process and should be adapted to different needs, participants and

situations.


Main features of a PRA Participation Learning with the community. This requires the team to empathise with the community and jointly interpret, analyse and understand community-based information. Range of techniques: Expanding range of communication enhancing techniques Flexibility and on-the-spot analysis Methods are semi-structured and are revised and adapted to needs as the session proceeds Triangulation Accuracy is obtained through approaching the situation from many different angles Multi-disciplinary team: Team members should have different skills and should come from various backgrounds to provide different perspective on the situation. Reversal of learning: To learn from the community people directly, in their environment and face-to-face meeting. Learning progressively: Learning through close examination of a situation, flexible use of methods, improvisation, interaction and cross checking. Being adaptable within the learning process and not following a blueprint of programme. Optimising knowledge and overall impression • Avoidance of information overload, often a feature of surveys, and the cost of learning for

the sake of the truth of information and quantifiable data. • Trade off between the constraints of a time schedule, accuracy and the finished product. • Knowing what is needed, what is not? “It is better to be approximately right than precisely

wrong. Offsetting biases: The team woks as a group to reflect on what is said, seen and not seen, who is meet and not met and attempts to handle sources of error and their influences on the interpretation of information. Facilitating: Facilitating the investigation, analysis and presentation by the people themselves lead to ‘learning by doing’. The presentation and owning of the learning outcomes will give people the opportunity to extend their knowledge and options. Self-critical awareness and responsibilities: Facilitators are continuously examining their own behaviour and attempting to interact with people more appropriately. This includes acknowledging errors as an opportunity for learning, using one’s own judgments and accepting personal responsibility for an action, instead of just maintaining a rigid set of rules. Sharing: Sharing of information and ideas between the people, with the people and facilitators, and between different facilitators.


Session 11 Handout (11) Different Tools of PRA PRA method- Transect walk A transect allows information to be gathered about the village or community and the community in a relaxed and informal manner as you walk through the village with local guides observing, questioning, listening, discussing and learning about the physical and social features of a village.


.


Village Mapping Village Mapping is a participatory tool to obtain information on the physical or geographical features of a village, the population, social groups and the hazards and/or pollution status of a village, etc.


Problem Tree Analysis Problem Tree Analysis is one of the effective PRA tools to identify core problem, causes (primary, secondary, Tertiary etc) of problems of a community. It also helps to identify effects of the problem. The trunk of the tree represents the core problem while main root of the tree shows the root cause of the problem. Branches of the tree show the effects of the problem.

Diagram for Problem Tree Analysis

Primary cause

Secondary cause

Primary cause

Root cause

Primary cause

Secondary Cause Secondary

Cause

Tertiary cause

Tertiary cause

Primary Effect

Secondary Effect

Primary Effect

Primary Effect

SecondaryEffect

Tertiary Effect

Core Problem

Secondary Effect


Example of Problem Tree Analysis

High risk of hygiene related diseases specially for women children

Increased treatmen

Death

Work days lost

Socio-economic

Lack of latrines lead to reduce privacy and

Women sick- nobody to take care for her

Sick women don’t get their

Tension in marriage and domestic

Violation of women’s right

Lack of attention Given to children

Violation of Children’s right

Non availability of WATSAN facilities

Poor hygiene practices

Illiteracy of women Information not reaching primary stake holder

People don’t know where to go for Information

Health workers have several programs not just hygiene f d

Boy preference

Girl’s education not considered important their role is wife /

th

Women not allowed to make decisions- but they are the main managers for domestic chores

Lack of supply chain

Lack of knowledge about risks of poor hygiene

Reluctant to duty bear of local


Venn Diagram Venn Diagram allows the participants to identify the organisation or actors who are working in the village and to analyze their importance to, and influence on, the villagers and village life. There are different types of Veen Diagrams: • Simple or Multiple Veen Diagram—where single circles or chapattis represent the

influence and effectiveness of different actors or organizations. • Causal Venn Diagram – where chapattis represent the causes of identified problems.


Preference Ranking Ranking tools can be used to compare several items according to different criteria by giving them different sectors. Ranking provides information on why people make certain choices. The criteria for ranking items and the range of scores, e.g. 1 to 5 or 1 to 10, must be agreed upon before the participants begin the process. The local score of each item will determine its overall ranking.


Session 12 Handout (12) Planning Village Profile Why Village Profile? It is essential to have information on the present situation in the village before deciding on action. A village profile is one way of documenting information about a community. Such information can be used both for planning and as base line data for measuring change i.e. participatory monitoring and evaluation of community development progress. Ideally a village profile would be filled out annually by the VBO. A comparison of the annual results will show the changes in the water and sanitation situation over time in a community.

WPP: Sustainable Solutions for the Delivery of Safe Drinking Water (WPP: SDSD) Village/Para Profile Format

Name of PNGO: Date of Preparation: 1. Village Name and Location

1.1. Village Name:

1.2. Number of Paras:

1.3. Ward number:

1.4. Union:

1.5. Upazila:

1.6. District :

1.7. Information about Each Para in Village

1.6.1 Name of the Para:

1.6.1 Ward Number:

2. Demographic Information:

Number 2.1. Type of Household

2005 2006 2007 Vulnerable Households Poor Household Female Headed Household Total Households in Village/Para

2.2. Village/Para Population Populati

on 2005 2006 2007

Age Male Female Total Male Female Total Male Female Total 0-5 years

5+ Total

2.3. Vulnerable People in the Village/Para Male Female Total Male Female Total Male Female Total

2.4. Poor People in the Village/Para Male Female Total Male Female Total Male Female Total 3. Occupation and Education

3.1. Occupation of Household Head Number of Households (#) S

L Occupation 2005 2006 2007 1. Agriculture 2. Teacher 3. Business 4. Service 5. Rick/Van Puller 6. Day Labourer 7. Other



3.2. Educational Status of Household Head Population (%) SL Education Level 2005 2006 2007

1 Illiterate

2 Literate (can only sign)

3 Literate 4. Water Resources

4.1. Main Sources of Drinking Water Number (#) SL Type of Water Source 2005 2006 2007

1. Functional TW 2. Non-Functional TW 3. Deep TW Total TW 4. Functional Dug Well 5. Non-Functional Total Dug Well 6. Rain Water Harvesting 7. Pond Sand Filter 8. Others (Specify)

4.2. Ownership of Tube Well Number SL Owner 2005 2006 2007

1. Private 2. Community 3. Institutional

4.3. Ownership Dug Well Number SL Owner 2005 2006 2007

1. Private 2. Community 3. Institutional

4.4. Ownership of Pond Number SL Owner 2005 2006 2007

1. Private 2. Govt. 3. Institutional

4.5. Use of Water Number of Households SL Indicator 2005 2006 2007

1. Using Safe Water for Drinking Only 2. Using Safe Water for Drinking and Cooking

Only

3. Using Safe Water for all Purposes


4.6. Sources of Irrigation Water Number SL Sources 2005 2006 2007

1. 2. 3. 4. 5. 5. Information about Arsenic Contamination

Number SL Indicator 2005 2006 2007

1. Arsenic Tested TW 2. Arsenic Contaminated TW 3. Arsenic Tested Dug Well 4. Arsenic Contaminated Dug Well 5. Households at Risk 6. Arsenicosis Patients 7. Patients Receiving Treatment 6. Sanitation Status

Number of Households SL Indicator 2005 2006 2007

1. Using Hygienic Latrine 2. Using Unhygienic Latrine 3. Do not have a Hygienic Latrine 4. Have but do not use a Hygienic Latrine 7. Hygiene Status

Percentage of Households that Practice SL Indicator of Hygiene Behavioural Status

2005 2006 2007 1. Keeping Food Covered 2. Keeping Water Pots Covered 3. Washing of Hands with Soap or Ash after

Defecation

4. Washing of Hands with Soap before Eating 5. Washing of Hands with Soap before Feeding

Children

6. Keep the Latrine Clean (Inside and Outside) 7. Family Members Drink Arsenic Free Water 8. Wearing of Sandal during Defecation and

Urination

9. Children have safe place for Defecation



8. Human and Material Resources

Number SL Indicator 2005 2006 2007

1. Tube Well Mechanics 2. Dug Well Mechanics 3. Skilled Person for Sanitary Hardware 4. Community Resource Person (CRP) 5. Arsenic Screening Team Member 6. Doctor/Village Doctor 7. Village Health Worker 8. TBA (untrained) 9. TBA (trained) 10. Sanitary Hardware Centre 11. Others (Specify) 9. Educational and Social Institutions

9.1.Educational Institutions Number SL Educational Institution 2005 2006 2007

1. Primary school 2. NGO school 3. High school 4. Madrasa 5. College 9.2. Institutions, Committees and Groups

Number SL Institution Tytpe 2005 2006 2007 1. Mosque Committee 2. Temple Committee 3. Social Club 4. Shalish Committee 5. Farmer Committee 6. Irrigation Committee 7. Samaj Committee 8. Market Committee 9. Cooperative 10. Others (Specify)

9.3. NGOs Working in the Village/Para Number of MembersSL

Name of Organisation Male Female Total Type of Support Based in village or

Para (Y/N)1. 2. 3. 4. 5.


10. Village Problems

10.1. Major Problems and Issues in the Village/Para and Probable Causes 2005

SL

Problems Root Causes

1.1 1.2

1.

1.3 2.1 2.2

2.

2.3 3.1 3.2

3.

3.3 2006

SL

Problems Root Causes

1.1 1.2

1.

1.3 2.1 2.2

2.

2.3 3.1 3.2

3.

3.3 2007

SL Problems Root Causes 1.1 1.2

1.

1.3 2.1 2.2

2.

2.3 3.1 3.2

3.

3.3

10.2. Natural Disasters in the Village/Para Number S

L Type of Natural Disaster 2005 2006 2007 1. 2. 3. 4. 5.

Use of Village/Para Format 1. Para Wise Information Collection The same format is used for collecting and recording the information required for the village and Para profiling exercise. A village profile is the sum of information in each of the Para profiles. Therefore, a format must be completed for each of the Paras in a village. When filling out a Para format the answer to question 1.2 is always 1. For each Para, a VBO member is assigned to collect the information. There should be agreement on the person or persons responsible for each Para to minimise misunderstandings or duplication of information. Before beginning each of the persons collecting information will have orientation on the process from the Community Resource Person (CRP). All Paras must be covered in the survey. When the data is collected from each Para a village data will be compiled in the village profile format. Decide on a date for a meeting for compiling the profile data. It is important for all VBO members and those people who collected Para information to attend this meeting. Each data collector should bring his or her completed questionnaires so that the compiled village profile can be produced. 2. Village Wise Compilation (Village Profile) The same format is used for collecting and recording the information required for the village and Para profiling exercise. A village profile is the sum of information in each of the Para profiles. To produce a village format simply add the figures from each of the Para formats and put the totals in a village format which is exactly the same as a Para format except 1.7. leave section 1.7 blank. When submitting the completed profile all the Para formats should be attached to the summary village profile. When the data is collected from each Para a village data will be compiled in the village profile format. Decide on a date for a meeting for compiling the profile data. It is important for all VBO members and those people who collected Para information to attend this meeting. Each data collector should bring his or her completed questionnaires so that the compiled village profile can be produced. 3. How to Compile the Para Wise Information into a Village Profile Read out the questions one at a time in the meeting. Each data collector will read out the information from his or her Para profile format. A facilitator will record the information from each profile as it is read out, and work out the total by adding up the figures for each individual Para profile. The total thus arrived at, should be recorded in the village/Para profile format in the appropriate section. When this process is completed and the total information recorded the community has its village profile. Two copies should be made, one to be kept by the VBO and another by the PNGO, who will hand it over to DASCOH for use in the management information system. After inputting data DASCOH will return the village profile to the PNGO for their village files. Needs Identification Matrix

Column 1 Column 2 Column 3 Column 4

Present Water and Sanitation Situation

Barriers to Meeting Aspirations

The Needs to Remove Barriers

Water and Sanitation Aspirations

Only 50 families Villagers are not Water and Sanitary latrines


among 300 families in the village use water sealed latrine

aware about benefit of using sanitary latrines

Poor families can not afford the purchase and installation of latrines

sanitation awareness campaign

Free distribution of latrines among the poor families

Credit support for the poor families

used by all (300) families

Needs Ranking and Selection Matrix (an example)

Score: 1-10

The Needs to Remove Barriers

Relative Importance

VBO’s Capacity To

Address Needs

External Opportunity

Total score

Priority

rank

WATSAN awareness creation

10 4 9 23 1

Distribution of latrines among poor families

8 0 1 9 3

Credit support for poor families

8 1 5 14 2

Final Selection need: WATSAN awareness creation among the community


Rules for Jigsaw puzzle • Each group will be given 4 pieces of a jigsaw to make a complete picture of a tube well • If they encounter a problem, then they are to decide on a solution No group will be able to make a complete picture unless they join together and share each group’s pieces with each other and finally they will do that (don’t disclose this point to the participants) Picture showing how to prepare a large jigsaw of tube well

11 1 2 14 12 3 9 4

Picture of a tube well 13 5 10 6 15 7 8 16 Instruction: Cut the picture of the tube well into16 pieces, along the lines, as above. Don’t write a number on the pieces.


Matrix to Identify the Resources and Opportunities to Address Selected Needs

Resources and Opportunity

SL

Needs to Remove Barriers

According to Priority

Resources Required

Govt. NGO Community Others

Resource Mobilisation People have information on the sources of resources that can be mobilised. However, they can lack information about technological advances and services related to their selected needs that government departments and NGOs could provide to support their own efforts. This information gap restricts people from making informed choices. For facilitating this session a facilitator need to have and provide the following information: Government services available in water and sanitation: • What are the services? • Which department provides them? • How can these services be accessed? Types of water lifting device for wells and tube wells, especially those newly developed, where to purchase them and their cost: • Type of tube well. • Where to purchase them. • Advantages and disadvantages of each type. • Installation, operation and maintenance costs, including material, labour, transport and

transaction costs. Types of latrines, especially newly developed technology, where to purchase them and their cost: • Type of latrine. • Where to purchase them. • The advantages and disadvantages of each option. • Costs, including material, installation, labour, transport and transaction.


Strategy Selection Matrix

Column 1 Column 2 Column 3 Column 4 Scoring [1-10] Needs to

Remove Barriers According to Priority

Strategies (various

alternatives) Relevance Achievability Resource Availability

Rank for selection

Yearly Village Action Planning Matrix Village Action Plan for the Year …………

Name of the Village: Name of the VBO: Column 2 Column 3 Column 4 Column 5 Column 6 Column 7 Column 8 Column 9 Column 10 Column 11 Sl Strategies Selected

Activities Target Resources

Needed Contribution

Of The Villagers

Sources Of The Rest Of Resources

Responsible Person

Start Date Completion Date

Outcomes


Monthly Monitoring Matrix Name of the PNGO: Date:

Union Parishad: Ward No. Village:

Achievement Sl no. Activities Target Name of the month 1 2 3 4 5 6 7 8 9 10 11 12 Total

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15


Session 13 Handout (13) Financial Management Concept of Financial Management It requires for an organisation to know the amount of money they have and the amount they can spend. It also requires knowing the heads of the expenditure and possible income for certain period in the future. The process of having the projected expenditure and income helps to manage a fund wisely. Also the expenditures needed to be well documented, so that the people who are spending the money are transparent and accountable to the others in the organisation. All these together are financial management. Necessity of Accounts Keeping By keeping accounts an organisation and its members get a clear picture of their funds i.e. how much they had, how much they have spent and how much is left. Accounts keeping give donors a very good idea of how the money was spent, if the fund was generated from a donor or more than one donor. Transparency of the accounts and transparency of the accounts keeper will create a friendly atmosphere. Budgeting Once you have a plan of activities, you will naturally want to know how much it will cost for the activities to be completed. Calculating and documenting the costs are called budgeting. Budget also include the projected sources of income e.g. members subscription, contribution from local businesspersons etc. Budget is prepared for a certain period of time. For example: one year, five years etc. Below is an example of a budget: Donation: If this amount is more than the commitment of the donors then the organisation need to look for other donors. Recording receipt and payment Every transaction should be recorded and preserved. We need to ensure the recording of every transaction. The book in which you record these transactions are called “Cash Book”. The closing balance of the cashbook and the amount in hand should match. An example is given below: Acknowledgement of receipt and payment When you pay to somebody, it requires the receiver to acknowledge that the receiver has received the money. Acknowledging the receipt is necessary for the transparency and safeguard of both the payer and the receiver. For example, when you pay for a water pump and the vendor doesn’t give you an acknowledgement of receipt, it may happen that the vendor claims that you bought the pump on credit. In that case you don’t have any proof that you have paid the person. Similarly when you receive from somebody, the payer might want to get an acknowledgement of receipt. Even he or she doesn’t want one; it will be your duty to provide


an acknowledgement of receipt. The receipt should contain a serial number. The number must be recorded in the cashbook. Banking procedures The bigger fund you have the more problematic it will become to do daily transaction in cash. Therefore, bank is the best solution for safer and better fund management. If we want to save our money in to bank and do the transaction including receiving money from different donors, we need to open an account with the bank. Generally we see three types of account described below: Current Account: This is a well-know account. You can deposit and withdraw money whenever you would like. You can also withdraw more money than you have in your account. This is called bank overdraft. For this kind of withdraw bank charges some interest. Bank also charges an annual fee for operating such an account. The fee is known as bank charge. In current account bank doesn’t give any interest to the accountholder. For withdrawing money a withdrawal slip is required. The slip is called “cheque”. Savings Account: This account is slightly different from current account. You can deposit any amount whenever you like, but the withdrawal is limited. Only twice a week you can withdraw. Bank collects an annual fee for operation of such an account. In this account bank also gives an interest on the balance. The interest is debited to the account at the end of the year. For withdrawing money cheque is required. Fixed Deposit Account: In this account you can get a highest rate of interest by saving money for certain fixed period of time. Depending on the duration of the deposit interest rate varies. It is possible to take loan against the deposit. At the maturity bank usually deducts government tax at the rate fixed by government. In relation with current and savings account cheque is an important document. Bank provides a chequebook containing 10 leaves and a requisition slip for a new book in case all the leaves have been used. A sample of cheque is given below: Account keeping of bank transaction: If there is a bank account and transactions are done through bank, a bankbook is required for keeping tract of the transactions. Bankbook is similar to cashbook. The bankbook serves as record. If you have more than one account then keep separate book for each account. Following is an example of Bankbook. Date Particulars Deposit

slip no Withdrawal receipt no

Cheque no

Deposit Withdrawn Balance

01/01/05 Opening balance 5,000

21/01/05 Members subscription

501 5,000

10,000

22/01/05 Stationery purchase 1 1201 1,500 8,500

24/01/05 Purchase of Sanitary Items

2 1202 2,000 6,500

26/01/05 Donation Received 502 40,000

46,500

28/01/05 Wages for latrine 3 1203 4,000


installation 42,500 31/01/05 Receipt from cost

sharing of Sanitary Item

503 20,000

62,500

Operation of bank account: It is advisable to operate Bank Account jointly. It means that at least two different persons’ signature will be required on the cheque for withdrawing money and spare chequebooks. Signatories will be selected in a meeting. A copy of the meeting minutes will have to be submitted to bank. If you want to change the signatories you need to submit the new meeting minutes for the signatories to take effect. Double Entry in Cash Book and Bank Book: When an amount is deposited in to bank it is recorded in the cashbook at the payment column and in the bankbook at deposit column. Similar entries are made when money is withdrawn. This is called double entry system. You need to be careful in recording entry in this system. Receipt and Payment Account At the end of the year you need to prepare a receipt and payment account for presenting the overall situation of the fund. Consider the following issues during preparation of this account.

• The opening balance from the cashbook and the bankbook will be posted on the receipt column.

• Other receipts (advance and outstanding) will be posted on the receipt column. • Other payments (advance and outstanding) will be posted on the payment column. • The difference between total receipt and total payment is the closing balance. The

closing balance will match the balance of the cashbook and the bankbook. If that is not the case then there must be some error. To find out what the error is you need to check whether you have posted all the transactions.

An example of receipt and payment is given below: Receipt Taka Payment Taka Opening balance Purchase of Ring and Slab 3,500

Cash in Hand 2,000 Remuneration for volunteers 3,500

Cash at Bank 5,000 Purchase of Stationary Items 5,000

Donation received 55,000 Wages for Installation of Latrines 5,000

Miscellaneous sale 2,500 Bank charge 200

Members subscription 2,500 Closing balance

Subsidy from the sale of Sanitary items 20,000 Cash in Hand 10,000

Cash at Bank 59,800

Total 87,000 Total 87,000


Session 14 Handout (14) Supervision Story of Madhumati Madhumati, the only daughter of Rabeya, had grown up to an age where she wished to marry. Rabeya invited the family of Tarik who was known to be kind and honest person in whose care Madhumati would blossom. This meeting went well. Both families agreed to enter marriage negotiations. However, Tarik’s Grandpa being a traditionalist sent a message that he wished to eat food cooked by Madhumati. Rabeya was concerned. Madhumati did not know how to cook very well. Rabeya decided to encourage Madhumat to learn how to cook a little better. Shajahan Miah, father of Madhumati, discussed with Rabeya that he had seen a good cookbook. Madhumati had been a first class student giving her father great pride in her learning abilities. He had no doubt she would learn cooking easily from a book. Therefore, they bought the book as a surprise gift for their very favoured daughter. Of course their son Shahed would be able to use the book and learn how to cook as well. Madhumati started to learn how to cook and as she did, taught her brother. Every day Rabeya enquired of her daughter’s progress. Madhumati was clever and interested in cooking and so was pleased when her mother showed an interest. After fixing the ox cart, Rabeya asked Madhumati many different and detailed questions about cooking. Madhumati answered diligently, but not always correctly. Rabeya was pleased; particularly by the way Madhumati was involving her brother who popped in the odd answer here and there. By the answers Madhumati gave, Rabeya thought she was ready to cook for her in-laws. Rabeya had never watched Madhumati cook. On the day of cooking Madhumati prepared the vegetables by washing and cutting them. Her father bought a modest Ruhi, which Madhumati was ready to fry. She dropped a piece of fish into the boiling oil from above the frying pan. Instantly, the boiling oil splashed on Madhumati’s hand. She yelped with pain and cried Ma. How could this accident have been prevented? What is Supervision? Supervision is a management function. It involves: planning and organising, leading and controlling. In planning and organising a VBO member spends most time supervising community activities rather than the overall programme. Leading: VBO members show leadership in the day-to-day operations of their VBO because they have more interactions with service providers. This requires skills in motivation, delegation and communication. In controlling people the VBO members’ role is in service delivery. This includes orientation for new VBO members to help them learn about their responsibilities, the relationship with the VBO and the VBO’s goals and objectives. It also includes providing necessary training to upgrade VBO member and community members’ skills. Trainings could include simple accounts keeping, recording minutes of meetings, sanitation, disease prevention and health promotion.


Controlling resources: This requires the VBO member to have and use technical skills. A VBO member is frequently in contact with community members and she or he needs to be able to provide technical support to them when this is needed. Controlling involves; establishing a management information system to make sure appropriate information is collected in an efficient manner; measuring progress of the organisation, monitoring performance, providing feedback to people on a regular, informal basis, including positive feedback and constructive criticism. Style of supervision There are two types of supervisory style; instructive and consultative. Following is a comparison of the styles.

Supervisory Style Instructive Supervisors Consultative Supervisors

Mostly make decisions on their own and then announce them to others.

Consult with others before making a decision. Sometimes the decision may be a group decision.

Have a great need for control and are unwilling to take risks.

Are willing to delegate and to take reasonable risks.

Enforce decision according to established standards or their own view. Permission to bypass norms must be approved in all cases.

Use standards as guidelines but trust subordinates to bypass norms in unusual situations and adjust accordingly without necessarily asking for approval.

Focus on the final product-they are much more task-orientated.

Focus on the way people work together they are much more process-orientated.

Use primarily punitive action (fear) to maintain discipline.

Use mostly positive reinforcement (motivation, incentives) to maintain discipline.

Don’t feel the need to listen to others or bring subordinates in discussion.

Encourage discussion; spend a lot of time listening to others.


Session 15 Handout (15) How to Organise a Meeting What is logistics? Logistics is the organisation of supplies and services. In our case we will discuss the supplies and services required to hold a meeting. The supplies and services needed for a meeting are based on the activities that will take place during the meeting. For example, during a meeting an agenda must be agreed. For this we will need a flip chart (either brown paper of white paper) and a marker. We will also need something on which to hang the paper. This could be a rope, the back of a chair or anything else that is available in the meeting venue. The following matrix will help identify the logistics required for any meeting.

Put a Tick Against the Items Arranged for each Meeting

Date of Meeting

Purpose or Type of Meeting

Activities During the

Meeting

Logistics Required for the Activity

06/09/05

Agree the agenda.

Flip paper, Marker

√

Hold Discussion Write Minutes Resolution Book √

Monthly Meeting

Paper Agenda Note books

Flip Chart Marker Hygiene Ed Materials.

Hygiene Promotion Meeting

Hygiene Education Session

Organise seating arrangement.

Theory Training Session Plan Practical Training

Trainer Care Taker Training

Education Materials

Here we have made provision for six meetings, as an example. You can make provision for twelve meetings in a year, one for each month. You can also leave some blank rows to write new activities in case there is one. In case you don’t have a certain activity in one meeting then in the column for ticking you can write N/A i.e. not applicable. Meeting Attendance When compared, a bicycle and an organisation have similarities. Without a rider you cannot think of moving a bicycle forward. The rider is not enough. The rider needs to pedal. If the rider doesn’t do that it will not move forward. Similarly, the members of an organisation are the rider and meetings are the pedals. Therefore, in order for an organisation to move forward its members need to have regular meetings i.e. agree to pedal. The presence of a majority of the members is required to take a decision i.e. the pedals. If only a few members take decision, it may happen that it will not serve the purpose of the majority i.e. will not move the bicycle forward.


Steps to Hold a Successful Meeting There are activities before, during and after a meeting. Activities before a Meeting Notice: Notice of the meeting is very important. Notices should be written and signed by the president. Notices should contain the date and place, objective and the agenda of the meeting. Serving notice of the meeting: The members should be informed at least a week before the meeting so that they can adjust the schedule of their other programmes around the meeting. Physical arrangement: Just before the meeting the secretary or the person designated by the secretary should check the venue. He or she needs to check the seating arrangement, for example are there enough mats and logistics brought according to the checklist etc. Reminding the participants about the meeting: The secretary or the person designated by her/him can remind the participants one or two days before the meeting to make sure that they participate in the meeting. Activities during a Meeting Welcome: The chairperson of the meeting will welcome the participants and greet them. Agenda of the meeting: The chairperson will then start the meeting by asking people whether they understand and agree on the agenda. Then he can ask for additions to the agenda. If there is a point to add then it will be noted in the minutes. Then the chairperson will move the meeting forward by asking if the previous minutes are agreed or alternatively reading through the previous minutes. Appointing Minutes Keeper: The chairperson will make sure that somebody is taking notes for the minutes. Only the decisions or the action points should be written in the minutes. The chairperson can summarise the decisions taken for the purposes of the minutes. Decision Making: The chairperson should to be impartial in decision-making. The decisions taken should bring benefits to the people. Before making a decision the chairperson needs to ask for members’ opinion and consider them. If the decision is a good one all the participating members can take the credit. In case it is a bad one, only the chairperson would not be blamed. Distribution of roles and responsibilities: The chairperson may ask the participants to volunteer to do the job in relation to implementation of the decisions. If there no one volunteers, then the chairperson may ask individuals to take responsibility for a particular task. Closing the meeting: Before closing the meeting the chairperson should get everybody’s consent to the date of the next meeting. Then thank the participants once again for their valuable time and participation.


Reaching a Consensus in a Participatory Manner. • Do not continue to argue just to establish your opinion. Be respectful to the opinion of

others. Consider the logical decision taken by the group as the right decision. • Let others express their differences. Difference of opinion is not a hindrance to reaching

consensus. It helps a group consider the different aspects of a situation. • If there is some excitement in the group try to bring it under control. Don’t let it go beyond

the meeting. Some good opinion may come out of the argument. Everything that comes from a member contains his or her feeling and experience. This helps to create new values.

• Try to identify the cause of the problem. A problem may have more than one cause. It is

important to find out the root cause of the problem. Only then a solution can be made. But do not come to a conclusion before analysing the problem. Take some time to analyse the problem from different perspectives. Then select a very simple solution.


Session 16 Handout (16) Leadership 9.1 Leadership: Leadership Picture of boatmen without a head boatman

Picture of boatmen with a head boatman


Leadership Leadership is an exercise of power. Many people have mixed feelings about power, because it is often abused. The responsible use of power is one of the most important moral and ethical issues of our time. In building good supportive structures we help to ensure that the power of each individual and the group as a whole is used for the good of the people. One of the key elements enabling people to realise their own potential and to have self-respect is their relationship to the leader of their community. If an organisation/community demand that a leader do the work for them, the organisation/community is not taking responsibility for its own destiny, nor is the group able to stand on its own. This is often a fault of our own concept of leadership. Style of Leadership and its Importance Different situations call for different types of leadership. For example, if the house is on fire, it is a question of survival and thus an authoritarian leadership is appropriate. In a new organisation with a strong experienced leader, while an organisation feels very insecure about its own identity or role in a society, a consultative leadership may be appropriate. For example, members of a new VBO may have so many questions about themselves and their relation to the GO/NGO, that the style of leadership can help them best (at certain moments) might be one where the members know that they can trust the leader to make decision for them and thus feel secure.

Authoritarian leadership Participatory/ Consultative leadership Leader takes all decision and strategies. Leader takes decision and develops

strategies with the support of group members through group discussion.

Strategies and steps are always dictated by the leader. As a result there is always an uncertainty regarding future directions.

Strategies and steps are taken during the discussion. The leader describes the group’s objective and strategies.

Naturally the leader assigns responsibility for a specific task to a specific group member.

A group member can avoid a responsibility according to her/his likings through group discussion.

Leader nurses self-centred attitudes. S/he wants praise for her/him but likes to criticise other. Always prefers to avoid active participation but whenever there is a chance of show off, s/he arrives.

According to the reality, the leader appreciates her/his group member to keep their confidence high.

Characteristics of Good leader A good leader should have following characteristics: Physical Fitness: Leading is a hard work. That’s why; a leader should have good health and strong mental fitness to bear all kinds of pressure of leading. Educational and Social status: A leader should be educated. Proper education makes a person analytical, sincere, studious and self-critical. A leader should have a respectful status in the society.


Intelligence: There is no alternative to intelligence. This is a must for a leader. S/he needs this quality to select her/his activist and to prepare work plan. Charming Personality: A leader should have strong and charming personality. A leader with pleasant personality can encourage another and get her/his job done through that person. Besides, leader should have flexibility to adjust herself/himself with each possible situation. Self-confidence: In addition to different qualities, a leader should have inner inspiration for leadership. This will make her/him more active and committed for carrying out responsibilities. Self-confidence acts as the driving force in this regard. Aware of Role and Responsibility: Taking leadership of an institution is not everything. At the same time s/he has to have mentality and enough courage to take and bear the responsibilities as well. Ready to take Initiative: A leader has to take initiatives for preparing plan of the organisation and implementing it. An afraid, escapist and weak-hearted person can not lead anything on the earth. Capability to get cooperation: A good leader should be able to get cooperation from others by her/his thinking, attitude, behaviour and exemplary activities. Administrative Capability: S/he should have the administrative capability to distribute activities among group members and supervise the implementation process to achieve the goal of the organisation. Inter-personal relationship: A good leader should have capability to anticipate reflection of a decision or activity to different group members so that any negative steps can be avoided. 9.2 Leadership: Alternative Leadership Case study: Story of Alatuli Padma VBO Mr. Rahman, chairperson of the Alatuli Padma VBO, was very dedicated to his organisation. He was always concerned about his VBO. He used to shoulder all the responsibilities of the VBO alone. At the consequences of his sincerity and hard work, the Alatuli Padma VBO had become one of the best VBO in the Upazila. Everybody was amazed at his charismatic leadership as he had run and improved the VBO single handled. All VBO members felt proud of their leader. They could not think of the existence of their VBO without their chairperson. He got his award for that as the Upazila Nirbahi Officer recommended his name for training on fisheries at Rajshahi. After receiving the training he started a fisheries project at the Upazila town taking a pond on lease. He could not give time to his VBO at Alatuli as earlier. Because he had to stay at the Upazila town to take care of his project. Alternative Leadership Leadership is vital for operating an organisation or group and to achieve the purpose and objective of it. If there is a quality leadership, the organisation can implement its activities properly. But if there is no leader in the group or the leader remains absent in the group, normal functioning of the group faces interruptions. That’s why; with an established leader a group needs one or two other supportive leader who can execute the role of the main leader in absence of her/him. In the permanent absence of the main leader, these people come


forward and bear the responsibility of the leader. Thus they become main leader of the group. This is alternative leadership. Leader’s role to develop alternative leadership Developing alternative leadership is apparently a hard task. But if the leader can broaden her/his attitudes, s/he will get many besides her/him who has the potentialities of a leader. Leader can identify this type of members with natural leadership quality and nursing her/his quality for future. If this natural quality does not get enough attention, it may die someday. Things to remember that nursing should be taken secretly so that other group members do not take her/him as a competitor. There is no straight way to develop alternative leadership. A leader should delegate responsibility to the potential leader so that s/he can prepare her/himself for future responsibility. Authority delegation is the real path to develop alternative leadership. Why Authority Delegation • Delegation is needed whenever a decision is implemented. (In most organisations no

one person can do all the tasks). • Good delegation does not lessen the power of the organisation or the leader, but in fact it

extends the ability of the organisation and the leader to achieve goals they would be unable to arrive at, either as a whole group, or if the leader worked alone.

• Commitment grows when people experience taking responsibility. They also need support to balance the risk of trying something new.

• The delegation process brings out maturity and growth in both parties. It generates commitment, satisfaction and growing interdependence. Interdependence is the opposite of both dependency and individual isolated action. It is recognition of mutual need for one another.

• Commitment usually builds when responsibility is delegated to small teams or individuals.

Steps of Authority Delegation Analysis Observe the potential leader analytically whether s/he has been competent to bear the responsibility of a leader. Mutual Understanding Discuss with the potential leader on the objectives, duration and standard of the activities s/he is going to lead. Support Support her/him to execute her/his responsibility Points to remember for developing Alternative Leadership • Elect the leader and works with her/him at leadership level. • Delegate responsibility time to time. • Help to identify mistakes. • Assure that you are with her/him.


• Be patience and give time. • Send her/him to training. • Give her/him scope to express. • Elect alternative leader neutrally. 9.3 Leadership: Conflict Resolution Conflict is basically the contradiction of personalities. It is natural like family quarrels and sometime necessary indeed. Reasons of Conflict In general, presence some factors in a group may causes conflict: • Confusion about the borderline of responsibility. • Authoritative attitude of some individuals. • Differences in interest and values. • Differences in social background. • Differences in cultural background. • Differences in political background. • Differences in professional background. • Cliques from outside. • Biasness. No organisation can ignore conflict. Conflict brings crisis for an organisation but it also creates opportunities for further growth of an organisation if it s managed constructively. For self-help and sustainable organisational development, A VBO should always keep its concern to analyse and resolve conflict. It does not necessarily mean that whole time solidarity is the symbol of the unity of a group. However, if the conflict is not identified in the right time or it is suppressed rather than solved, it gradually become dangerous and threatening. It ruins the working environment of a group and contributes toward group’s untimely death. So a leader should know the following things regarding conflict: • How conflict arise. • How to identify conflict. • How suppressed dissatisfaction can be expressed through conflict. • How conflict can be resolved within the group. • Role of negotiator in conflict resolution. Following symptom are seen in a conflicting group: • Some of the group members become inactive. • Contradict with group decision and show rejection in assigned responsibility. • Debate on silly thing. • Many of the group members avoid the group activities. • Practice self-centred and authoritative attitudes. • Make lame excuses like sickness to get rid of group activities. • Cliques from outside in order to break the unit.


Conflict Resolution Following strategies could be adapted for conflict resolution at various situations: Forcing • When with decisive action is necessary (i.e. emergencies). • On important issues where unpopular actions need implementing (i.e. cost cutting,

enforcing unpopular rules, discipline). Collaborating • To find an integrative solution when both sets of concerns are too important to be

compromised. • When your objective is to learn. Compromising • When goals are important but not worth the effort. • To achieve temporary settlement to complex issues. • To arrive at solutions under time pressure. • As a back up when collaboration or competition is unsuccessful. Avoiding • When an issue is minor, or more important issues are pressing. • To let people cool down and regain perspective. • When issues seem tangential or symptomatic of other issues. Accommodating • When issues are more important to others than you to satisfy others. • To build social credit for later issues. • To allow subordinates to develop by learning from mistakes.

Conflict Resolution Format

Conflict in the village Type of conflict Causes Suggested steps for

solution Skills required for the VBO leaders


Chapter Three: Governance Session 17 Handout (17) Governance What is governance? The terms "governance" and "good governance" are being increasingly used in the modern world. Bad governance is being increasingly regarded as one of the root causes of all-evil within our societies. The concept of "governance" is not new. It is as old as human civilisation. Governance is the manner in which power is exercised in the management of a country’s economic and social resources for development. Simply put "governance" means: the process of decision-making and the process by which decisions are implemented (or not implemented). Governance can be used in several contexts such as corporate governance, international governance, national governance and local governance. What is good governance? Good governance is a process of executing a coherent governing plan for the nation based on the strategies, interest and priorities of the citizens. Its purpose is to create a just society based on the principles of inclusiveness, liberty, equality and cooperation. The good governance also needs self-discipline and integrity of these in power, market (corporate) and civil society. Every citizens is entitled to an equal say in the conduct of public affairs is the heart of good governance. Good governance is very much linked with institutionalised values such as democracy, observance of human rights and greater efficiency and effectiveness within the public sector. Governance can be divided into three component dimensions: the political, the socio-economic and the dynamic interaction of these two through the process of institutional management. Characteristics of Good Governance Good governance has 8 major characteristics. It is participatory, consensus oriented, accountable, transparent, responsive, effective and efficient, equitable and inclusive and follows the rule of law. It assures that corruption is minimised, the views of minorities are taken into account and that the voices of the most vulnerable in society are heard in decision-making. It is also responsive to the present and future needs of society.


Characteristics of good governance

Participation Participation by both men and women is a key basis of good governance. Participation could be either direct or through legitimate intermediate institutions or representatives. Participation needs to be informed and organised. This means freedom of association and expression on the one hand and an organised civil society on the other hand. Rule of law Good governance requires fair legal frameworks that are enforced impartially. It also requires full protection of human rights, particularly those of minorities. Impartial enforcement of laws requires an independent judiciary and an impartial and incorruptible police force. Transparency Transparency means that decisions taken and their enforcement are done in a manner that follows rules and regulations. It also means that information is freely available and directly accessible to those who will be affected by such decisions and their enforcement. It also means that enough information is provided and that it is provided in easily understandable forms and media. Responsiveness Good governance requires that institutions and processes try to serve all stakeholders within a reasonable timeframe. Consensus Oriented There are several actors and as many view points in a given society. Good governance requires mediation of the different interests in society to reach a broad consensus in society on what is in the best interest of the whole community and how this can be achieved. It also requires a broad and long-term perspective on what is needed for sustainable human development and how to achieve the goals of such development. This can only result from an understanding of the historical, cultural and social contexts of a given society or community. Equity and inclusiveness A society’s well being depends on ensuring that all its members feel that they have a stake in it and do not feel excluded from the mainstream of society. This requires all groups, but particularly the most vulnerable, have opportunities to improve or maintain their well-being. Effectiveness and efficiency Good governance means that processes and institutions produce results that meet the needs of society while making the best use of resources at their disposal. The concept of


efficiency in the context of good governance also covers the sustainable use of natural resources and the protection of the environment. Accountability Accountability is a key requirement of good governance. Not only governmental institutions but also the private sector and civil society organisations must be accountable to the public and to their institutional stakeholders. Who is accountable to who varies depending on whether decisions or actions taken are internal or external to an organisation or institution. In general an organisation or an institution is accountable to those who will be affected by its decisions or actions. Accountability cannot be enforced without transparency and the rule of law.


From the above discussion it should be clear that good governance is an ideal, which is difficult to achieve in its totality. Very few countries and societies have come close to achieving good governance in its totality. However, to ensure sustainable human development, actions must be taken to work towards this ideal with the aim of making it a reality. Gender in Governance Without participation of female in planning, decision making and implementation process, good governance can not be ensured. Because, females share half of the total population. Bypassing their participation means, voice of the 50% people remains unheard. Besides, female can equally contribute in every steps of the governance with their immense potentialities. Women’s participation in governance not only enables them to address their own needs, but also transforms the mainstream trend of development. Studies have shown that increasing women’s participation in government at all levels enhances transparency and draws attention to areas that men do not generally focus on, such as education, health, and water and sanitation. Mainstreaming women in government is taking place in several ways, including through the efforts of national machineries, the use of disaggregated data in dialogue and advocacy, and growing adoption of participatory methodologies in national development planning exercise. Perhaps the most exciting mainstreaming initiative is “gender budgeting” part of civil society efforts to push for “people-centred budgets.”


Session 18 Handout (18) Governance in VBO Within VBO • Prepare yearly plan of action in participatory way. • Review the progress and sharing of it to all levels to ensure accountability. • Manage the VBO fund with transparency. • Keep all the documents updated and easily accessible to all. • Implement activities in cooperation with other village based organisations. • Organise and conduct monthly meeting for regular interaction. • Decision making in democratic way. • Reflection of gender voice including other marginal groups. • Organise and conduct Annual General Meeting. Roles within wider community • Identify resources in the village and use for development. • Conduct Para survey and prepare profile. • Inform the villagers about the activities of village committee and their progress. • Ensure participation of poor and vulnerable male and female in the implementation

process. • Keep contact with service provider and receive service. • Initiate income generating activities. • Ensure WatSan facilities and services from UP and other service providers for the poor

and vulnerable people of the village. • Ensure collection, maintenance and use of mitigation option. • Monitor all the activities. • Resolve dispute in the village. Civil Society Civil society might be defined as a group of citizens, who are concerned about the current state of the country and are interested in and/ or making a contribution to weaken the social, political and economic forces that create and reinforce poverty and social injustice and degrades the environment. Civil society can play 3 kinds of role in general. Such as: • Educational role: Developing communities all kinds of skills. • Political role: Influencing the governance system in a country as a catalyst. • Watchdog role: As a clock on the excesses of various organs of government and the

market, a means of calling for civic accountability and control. Grassroots/community mobilisation most often required the support of facilitator and social catalyst. VBO as civil society can play this role effectively by identifying and working with the poor helping them, secured information, helping them to analyse and articulate their problems themselves. This interaction promotes action reflection within the community and helps to build the collective strength and bargaining power of the marginalised groups.


Session 19 Handout (19) Local Government and Government at local level What is Local Government? Union Statutory Commission (1930) defines Local Government in Chapter 333 as the following: Local Government is an administrative system with representation from local level, accountable to the local people, has the authority to pass laws, arbitrate and administer the people in the locality as well as levy tax in order to generate their own fund. From the above statement we can say, Local Government: • Is representative. • Is accountable to local people. • Implements law in compliance with state law. • Resolves local dispute and arbitrates. • Levy and collect tax in order for development of a locality. • Responsible for administration under local autonomy. Steps of Local Government There are four components of the local government. We will only mention the first three, because the fourth one, Gram Sarkar, is unconstitutional. Moreover the Supreme Court has ruled against it. Following are the components: 1. Zilla Parishad (at district level) 2. Upazilla Parishad (at Upzilla level) 3. Union Parishad (at Union level) Importance of Local Government In the modern state system the activities of the state increased a lot. So it is not possible for the central government to implement all the activities alone even they are skilled enough. For example, repair of local roads and highways at local level, inspection of village-markets, supply of safe water etc. are not possible from the capital city. That is why the concept of local autonomous government has received importance. Local Government structures were formed in order to ensure participation of the common people in the government system. What is government at local level? Government agencies that operate at local level are government at local level. The agencies are; • UNO office. • Ministry of Relief and Rehabilitation. • Upazilla Cooperative Department. • Upazilla Education Department. • Department of Non Formal Education. • Ministry of Social Welfare.

o Social Service Department. • Youth Development Department. • Ministry of Women’s Affairs. • Ministry of Fisheries and Live Stock.

o Department of Live Stock. o Department of Fisheries.


• Local Government for Rural Development. o Department of Public Health and Engineering (DPHE). o Upazilla Engineering Department. o Bangladesh Rural Development Board.

• Ministry of Health and Family Planning (Health instructors, Health assistant, FWA). o Department of Family Planning.

• Ministry of Agriculture (Block Supervisor). o Department of Agriculture Extension.

• Ansar VDP.


Session 20 Handout (20) UP and its Roles and Responsibilities Union Parishad is at present being governed by 1983 Local Government act and amended rules and regulations. Composition of Union Parishad Following is the composition of Union Parishad • One Chairman. • Three Women Members (Reserve seats). • One Ward Member each from nine wards. • One Secretary (Government employee). Except for the Secretary the people of the constituency directly elect all the others. The duration of the Union Parishad is five years. Ten mandatory activities of UP The Union Parishad shall, in particular, undertake the following functions: • Maintenance of law and order and assistance to administration in the maintenance of law

and order. • Adoption of measures for preventing crime, disorder and smuggling. • Adoption and implementation of development schemes in the field of agriculture, forest,

fisheries, livestock, education, health, cottage industries, communication irrigation and flood protection with a view to increasing economic and social upliftment of people.

• Promotion of family planning. • Development of local resources and their uses. • Protection and maintenance of public property such as roads, bridges, canals,

embankments, telephones and electricity ones. • Review of the development activities of all agencies at the UP level and to make

recommendations to Thana Nirbahi Officer in regard to their activities. • Motivation and persuasion of the people to install sanitary latrine • Registration of births, deaths, blinds, beggars and destitute. • Conduct all kinds of census.

Optional Activities of UP (only five activities are mentioned here that are related with WatSan) • Provisions and maintenance of well, water pumps, pond and other works for the supply

of water. • Adoption of measures for preventing the contaminations of the sources of water supply

for drinking, • Prohibition of the use of water of wells, ponds and other sources of water supply

suspected to be dangerous to public health • Regulation and prohibition of the watering of cattle, bathing or washing at or near wells,

ponds or other sources of water reserved for drinking purposes. • Regulation or prohibition of the steeping of hemp, jute or other plants in or near ponds or

other sources of water supply.


WatSan related roles and responsibility of elected female UP member of reserved seat • She will develop project regarding literacy, family planning, public health and primary

health service of the concerned ward by encouraging people. If Union Parishad accept the project, she will implement it and will assist in the management of Primary Health Centre under the plan of UP.

• She will take initiative to collect garbage including cow-dung, remove dead body of animal, clean roads, canal and polluted ponds. She will also control animal slaughtering and unplanned construction of building.

• She will encourage people at concerned ward for construction of hygienic toilet and its uses.

• She will take initiative to preserve well, tube well, water body, pond and other kind of water sources for water consumption of the concerned ward.

Composition of UP WatSan Committee Resource Person Position in the

WatSan Committee UP Chairman Chairperson Sub-engineer (Upazilla Public Health Engineering Department) Member UP members (including three women members) Member One woman from each village Member Co-opted member, if needed Member One Health Worker Member One each from BRDB and Agriculture Cooperative and Two from Destitute Cooperative

Member

One Headmaster from Primary School Member One Headmaster from Higher Secondary School Member One NGO representative working on WatSan issue in the UP Member One active social/religious leader Member One Family Planning Worker Member

Roles and responsibilities of WatSan Committee Followings are the major roles and responsibilities of UP WatSan Committee: Sanitation, Health Education and Environment • With the support of government and non-government agencies working at UP level, the

committee will work to develop sanitation at each household and to improve individual health.

• The committee will prepare a list of households without sanitation latrine at ward level and encourage the users to make and uses sanitation latrine.

• The committee will ensure so that religious leaders discuss on sanitation during religious activities.

• The committee will take measures for publicising regarding sanitation through drama, puppet show, folk song, miking etc.

• With the support of Public Health Engineering Department, the committee will take measures for organising mobile production and sell centre of slab and ring of latrine so that it becomes easily available.

Installation of new Tube- well • WatSan committee will select the site for tube-well installation following the national

policy. Unprivileged areas will get priority during the selection of site for installation of new tube-well.


• The committee will take measures for collection of contribution from the users and submit it to District public Health Engineering Department.

• Prior to the returning of mortgage of the contractor, the committee will inform the District Public Health Engineering Department whether the installed tube-well works properly or not.

Preservation, Rehabilitation and Reinstallation of Water Supply The committee will motivate people for operation and preservation of following: • Maintenance of 6 number pump and Tara pump by employing labourer at the cost of

beneficiaries. • Reinstallation of stolen/ missing pump and small parts at the cost of beneficiaries. • Building, repairing and extension of platform with the cement available from the

government. • Maintenance of PFF and IRP and ring well through the beneficiaries. SDSD has the scope to provide support to UP in following sector: • To provide training. • To develop plan. • To increase health awareness regarding water and sanitation. • To build linkage with different government and non-government organisation for getting

service from them. • To test and retest of water point in relation to arsenic. • To identify arsenic contaminated patient and provide treatment. • To finance management. • To provide monetary support for supply of safe water.


Session 21 Handout (21) Responsibilities of Government at local level in Watsan Among the above government agencies at local level we will discuss only those, which have roles and responsibilities related to WatSan and Health. They are Department of Public Health and Engineering and Ministry of Health and Family Planning. There roles and responsibilities are given below. Role and responsibilities of DPHE • Prepare draft Annual Development Plan in light of the demand and recommendation

from Union, Upazilla and District WatSan Committee. • Supervise the installation procedure of the hardware to be installed (water sources,

latrine production centre etc.) through Sub-divisional engineer, assistant engineer and sub-assistant engineer.

• Strengthen the Upazilla and union level sewerage, improvement of health and safe water related committee

• Ensure the participation of the community people in the improvement of sewerage, improvement of health and safe water system.

• Supervise construction of safe water options. • Assist in providing technical solutions related with safe water technology. • Select site for the source of safe water sources. • Assist Union WatSan Committee. • Provide training for the caretaker and users group to maintain the safe water source and

health care. • Play role in enforcing health policy. • Collect water and sanitation related information. • Motivate people to use sanitary latrine and safe water. • Raise awareness on health issues. • Assess the quality of the installed water supply technology. • Test the quality of the water. Roles of Ministry of Health and Family Planning • Hold awareness raising programmes on WatSan. • Raise awareness of the people on the water-borne diseases. • Provide medical services to people. • Train UP on health care. • Identify Arsenicosis patients and provide them advice and service.


Session 22 Handout (22) Communication and Resource Mobilisation Policy Analysis Matrix 1. What is the problem? Lack of safe water for drinking due to arsenic and

bacteriological contamination 2. Whom dose it affect? Where?

All members of the community especially poor and vulnerable women

3. Supportive policies. Do any policies exist for ensuring the safety of drinking water?

There are policies which indicate the Local Government i.e. UP is responsible for ensuring safe drinking water. UP is responsible for the maintenance of the water sources.

4. Restrictive policies. Do any policies adversely affect the quality of water?

There are no policies that adversely affect the quality of water. But the policies that ensure the quality of water are not in enforcement.

5. Policy Enforcement Which programmes promote access to safe water?

Water and Sanitation programme of Department of Public Health and Engineering (DPHE) provides access to safe water. UP delivers safe water options.

Once we have identified the policy issues, it is important to identify the actors that are responsible for service delivery. The actors are UP as local government, DPHE, Ministry of Health, local business persons. Then we need to identify the key messages we want to convey to them. Key messages could be identified in the following matrix. Matrix for Key Messages

Target Audiences Key Messages Mode of Communication

UP as local government

People in your constituency are facing lot of health problems for the lack of safe drinking water. We are asking you to extend your service to ensure that the existing water sources are not contaminated. Extending this service will cut the risk of people getting sick. This will also increase you popularity.

Verbal/Written

DPHE People in this locality have limited access to safe drinking water due to the contamination of the existing water sources and bad sanitation system. This requires you to extend your technical knowledge for us to get safe drinking water. Your service will cut our risk of getting sick and live a better life.

Written

Ministry of Health People in the community have health problems due to lack of safe drinking water and hygienic practice. We are asking you to extend your service to aware people about the hazards of unhygienic practice and ways to stay healthy.

Written

Community representatives

You and your children have the right to safe water and improved health.

Verbal


Communication The process of exchanging meaningful opinion is communication. Communication has the following five components: • Sender is the person who communicates with a purpose. • Receiver is the person who receives the message sent by the sender. • Subject is the thing the sender wishes to let others know • Medium is the way that the sender communicates. The mediums can be divided into

following: o Audio: The receiver can only hear the message. o Visual: The receiver can only see the message. o Audio-visual: The receiver can hear and see the message

• Feedback Type of communication There are two types of communication from the expression point of view. • Verbal: When the sender and the receiver communicate by expressing their meaningful

opinion with words from the mouth, like dialogue, telephone conversation, radio message, etc.

• Written: When the sender and the receiver communicate by expressing their meaningful opinion in the form of writing, like, letters.

The above two types can be divided into following: • Inter-personal communication is the face-to-face communication between individuals or

groups in order to reach a specific objective. • Mass communication is the communication between sender and mass people as

receiver. Inter-personal communication is divided into two: • Personal communication: When a particular person contacts another person and

communicates, then that is personal communication. For example, private discussion, private letter, telephone etc.

• Group communication: The communication between a person and a group, like group discussion, group meeting, lecture.

Resource Mobilisation An individual or an organisation tries to mobilise resource for their own sake. There is no specific way to mobilise resource. Everyone follows ones own way. Followings are some steps of resource mobilisation. • Identification of the resource. • Rapport building with different level of stakeholders. • Networking. • Information collection on the availability of the resource. • Rearrangement of resource according to the utility. • Utilisation on of the resource.


Format of Resource Mobilisation Sl no.

Selected activities of VBO of this year

Resources required

Source of resource

How to collect the resource to village development

Remark


Chapter Four: Water and Sanitation Session 23 Handout (23) Introduction to Water, Sanitation and Health

Picture: 1


Picture: 2


Introduction to Safe Water, Sanitation and Health What is WatSan and health? WatSan is the combination of water and sanitation. These two words are interrelated and embodied each other because without water, sanitation is not possible and vice versa. Water Water should be easily accessible, adequate in quantity, free from contamination, safe and readily available throughout the year. There can be no state of positive health and well being without safe water. Water is not only a vital environmental factor to all forms of life, but it has also a great role to play in socio-economic development of human population. Safe and wholesome water Water intended for human consumption should be both safe and wholesome. Safe water is: • Free from pathogenic agents. • Free from harmful chemical substances. • Pleasant to the taste, i.e. free from colour and odour; and • Usable for domestic purposes Water is said to be polluted or contaminated when it does not fulfil the above criteria. Water pollution is a growing hazard in many developing countries owing to human activity. Without ample safe drinking water, we can not provide health care to the community. Diseases related to contamination of drinking water constitute a major burden on human health. Interventions to improve the quality of drinking water provide significant benefits to health. Sanitation Sanitation is a way of life. It is the quality of life that is expressed in the clean home, the clean farm, the clean business, the clean neighbourhood and the clean community. Sanitation means: • No open defecation. • Availability of hygienic latrine. • Use of hygienic latrine. • Proper maintenance of latrines for regular use, and • Improved hygienic practice. Sanitation remains a major challenge in Bangladesh. Low sanitation coverage is a serious public health concern in Bangladesh. Sanitation related disease, i.e. diarrhoea remains a major killer disease in Bangladesh. It is assumed that one out of four deaths of below five children is caused by diarrhoea. The high disease burden translated in to higher health care cost. Loss of income and productivity because of the diseases may push a poor family further into poverty and debt.


Health Health is a state of complete physical, mental and social well being and not merely an absence of disease or infirmity. It also includes the ability to lead a “socially” and economically productive life. Health is fundamental human rights. Relationship between Water, Sanitation and Health. Health benefits can not be achieved to any extent through improved water supplies alone: improved sanitation must be implemented simultaneously. Even then, health benefits will only result with proper hygiene, and this demands education. Hence the equation: Health = Water + Sanitation + Hygiene education. The simple practice of washing hands is the most important scientific and medical development of all time. Technology will not produce results until community behaviour is changed.


Session 24 Handout (24) Health Promotion and Disease Prevention

40%

60%

30%

10%10%

40%

20%

5%10%

30%25%

20%

0%

10%

20%

30%

40%

50%

60%

Diarrhea Dysentry Jaundice Typhoid

Sample: Season Wise Variation of Diseases

Summer Rainy season Winter


Picture: 3.1


Objectives of HPDP for health and sanitation The overall objective of HPDP for health and WatSan is to improve levels of knowledge, attitude and practices of the community people in order to attain optimum levels of health and sanitation. Specific objectives are: • To improve health and sanitation seeking-behaviour of the community, with the

emphasis on vulnerable groups. • To support community participation and ensure optimum use of health and sanitation

services. • To improve social values those facilitate determinants of health and sanitation to improve

family health development. Situation Analysis of HPDP • Social change-to addresses the issue of familial support to women and children and

elderly people. • Social ownership-to trigger positive and practical approaches to ownership of service

delivery networks by the society. • Provider relations- to shift provider attitude and practices towards a client-oriented and

inter-sectoral approach to service delivery; • Advocacy-to gain support from the community at large, including the social and political

system, community and religious leaders.

Pic 3.3

Pic 3.2


Major interventions and areas of HPDP • Changes in individual health behaviour. • Social ownership and proper utilisation of healthcare and WatSan facilities/ services. • Social and community mobilisation. • Advocacy. • Appropriate response to health and WatSan problems. Scope of Hygiene Promotion The range of hygiene behaviours that may effect disease transmission can be broadly classified into five clusters called 'behavioural domains'. These are domains of Hygiene Behaviour: A. Disposal of human faeces. B. Selection, use and protection of safe water source. C. Water and personal hygiene. D. Food preparation and handling. E. Domestic and environmental hygiene. Each domain in the above list involves a series of hygiene practices. Diseases that can be prevented are: • Diarrhoea • Jaundice • Typhoid • Arsenicosis


Session 25 Handout (25) Diarrhoeal Diseases and Oral Saline Story of Dulal Little Dulal was two years old. One morning he had frequent loose motion. Dulal’s mother thought that it would not be wise to give him any food or liquid. Dulal’s diarrhoea did not improve by the noon of that day. All body fluids of Dulal were

excreted through loose motion. Still, Dulal’s mother did not give any food and liquid. Gradually Dulal become sick and weak. Mother became worried for Dulal. Fortunately, a health worker visited Dulal’s home on the same day. When the health worker knew that Dulal did not receive any food or liquid, he became worried. He suggested that Dulal should receive packed saline or salt and molasses solution. The health worker informed that because of diarrhoea all the fluids from Dulal’s body were excreted. If the excreted fluid is not replaced, Dulal will become dehydrated and may even die. The health worker provided a packet of saline to Dulal’s mother. He demonstrated how to prepare saline and mentioned that after each loose motion Dulal should receive oral saline that means, the amount of fluid excreted through diarrhoea will be replaced by oral saline. Health worker further informed

that if they did not have packed saline, they can prepare home made saline with salt and molasses. He provided demonstration to Dulal’s mother for the preparation of salt and molasses saline solution. In his demonstration, the health worker took one fist of molasses and one pinch of salt and mixed it within ½ litre water and stirred it for few minutes for proper mixing of the solution. Next three days Dulal’s mother continued feeding saline frequently and also provided breast milk with other usual food. Dulal recovered from diarrhoea soon. Dulal’s mother had been added one time extra food also for Dulal for two weeks as per the advice of the health worker to protect Dulal from malnutrition because of diarrhoea.


Diarrhoeal diseases Diarrhoea causes dehydration and leads patients to malnutrition rapidly. Each year about 125,000 children die because of diarrhoea in Bangladesh. Parents, family members and community people can save life and prevent malnutrition of children by implementing seven key messages on diarrhoea. Diarrhoea is an infection caused by Bacteria. One can get these bacteria by drinking unsafe/contaminated water, not maintaining personnel hygiene, living in unhygienic condition, early weaning and bottle feeding instead of proper breast feeding. To resolve the problem, government and community need co-ordinated approach together. Key messages are: • Diarrhoea causes excessive excretion of water and salt from children’s body which might

cause death of the children. If any child has diarrhoea, it should take frequent oral saline and liquid food.

• Children should receive usual food if it has diarrhoea. • Breast feeding should continue if children are breast-fed. • Children should receive one extra food for at least two weeks following recovery from

diarrhoea to compensate the body fluid loss because of diarrhoea. • If the condition of the diarrhoea affected child worsens or condition does not improve

within three days, then take assistance from doctor or trained health worker, or refer the child to health complex.

• Do not give any medicine to a diarrhoea patient without consultation of a doctor. • Children will not suffer from diarrhoea if:

o Children are breast fed exclusively for the first six months. o Water from the safe source is used. o Sanitary latrine is used. o Before handling food or after defecation hands are washed with ashes or soap. o Food and water are kept covered. o Children are not given stale food. o Children are timely vaccinated for measles.

Additional information • Diarrhoea causes excessive excretion of water and salt from the body. As a result the

children may die. If a child has diarrhoea, it should take frequent oral saline and liquid food. o Diarrhoea is a dangerous disease. 25% of children deaths are caused by diarrhoea. o Diarrhoea patients usually die because of dehydration. Dehydration occurs in

diarrhoea because of excessive excretion of water and salt from the body. For this reason, if a child is suffering from diarrhoea, it should receive frequent oral saline and liquid food.

o To compensate the dehydration of the children because of diarrhoea, several liquid foods are very much useful. These are: - Breast feeding. - Rice strained water. - Rice based saline. - Coconut water (Dab water). - Bitten rice water. - Salt-molasses solution. - Oral Re-hydration Saline (ORS). - Safe drinking water (if oral saline, dab water, etc, unable to manage).


Oral saline-a special drink Oral saline is prepared for diarrhoea patient though mixing packet saline and water. Oral saline is used in home level to recovery from dehydration or prevention of dehydration. To prepare saline: • Take a full sachet of ORS and mix with ½ litre water (2 full glasses of water). It should be

noticed that the amount of water is not more or less than ½ litres. Mixing less water is dangerous because it aggravates diarrhoea further. Mixing more water will make the solution less effective.

• Stir the saline until all the ingredients of the packet fully dissolve in water. • If ORS sachet is not available at home ORS can be prepared using molasses and salt.

Take a fist molasses or sugar and one pinch of salt mixing in ½ litre (2 full glasses) water.

• Discard the unused oral saline after 12-hours. Take a new packet and prepare fresher saline.

• Don’t mix saline with milk, soup, fruit juice or any other drink. • Never hit it or boil. • After each loose motion, child should receive oral saline as per following guideline:

- If a child is less than 2 years old -- 10 to 20 tea spoon - 2 to 10 years old - ¼ glasses or ½ glass (50-100 ml). - Above 10 years old - 1 to 2 glass. - It is useful to take as much as saline at any age.

• Cup or teaspoon should be used for oral saline feeding. Bottle-feeding should not be practiced. If child vomits, stop feeding oral saline for 5-10 minutes. Then resume slowly.

• Oral saline and other liquid food should be continued till the cessation of diarrhoea. It usually takes 3-5 days to get recovery from diarrhoea.

Children should continue normal food if it has diarrhoea. • Many people restrict to provide food or water to a child if it is suffering from diarrhoea. In

fact, food provides energy to get recovery from diarrhoea. Child may suffer from malnutrition if it does not receive enough food during and after diarrhoea. So, parents should give more attention for the proper feeding of diarrhoea-affected children.

• Child suffers from loss of appetite if it gets diarrhoea. So, it is difficult to feed him initially. Therefore, children should get little amount of food of their choice frequently. But quality of food should be maintained very carefully as children are very fond of junk food.

• At the age of six months, children should get weaning food in addition to breast-milk. They may be fed two types of Khichury (Hotchpotch). One type of Khichury can be prepared mixing with rice or wheat with pulse and vegetable. Another type of Khichury can be prepared through mixing rice or wheat with well cooked fish in addition of 1 to 2 spoonfuls of oil. Khichury should be soft. Curd and fruits are useful for diarrhoea affected children. Children should receive fresh food in 3/4 hours interval.

It is essential to continue breast feeding to a child. • Mothers are usually suggested to provide less breast milk to their children if they are

suffering from diarrhoea. This is completely wrong. Diarrhoea affected children must get breast milk as usual and additional food if possible.

• Usually diarrhoea subsides if children receive frequent breast-feeding.


Children should receive extra food for 2 weeks to compensate body loss because of diarrhoea. • Diarrhoea leads to malnutrition. So, after recovery from diarrhoea to regain body strength

and energy lost, children should receive extra food. In this time for at least 2 weeks children should receive 1 extra meal. Extra meal meets up the body loss because of illness.

If the condition of the diarrhoea affected child worsen or condition not improve within three days, then assistance from doctor or trained health worker should be taken or the child should be referred to health complex. • Parents should receive quick advice from doctor or health worker if children develop

- Frequent loose motion - Frequent vomiting - Thirst - Loss of appetite - Fever - Passage of blood with stool - Sunken eyes - Fatigability

• If such symptoms appear, quick treatment is necessary. Doctor or health worker will take necessary steps for the recovery of the children. But in the meantime, children should never be allowed to stop feeding oral saline or liquid fluid.

Diarrhoea patient must not receive any medicine without the consultation of doctor. • Most of the diarrhoeal drugs do not cure diarrhoea rather it causes harmful effect.

Besides this, diarrhoea usually subsides within few days. Main danger is not diarrhoea but malnutrition and dehydration.

• Children should not be given antibiotics without the doctor consultation. Antibiotic can only be provided with the consultation of doctor if blood passes through stool. It is not recommended to use other drugs.

• The germ of diarrhoea in the stool can be spread through flies, dirty hands and nails. Prevention Mechanism of Diarrhoea Many families are unable to prevent diarrhoea because of poverty, lack of access to safe water and sanitation. The effective mechanism of diarrhoea prevention is:

• Exclusive breast feeding for first 6 months (breast milk is completely safe; it protect children from diarrhoea and other diseases).

• Weaning of children should be started after completion of 6 month (additional food should be nutritious, well cooked but not fully dissolved. This food should be prepared in a hygienic way).

• Children should receive enough vitamin-A containing food, green leafy vegetables and fruits (Vitamin-‘A’ protects children from diarrhoea and other diseases). If children did not receive Vitamin-‘A’ capsule 8 weeks before the onset of diarrhoea, then after recovery from diarrhoea it should receive high power Vitamin ‘A” capsule (Vitamin-‘A’ capsule is available to health workers, health complex and pharmacy).

• Use safe, wholesome water for drinking and home based activity (dug well, pond or river water should be boiled for 20 minutes and kept to be cool before drinking. Tube well water is usually germ free).

• Always use sanitary latrine and children’s stool should be thrown into latrine or buried under soil.

• Wash hand with ash or soap properly;


• Cover food and water to prevent food contamination. • Cook well and eat fresh (if foods are to be taken after more than 5 hours of cooking, it

should be heated well before eating). • To prevent spread of germ by flies; all wastage and debris should be buried or burnt. • Provide measles vaccination to child at age of 9-months. Children may suffer from

diarrhoea because of measles.


Session 26 Handout (26) Typhoid and Jaundice Typhoid Fever (Enteric Fever) Typhoid fever is the result of infection, mainly, salmonella typhi found only in human being. The disease is clinically characterised by a typical continuous fever for 3 to 4 weeks. The term” enteric fever” includes both typhoid and paratyphoid fevers. The disease may occur sporadically and epidemically. Problem statement Typhoid fever occurs in all parts of the world where water supplies and sanitation are substandard. Without effective antibiotic treatment, typhoid fever kills almost 10% per cent of those infected. The socio-economic impact of the disease is huge, because typhoid survivors may take several months to recover and resume work. Agent factors a) Agent: Salmonella typhi is the main cause of enteric fever. b) Reservoir or infection: Man is the only known reservoir of infection, viz. cases and

carriers. c) Source of infection: The primary sources of infection are faeces and urine of cases or

carriers; the secondary sources contaminated water, food, fingers and flies. There is no evidence that typhoid bacilli are excreted in sputum or milk.

Host factors a) Age: Typhoid fever may occur at any age. Highest incidence of this disease occurs in the

5-19 years of age group. b) Sex: More cases are reported among males than females. c) Immunity: All ages are susceptible to infection. Environmental and social factors Enteric fevers are observed all through the year. The peak incidence is reported during July-September. This period coincided with the rainy season and an increase in fly. Outside the human body, the bacilli are found in water, ice, food, milk and soil of varying period of time. Typhoid fever is regarded as an index of general sanitation in any country. Incubation Period Usually 10-14 days. But it may be as short as 3 days or as long as three weeks depending upon the dose of the bacilli ingested. Mode of transmission: Typhoid fever is transmitted via the faecal-oral route or urine-oral routes. This may take place directly through soiled hands contaminated with faeces or urine of cases or carriers, or indirectly by the ingestion of contaminated water, milk and / or food, or through flies.


SOCIAL FACTORS

CU

LTU

RA

L FA

CTO

RS

E

CO

NO

MIC

FAC

TOR

S

QUALITY OF LIFE Figure 1: Dynamics of Typhoid Fever Transmission

Figure 1 shows the dynamics of transmission. There are numerous sources of infection and many vehicles of transmission, each making own contribution to the total magnitude of the problem. Signs and symptoms • Usually insidious but in children may be abrupt. • High fever with chill. • Malaise. • Headache. • Cough and sore throat. • Abdominal pain. • Constipation. Control of Typhoid Fever There are generally three lines of defence against typhoid fever: • Control of reservoir. • Improvement of sanitation. • Immunisation. Improvement of sanitation Protection and purification of drinking water supplies, improvement of basic sanitation, and promotion of food hygiene are essential measures to interrupt transmission of typhoid fever. For instance, typhoid fever is never a major problem where there is a clean domestic water supply. Sanitary measures not followed by health education may produce only temporary results. However, when sanitation is combined with health education, the effects tend to be cumulative, resulting in a steady reduction of typhoid morbidity.

Faeces and urine from cases or carriers

Water

Soil

Flies

Fingers

Foods raw or cooked

Mouths of well persons


Jaundice (Hepatitis A) Hepatitis A is an acute infectious disease caused by hepatitis A virus (HAV). The disease is some non-specific symptoms such as fever, chills, headache, fatigue, physical weakness and aches and pains, followed by anorexia, nausea, vomiting, dark urine and jaundice. Problem statement Hepatitis A virus infection is very common in Bangladesh. Poor standard of hygiene and sanitation facilitate the spread of HAV in high endemic areas. Outbreak of hepatitis A is associated with unsafe drinking water and food. Common source of infection is faecal contamination of drinking water. Agent factors a) Agent: The causative agent, the hepatitis A virus is an enterovirus. b) Resistance: The virus is fairly resistance to heat and chemicals. It has been shown to

survive more than 10 weeks in well water. c) Reservoir of infection: The human cases are the only reservoir of infection. d) Period of infectivity: The risk of transmitting hepatitis A is greatest from 2 weeks before to

1 week after the onset of jaundice. Infectivity falls rapidly with the onset of jaundice. e) Infective materials: Mainly man’s faeces, blood, serum and body fluids. f) Virus excretion: Hepatitis A is excreted in the faeces for about 2 weeks before the onset

of jaundice and for up to one week thereafter. This virus may also be excreted in urine. Host factors a) Age: Infection with hepatitis A is more frequent among children than in adults; however,

people from all age group may be infected if susceptible. b) Sex: Both sexes are equally susceptible. c) Immunity: Immunity after attack probably lasts for life. Environmental factors a) Heavy rainfall. b) Poor sanitation. c) Overcrowding. Modes of transmission a) Faecal-oral route: This is the major route of transmission. It may occur by direct (person-

to-person) contact or indirectly by way of contaminated water, food or milk. Incubation period 15 to 45 days. Signs and symptoms • Yellow coloration of skin, mucus membrane and nail bed. • Passage of yellow colour urine. • Loss of appetite with or without fever. • General weakness.


Prevention a) Control of reservoir Attention should be paid to the usual control measure such as notification, bed rest and disinfection of faeces and vomits. b) Control of transmission Promoting simple measures of personal and community hygiene, e.g. hand washing before eating and after defecation; the sanitary disposal of excreta which will prevent contamination of water, food and milk; purification of community water supplies. c) Control of susceptible population d) Vaccines


Session 27 Handout (27) Arsenicosis

Melanesia

Arsenic Patients


KERATOS I S

Hyperkeratosis

Gangrene


Tube well

Nutritious Food


Arsenicosis Present situation of Arsenic Contamination Problem in Bangladesh • Total number of affected districts : 61 • Highly affected districts : 54 • Total no. of Tube wells : 10 million (approx.) • Access to the Tube well water : 97% • Contamination found(>0.05mg/L) : 29% (examined Tube wells) • Most common depth : 50-200ft • Common age of contaminated TW : 1 to 20 years • No. of districts (patients identified) : 43 • Population at risk (estimated) : 30 million • Total cases of Arsenicosis identified : 30,000 (approx.) • Age of Arsenicosis patients : 4-75 years • Most common age of the patients : 20-40 years • Sex of the Arsenicosis patients : Male suffers more (male 54% female 46%) • Minimum Permissible Level of Arsenic : 0.05mg/L in drinking water

Exposure to Arsenic and Health Risk in Bangladesh • 30-50 million (estimated) people are at the risk of Arsenic exposure through drinking

water. • So far, some 30,000 Arsenicosis patients have been detected. • The situation so far surfaced is considered as the tip of the iceberg as survey of all

households for Arsenical skin lesions is yet to be completed. Arsenic in Ground water • 4 Arsenic species are found in natural water. • Inorganic Arsenic is more toxic to human health than organic form. • An Arsenic contaminated Tube well of 0.5mg/L can yield 150 kg of Arsenic per year. Mechanism of action of Arsenic toxicity • Arsenic leaves the body basically through the urine. • Arsenic is also excreted through desquamation of the skin and the hair. • Within 24 hours it leaves intravascular space and goes to tissues. • Most of the Arsenic transport to liver through portal circulation. Factors associated with Arsenic toxicity • Chemical and physical form of the compounds. • Route of entry. • Dose and duration of the exposure. • Nutritional status. • Age and sex. • Body resistance and immunity. • Genetic factor. • Persons having a history of drinking Arsenic contaminated water (>0.05mg/L) for more

than 6 months and showing melanosis (hyper pigmentation) and/ or hyperkeratosis with or without other manifestations/ complications is diagnosed as a case of Arsenicosis.


The Common Skin Manifestations include: • Melanosis. • Hyperkeratosis, and • Leukomelanosis. Factors associated with Arsenic Toxicity. • Chemical and Physical form of the compounds. • Route of entry. • Dose and duration of exposure. • Nutritional status. • Age and sex. • Body resistance and immunity. • Genetic factor. Chronic Exposure (more than 6 months) to Arsenic may cause development of manifestations of Arsenicosis. Manifestation ranges from skin hyper pigmentation to cancer of skins including multi-organ pathologies and increased risk of mortality. In Bangladesh, skin manifestations are considered prime and common features of Arsenicosis. Arsenic Case Definition Arsenicosis is defined as a chronic condition arising from prolonged ingestion of Arsenic above safe dose for at least six months, usually manifested by characteristic skin lesions of melanosis and or keratosis with or without involvement of internal organs. Signs and Symptoms of Arsenicosis A. Common dermatological manifestations: • Pigmentary changes in skin and /or mucous membrane, e.g. hyper pigmentation

(melanosis), leukomelanosis. • Hyperkeratinization, e.g. hyperkeratosis. B. Common non-dermatological manifestations. • Weakness/ asthenia. • Conjuctival congestion (conjunctivitis). • Respiratory illness, e.g. chronic cough, Bronchitis, Asthma. • Peripheral neuropathy e.g. tingling, numbness, burning sensation and pain. C. Probable complications • Non-pitting oedema. • Peripheral vascular disease (gangrene). • Chronic ulcers. • Squamous cell carcinoma. • Basal cell carcinoma. • Hepatopathy. • Neuropathy. • Cancer of internal organs, e.g. Urinary bladder, lung, prostate.


• Adverse pregnancy outcome (spontaneous abortion, still birth, miscarriage). • Diabetes mellitus. • Hypertension. Evidence of exposure • History of exposure-history of consumption of Arsenic contaminated water (>0.05mg/L)

at least for a period of six months. • Evidence of high level of Arsenic by biological sample analysis. Management • Till date there is no specific treatment of chronic Arsenic toxicity in human health. • Consumption of Arsenic safe water is the ‘key’ to patient management. • Very little advantage in using chelating agents in the management of Arsenicosis over

placebo therapy. • Arsenicosis cases have shown improvement following stoppage of further intake of

Arsenic contaminated water and taking Vitamin A, E and C in conjunction to Arsenic safe water (up to 0.01mg/L)

• Recently a random control trial has demonstrated the positive role of these vitamins. • Some researchers have demonstrated the role of spirulina in Arsenicosis patient

management and have shown some improvement in high doses. Protocol for Management of Arsenicosis Cases • Pageantry changes early/ late. • Abnormal keratinasitation of skin

mild or moderate. • Conjunctival congestion. • Respiratory illness.

• Stop intakes of Arsenic contaminated water and take Arsenic free/ safe water.

• Dietary supplementation. • Application of keratolytic ointment (5-20%

Urea salicylic acid ointment) for moderate keratosis.

• Symptomatic treatment. • Follow-up and counselling.

• Pageantry changes including leukomelanosis.

• Severe hyperkeratinisation of skin. • Non-pitting oedema of legs. • Peripheral neuropathy. • Neuropathy (early). • Hepatopathy (early).

• Stop intake of Arsenic contaminated water and take Arsenic free/ safe water.

• Dietary supplementation. • Application of keratolytic ointment (5-20%

Urea salicylic acid ointment) for moderate keratosis.

• Symptomatic treatment. • Follow-up and counselling

In addition to one or more of the above. Peripheral vascular disease including gangrene. • Neuropathy (late). • Hepatopathy (late). • Cancer (skin, urinary bladder,

lungs, prostate)

• Stop intakes of Arsenic contaminated water and take Arsenic free/ safe water.

• Complication-specific management. • Operative treatment. • Chemotherapy and/ or radiotherapy for

cancers. • Follow-up and counselling.

• Antioxidants as beta-carotene, vitamin C and vitamin E to be helpful for Arsenicosis management but yet to have a proven role.

• Appropriate nutritional supplement should be given to those who are malnourished.


Session 28 Handout (28) Sanitation

Faecal-oral Contamination Process

Operation, Maintenance and Management of Low Cost Latrine Operation • Use sandal while going to latrine. • Sit on the footboard. • The backside of the body will be situated on the hole of the pan. • Pour some water into the pan before defecation. • Always use the water pot (Badna) by right hand. • After defecation, pour sufficient water into the pan. Thus, make sure that the next person

can use a clean latrine. • Wash your hand with ash or soap after defecation. Maintenance and Management • Clean the latrine everyday using water and broom. • Do not use stick or any hard thing to clean the latrine. Take care so that the water sealed

part of the pan does not break. • Should be kept cleanliness besides the latrine area. • Should maintain regular repair of bamboo fence, doors and roof. • When the pit of the latrine is full, dig another new pit beside the old one. • The platform and the upper ring of old latrine can be used for the new one. • Cover the hole of the old one with mud/ash.

Soil

Food Fly

Water

Affected

person

Hand

Used materials

Human Faeces


How to maintain Environmental Sanitation • Always defecate in sanitary latrine. • Children stool should be thrown into latrine or buried beneath soil. • Disposal of household garbage in a specific ditch with cover. • Maintain proper drainage system. • Keep surroundings of household clean. • Disposal of animal faeces at safe place, • Use and maintain of hygienic latrine at public place like, school, college, market, religious

institution etc. • Disposal of garbage of market at safe place.


Session 29 Handout (29) User Selection Criteria for Options User selection criteria • Poor, vulnerable and poor women headed household. • Underprivileged and disabled headed household. • Who have no access to safe water and hygienic latrine? • Who are willing to provide community contribution money. • Who have own land for installing option e.g. hygienic latrine, tube well and rain water-

harvesting system.

User selection format

Sustainable Solution for the Delivery of Safe Drinking Water (SDSD)

DASCOH Name of VBO: Name of PNGO: Name of Option: Village: Ward Number: Union: Upazila: Distract: Name Father/

Husband’s Name

Male/Female Occupation Monthly income

Selection criteria

Remarks

Name of Surveyor: Designation: Signature: Name of Organisation: Date:


Gender analytical framework

DASCOH-WPP: SDSD Participatory Gender Analytical Framework

Family/Bari level

Who Perform More

Areas

Activities

Women Men

Equally done by women/men

Who carries water and preserve it? If sick any members of family; who takes care of patient?

Who look afters old aged/children of family? Who does cooking and household’s works?

Home Work

Who cleans toilet? Who cultivates vegetables and maintain poultry?

Who receives loan from NGO?

Income Generating Activities Who earns income at family?

Who purchases instrument of tube well? Who purchases bucket/ pitcher/pot for water preservation?

Who selects site for tube well/dug well installation?

Who takes decision to purchase latrine materials?

Who selects options for tube/dug well/rain water harvesting system?

Who takes decision for loan utilisation in what activity?

Who takes decision on the expenditure of family income?

Taking Decision

In case of sickness of family member, who selects the doctor for treatment?

Interviewer Name: Date


DASCOH-WPP: SDSD Participatory Gender Analytical Framework

Village level

Who Perform More

Areas

Activities

Women Men

Equally done by women/men

Who collect safe water and uses? Who maintains communication with UP? Who gets opportunity to going health centre among the arsenic affected patients? (If applicable)?

Service provision from GO/NGO Who gets opportunity to knowing information

about safe water, arsenic and others issues?

Who participate in different meeting at village level?

Who works various in profile preparation and yearly plan of activities?

Who participate actively in training and workshop?

Usually who is/will is selected as caretaker? Who leads village/ward committee? Who takes responsibilities in different activities?

Participation in different activities at Village level

Who collects cost sharing money? Who raise needs about water and toilet? Who selects options for tube well/dug well/rain water harvesting/PSF system?

Who are heard in different meeting and training?

Who selects site for tube well/dug well/rain water harvesting/PSF system installation?

Who determines cost sharing rate?

Taking decision in various activities at Village level

Who participates actively in meeting/ training? Who keeps and manages cost sharing money? Control over

resources at village level

Who entitles of ownership for tube well/dug well/rain water harvesting/PSF system?

Interviewer Name: Date:


Session 30 Handout (30) Cost Sharing of Water and Sanitation Option (See Annexure 1 & 2 for Construction Cycle of options and estimated costing of option) Cost Sharing: Safe Water and Hygienic Sanitation Option Cost sharing policy for safe water option: • Alternative safe water option will not be the free of cost to the people. • The applicant group/applicant household should pay at least 20% of the investment cost

(physical labour and land might not be considered as the share of cost). • An applicant family will be discouraged to pay contribution money more than 20% alone

(applicable for community/applicants group option). • Applicants are allowed to pay (the agreed %) by three instalments in three months time

from the notification date (UP will inform the respective deserving applicants). • The respective VBO/UP may pay the share for poorest applicant household(s) (usually

beggar, poor widow headed households and poor disable household). • Ten to twenty poor/women headed households for community options (i.e. dug well,

PSF.) will be considered as applicant group. • One poor/women headed household for household option (i.e. rainwater harvesting,) will

be considered as applicant household. • The investment cost includes installation cost, cost of water quality check prior to

commission and one time renovation cost (after six months of commission in case of dug well).

• The users will look after the maintenance and management during operation, the cost will be borne by the users, no subsidy will be provided from UP/Project. However, UP/project will provide an operation and maintenance training to the selective users (caretaker training).

• Less than 2-3% of total user’s contribution from an applicant household will not be accepted in community options.

• Money will be deposited by applicant’s group/applicant /VBO to respective UP Bank account; PNGO could assist applicant’s group/applicant/VBO in depositing the money to bank account.

• The materials to respective site will start mobilisation at payment of full contribution by the applicant’s group/applicant/VBO (Upon presentation of bank deposit slip to UP).

• If any household(s) would like to withdraw their membership from applicant group, other applicant could sell the membership to deserving neighbours and/or bye and accordingly refund the money upon receive the acknowledgement.

• At completion of construction (at completion of water quality check, first time renovation after six months of commission in case of dug well), the contribution cost may refund or asked more based on actual investment cost.

• The policy shall be reviewed and updated depending on the implementation feedback, if and when such need arises.

Cost Sharing Policy for Hygienic Sanitation Option: • Alternative low cost latrine option will not be the free of cost to the people. • The applicant group/applicant household should pay at least 20% of the investment cost

(physical labour and land might not be considered as the share of cost). • The respective VBO/UP may pay the share for poorest applicant household(s) (usually

beggar, poor widow headed households and poor disable household).


• The applicant group/applicant household should supply, fitting and fixing the bamboo fence, roof (Bamboo fence/ C.I.Sheet) after latrine ring and slab installation.

• The applicant group/applicant household should excavate the well before ring installation and also assist the mason by physically during the latrine installation.

• One/Two/Three poor/women headed households for latrine will be considered as applicant group.

• The users will look after the maintenance and management during operation, the cost will be borne by the users, no subsidy will be provided from UP/Project. However, UP/project will provide an operation, maintenance and awareness training to the selective users.

• The users will look after the maintenance and management during operation, the cost will be borne by the users, no subsidy will be provided from UP/Project. However, UP/Project will provide an operation and maintenance training to the selective users (caretaker training).

• An applicant family will be discouraged to pay contribution money more than 20% alone (applicable for community/applicants group option).

• Less than 2-3% of total user’s contribution from an applicant household will not be accepted in community options.

• Money will be deposited by applicant’s group/applicant /VBO to respective UP Bank account; PNGO could assist applicant’s group/applicant/VBO in depositing the money to bank account.

• Applicants are allowed to pay (the agreed %) by three instalments in three months time from the notification date (UP will inform the respective deserving applicants).

• The materials to respective site will start mobilisation at payment of full contribution by the applicant’s group/applicant/VBO (Upon presentation of bank deposit slip to UP).

• If any household(s) would like to withdraw their membership from applicant group, other applicant could sell the membership to deserving neighbours and/or bye and accordingly refund the money upon receive the acknowledgement.

• The policy shall be reviewed and updated depending on the implementation feedback, if and when such need arises.


Session 31 Handout (31) Site Selection for Safe Water and Sanitation Option Site Selection for Safe Water Options The sitting of a water point is very important to ensure unhindered access to the poor. More often all households do not make equal contributions in sharing the upfront cost for public facilities. The households who pay more have a strong say on the sitting of the water point. However, the reciprocity of the non-poor helping the poor is a socially accepted phenomenon. It does not pose any problem as long as all users have unhindered access to water at all times. However, there are anecdotal evidences of the non-poor imposing restrictions on the access to water by the poor. The Union Parishads and other stakeholders may adopt the following criteria in selecting sites for water points: General Criteria • The water points should be, where possible, on government/community land. However,

water point should not be located in front of a mosque as misinterpretation of religious perspective often restricts women’s access to mosque compounds especially during Fridays and prayer times.

• It may be in front of a primary school or secondary school or even in front of public offices but not in front of madrashas or religious schools.

• The site should be at or near the physical centre of the settlement the water point intends to serve, but should be easily accessible to the majority of users;

• The site should allow year round unhindered access to the majority of users especially the poor, women and the under-privileged.

• Finally, the UP should take a written undertaking from the applicants that all users including women, children, under-privileged and the poor shall have equal access to the water point.

Specific Options Dug Well It should never be within the compound of any individual household of poor or non-poor as this gives a wrong signal on ownership of the facility. Rain Water Harvesting System It may be installed within the compound of any individual household but should have easy access to another household for water collection. Pond Sand Filter It should never be within the compound of any individual household of poor or non-poor as this gives a wrong signal on ownership of the facility. Tube Well It may be installed within the compound of any individual household.


Site Selection for Sanitation Options Low Cost Latrine The size of the homestead plot often seems a constraint for sitting of household latrines in rural Bangladesh. Theoretically, latrine pits or septic tanks should at least be 10 meters away from water sources (especially shallow tube wells, dug wells or ponds) but nonetheless latrine pits and septic tanks in close proximity to drinking water sources are a common phenomenon in Bangladesh. The Union Parishad and other stakeholders may adopt the following criteria in selecting sites for latrine points: • The location of a latrine should be convenient for women and children of households to

use throughout the year and at all times of the day or night. • A latrine should at least be at a distance of 10 meters from drinking water source such as

a shallow tube wells, ponds or dug wells. • Where maintaining the minimum distance is not possible, user community should be

motivated to share latrines with other households. • A latrine should not be on low lying land susceptible to normal inundation during

monsoon or on banks of rivers or ponds that are susceptible to erosion.


Option Site Selection Format

Sustainable Solution for the Delivery of Safe Drinking Water (SDSD) DASCOH

Format Option Site Selection

1. Name of PNGO: FY: 2. Name of Option: 3. Type of Option: 4. Location of Option: Name of District: Name of Upazila: Name of Union: Name of Village: 5. Distance between option and the nearest source of microbiological pollution: Source: Latrine Cow dung Contaminated tank Dump of waste Others (……………………………………………………………) Distance:…………………….ft. 6. How many sources of pollution are within 30 ft and 100 ft radius? 30 ft:………………………………………… 100 ft………………………………….. 7. Where drainage water is deposited?……………………………………………………………. 8. How many family and people are getting facility from the option?………families. …..People 9. Distance of the nearest water point from latrine:.………………...ft (Applicable for hygienic latrine) 10. Is the nearest tube-well from the water option tested for arsenic? Y/N

Safe Unsafe (Applicable for tube well and dug well)

11. Is the pond safe from the source of microbiological pollution? Y/N (Applicable for pond sand filter) Name of Surveyor: Designation Signature: Name of Organisation: Date:


Session 32 Handout (32) Option Selection for Safe Water. Technical manual covering option specifications, merits and demerits: Dug Well Specification: Improved dug well is constructed by sand, cement, brick chips, M. S. rod and M. S. Wire. Two types of Dug- well are built in general. For first type, construction of ring with sand, cement, brick Chips and M. S. rod/ M. S. wire takes place than excavating of the dug-well (25 feet to 30 feet deep approximately.). Rings are installed in the excavation. After installation of rings, plaster (sand and cement) is needed in every joint. Presently this system is merely accepted by the community. For second type, after excavation of the dug-well at 25 feet to 30 feet (approx.) depth, a construction of brick takes place in the excavation with brick, cement and sand. It needs plaster of sand and cement. Its top-level open space is covered by R.C.C. slab. At present tube-well is used to lift water from dug well instead of bucket. Its diameter is outside 3’-10” to 3’-6” and inner side 3’-4” to 3’-00”. Merits: • Requires no chemical reagents. • Operation is very easy, as tube well is used to lift water. • Maintenance is also easy. • Cost effective method. • Can serve for a large number of households. • Being covered, there is no possibility of deposition of external waste into the water. • Water quality is good. • Old dug-well can be used after renovation.

Demerits: • Problems might be arisen because of filter jam, broken pipe of tube well etc. • Might cause bacterial contamination by seepage through the junction of the rings, if not

properly constructed or located near the sources of microbiological pollution. • In some instances, water might be turbid with clay when water table goes down

(especially after winter). • It is difficult to construct without skilled mason. Rain Water Harvesting System Specification: For rainwater harvesting a platform is constructed with bricks, cement and sand. A tank is constructed on the platform. Some tanks are constructed with only cement and sand; some are constructed with cement, sand and M S wire. After constructing the tank, rain water is collected from roof through an inlet pipe (PVC pipe). A filter nets is set on inlet and outlet pipe. Its top-level open space is covered by a slab.


Merits: • Can provide arsenic free natural water. • Can provide bacteria and others germs free water. • Requires no chemical regent and others system for water purification. • Installation, using system and maintenance is easy. • No electricity is required. • Water quality is acceptable. • Cost effective method and installation in any suitable place. • This is a sustainable and acceptable method.

Demerits: • Depends on rainwater. • Has possibility of pollution in case of long-term reservation. • Needs construction of large tank for preserving water. • Usable roof is a problem. • Limited water quantity. Pond Sand Filter Specification: A two chamber based tank is constructed by bricks, cement and sand at pond side. Stone and sand filter for water filtration are used to make it. The first layer or chamber contains brick chips and the second layer contains coarse sand. Water preservation chamber is situated at the lower level. Vive Cock is installed on the chamber for water collection. Point to remember before construction of the PSF that the plant should be near of pond. Water is collected in the filtration chamber from the pond by the tube-well for purification. Merits: • Water quality is acceptable. • Essential materials are available for construction. • Arsenic free surface water is available in this method. • This method is able to provide about 100 % germ free water. • It is a permanent system for supplying regular safe water. • Iron and other floating materials are also removed by this method. • Its technology is easy, maintenance and use is easy also. • Its construction procedure is easy; any local skilled masons can construct it. • It is very useful at community level. Demerits: • Depends on pond water. • Possibility of drying the pond and contamination. • Difficult to getting the preserved pond. • High cost of installation. • Lack of maintenance might cause bacterial contamination in water. • Difficult to maintain as replacement of sand has to take place two times in the filter. • Needs a trained caretaker. • Difficult to ensure community participation most of the time.


Tube Well Specification: Tube well is constructed by hand pump, G.I. pipe, P.V.C. pipe, and P.V.C. strainer pipe with sand trap and its platform is constructed by sand, cement, brick and brick chips. The hand pump is a simple and robust suction pump constructed almost entirely by cast iron. The piston uses a moulded PVC cup seal and the check-valve is a weighted leather flap. The suction hand pump is generally used for lifting water from depth. Generally two types of tube well may be used. One is shallow tube well and another is deep tube well. Shallow tube well’s pipe diameter is basically 4 centimetre to 10 centimetre and its depth usually not exceeds 75 meters. Deep tube well’s pipe diameter is basically 15 centimetre to 20 centimetre and its depth exceeds 75 meters. At first boring of the soil takes place with boring/casing pipe. Then main pipe (P.V.C. pipe) and P.V.C. strainer pipe are installed in the borehole. Length of P.V.C. strainer pipe is 3 meter to 5 meter. P.V.C. strainer pipe is installed in the bottom layer and main pipe (P.V.C. pipe) is installed at the middle layer of the borehole. G.I. pipe is installed in the top of P.V.C. pipe with hand pump base plate. Length of G.I. pipe is 1.5 meter to 2 meter. After that installation, platform is constructed and hand pump is installed. The size of platform is generally 1.70 meter X 1.70 meter. Platform should have a drainage pipe for releasing waste water. Merits: • Operation is very easy, as hand pump is used to lift water. • Easy technology. • Maintenance is also easy. • Cost effective method. • Can serve for a large number of households. • No possibility of deposition of external waste into the water. • Water quality is good. • Long-term technology. • Spare parts are easily found at near-by dealer shop. • Easy installation and maintenance by any unskilful mason. • Users can do the maintenance by themselves.

Demerits: • Problems might arise because of filter jam by fine sand. • Might cause bacterial contamination by seepage through the strainer pipe if not properly

constructed far from the location of the sources of microbiological pollution. • In some instances, water might be turbid with clay, sand when water table goes down

(especially after winter). • Water may be contaminated by arsenic. • Water may not be lifted in the dry season as water table goes down usually in that

particular period.


Session 33 Handout (33) Safe Water Option Operation, Maintenance and Management. Dug Well Operation: TW are using for lifting water from dug well instead of bucket for reduce bacteria in the water. Maintenance and Management: • There should be no trees near dug well. • There should be option for cleaning inner side of dug well. • Cleaning/washing is required after six or twelve months. • If any crack on the wall of dug well that should be repaired quickly by cement plaster Rain Water Harvesting System Operation: A vive cock (tap) is installed on the bottom side of tank for collecting water to use of household work and drinking. Maintenance and Management: • Filter and tank should be cleaned before rainy season. • Roof should be cleaned before rainy season. • Inlet pipe should be cleaned regularly. • If any leakage in the tank that should be repaired immediately by cement plaster. • Large leakage should be repaired by M. S. nets and cement plaster. • New filter should be replaced the inactive filter. Pond Sand Filter Operation: At first, tank will be filled with the pond water by tube-well. Tank water will be preserved in the lower chamber by chronologically filtration through the brick chips and coarse sand layer. After preservation of the need based water in the tank, essential safe drinking water will be available through Vive cock (Tap) from it. Maintenance and Management: Filter bed should be cleaned at the interval of two months. Three inches sand layer should be removed from the top surface of the tank. Clean sand should be replaced when the tank wall will be cleaned, washed and dried.


Tube Well Operation: Water is easily lifted from the water table by hand pump. Maintenance and Management: • The spout should be kept clean against bacterial contamination. • Proper drainage system should be maintained around the well. • The surrounding as well as the apron area should be kept clean. • The gasket should be replaced periodically. • Arsenic and other bacterial contamination test should be done periodically.


Session 34: Handout (34) Water Quality Testing for Safe Water Option See the Training Manual of Arsenic Screening.


Annexure 1: Construction Cycle of Safe Water and Sanitation Option Construction Process: Safe Water Option

Implementation/Construction Cycle Actions Facilitation Actions

Contract between DASCOH and Union Parishad

Dissemination of message to VBOs

Contract between UP and VBOs on water point

Contract between UP and Contractors on water point

UP opens special bank account

Promotion of sanitation/hygiene

VBOs collects user contribution, deposits in UP Bank account on water point

UP/VBOs decide on mode of construction of water point

DASCOH reimburses bill and starts the second cycle of construction

UP Chairman sends bill to DASCOH certified by DPHE sub-assistant engineer, VBO and UP

Certificate of completion and handover to VBOs

Water quality test

Selection and Training of caretakers

Mobilisation for construction

Actual Construction

PNGO, CRP assist

PNGOs and CRPs assist VBOs with contract and sanitation/ Hygiene promotion

VBOs/CRPs/DASCOH/DPHE helps Mobilisation, Construction, Supervision, monitoring

Option beneficiary and site selection by VBOs

UP send request letter to DASCOH for fund reimbursement

VBOs/DPHE jointly certifies construction as per specifications and bills


Construction Process: Hygienic Sanitation Option

Implementation/Construction Cycle Actions Facilitation Actions

Contract between DASCOH and Union Parishad

Dissemination of message to VBOs

Contract between UP and VBOs on Low Cost Latrine

Contract between UP and Contractors on construction of Low Cost Latrine

UP opens special bank account

Promotion of sanitation/hygiene

VBOs collects user contribution, deposits in UP Bank account.

UP/VBOs decide on mode of construction.

DASCOH reimburses bill and starts the second cycle of construction

UP Chairman sends bill to DASCOH certified by DPHE sub-assistant engineer, VBO and UP

Certificate of completion and handover to VBOs

Training of users about operation, Maintenance and Management

Mobilisation for construction

Actual Construction

PNGO, CRP assist

PNGOs and CRPs assist VBOs with contract and sanitation/ Hygiene promotion

Option beneficiary and site selection by VBOs

UP send prayer to DASCOH for fund reimbursement

VBOs/DPHE jointly certifies construction as per specifications and bills

VBOs/CRPs/ DASCOH/ DPHE helps Mobilisation, Construction, Supervision, monitoring


Annexure 2: Details of costing of different options

Total Estimate and Costing

Dug Well

Bill of Quantity (BOQ) of Dug Well (FY-2005) No Description of items Quantity Unit Rate

(Tk.) Amount (Tk.)

01 Earthwork in excavation of well straight installation of 1.10 m outer dia of ring by excavating earth to the lines, grades and elevation as shown in the drawing, filling baskets, carrying and disposing of all excavated materials at a safe distance and ensuring safety during excavation designated by the E-I-C in all types of soils except rocky, gravely, slushy or organic soil, levelling, dressing etc. Including arranging and supplying all necessary tools and equipment at work site etc. all complete as per direction of the Engineer-in-charge.

9.15 Rm 600.00 5490.00

02 Construction and Supply of 1000 mm inner dia, 300 mm height and 50 mm thickness R.C.C (1:2:4) Ring with fabrication 10 # M.S. Wire best quality (3 nos horizontally and 250 mm c/c vertically) Reinforced cement concrete (R.C.C) works (1:2:4) with Portland cement (conforming to BDS 232), best quality coarse sand (50% quantity of sand of minimum F.M. 1.2 and 50% quantity of coarse sand of minimum F.M. 2.5) 20mm down graded picked jhama brick chips in/c breaking chips and screening, shuttering, placing of rod in position, mixing the aggregates with mixer machine, pouring, casting and curing at least for 28 days (including the cost of reinforcement and its fabrication) etc as per necessary drawing. Ring casting dais also supply from contractor. Also including labour cost, shuttering cost, carrying cost etc. All complete as per direction of the Engineer – In – Charge.

32 Nos 250.00 8000.00

03 Installation necessary R.C.C. ring chronologically in the 1.10 m outer dia well ensuring all safety as per direction of the Engineer – In – Charge.

32 Nos 25.00 800.00

04 Providing ring joint with cement plaster (1:2) with net cement finish as per direction of the Engineer – In – Charge.

31 Per joint

40.00 1240.00

05 Coarse sand filling in outer side of ring up to total depth with sand (minimum FM 1.80) in 150 mm layers in/c levelling, watering and consolidating each layer up to finished level, etc. all complete as per direction of the Engineer-in-charge.

1.70 Cum 565.00 960.50

06 Supply and installation 150 mm thickness filter for water filtration (by Brick chips and coarse sand) in the bottom layer of ring well etc. all complete as per direction of the Engineer-in-

01 set Nos 200.00 200.00


No Description of items Quantity Unit Rate (Tk.)

Amount (Tk.)

charge. 07 Construction and installation of R.C.C. slab for

ring well cover (02 nos front slab and rear slab) 75 mm thickness with fabrication 10 mm dia M.S. Rod best quality 200 mm C/C both ways as per drawing with 12 mm thick cement plaster with neat cement finish and also provide 75 mm dia hole for air extraction. Reinforced cement concrete (R.C.C) works (1:2:4) with Portland cement (conforming to BDS 232), best quality coarse sand (50% quantity of sand of minimum F.M. 1.2 and 50% quantity of coarse sand of minimum F.M. 2.5) 20mm down graded picked jhama brick chips in/c breaking chips and screening, shuttering, placing of rod in position, mixing the aggregates with mixer machine, pouring, casting and curing at least for 28 days (including the cost of reinforcement and its fabrication) etc as per necessary drawing. Also including labour cost, shuttering cost, carrying cost etc. All complete as per direction of the Engineering – In- Charge.

0.35 Cum 4000.00 1400.00

08 Construction of platform as per drawing with necessary earth filling for raising the platform, soil must be compacted and providing polythene sheet (0.18mm thick) on floor in ground floor underneath the cement concrete, etc. all complete as per specifications and direction of the Engineer-in-charge. Sand of minimum FM 1.2 to be used.

01 set Each 2000.00 2000.00

09 125 mm brick work in cement mortar 1:4 with 1st class brick, Portland cement and sand (minimum FM 150) outer side of ring from GL up to bottom side of slab cover including racking out joint curing, 12 mm cement plaster with neat cement finishing etc all complete including immersing of bricks for at least six hours in water reservoir before use of bricks, including supply carrying and cost of all materials and labour etc. all complete as per direction and drawing of the Engineer-in-charge.

2.496 Sqm 421.00 1050.81

10 Supply, Fitting and fixing in position No-6 hand pump (RFL-standard size) including supply with necessary fittings such as nuts, bolts, clump, washer etc. all complete as per direction and drawing of the Engineer-in-charge.

01 Each 1600.00 1600.00

11 Supplying, fitting and fixing of shallow tube well G.I. pipe 38 mm dia Karim brand or equivalent including national Tube, Sockets etc. including carrying etc. all complete as per directions of the Engineer-in-charge.

0.90 Rm 135.00 121.50

12 Supplying, fitting and fixing of shallow tube well P.V.C. pipe 38 mm dia Aziz D grade or equivalent with sockets, clump (for P.V.C. pipe fitting with ring), solution etc. including carrying etc. all complete as per directions of the Engineer-in-charge.

7.92 Rm. 52.48 415.64



Amount (Tk.)

13 Supplying, fitting and fixing of shallow tube well P.V.C. Strainer 38 mm dia Aziz D grade or equivalent with sockets, clump, solution and P.V.C. Roboo screen etc. including carrying etc. all complete as per directions of the Engineer-in-charge.

0.60 Rm. 55.76 33.45

14 Supplying, fitting and fixing of P.V.C. air vent pipe for air extraction 75 mm dia Aziz D grade or equivalent with sockets, clump, solution, cowl etc. including carrying etc. all complete as per directions of the Engineer-in-charge.

3.05 Rm 65.60 200.08

15 Supplying, fitting and fixing of P.V.C. pipe 100 mm dia Aziz D grade or equivalent for pullout waste water with net, solution etc. including carrying etc. all complete as per directions of the Engineer-in-charge.

9.15 Rm 72.00 658.80

16 Supply, fitting and fixing 12-mm dia anchor rod in between tube well all complete as per drawing and direction of the E/C.

1.67 kg 35.00 58.45

17 Water purification of ring well by 1-kg bleaching powder and this water should be lifted after one day from well as per direction of the E/C.

01 set LS 100.00 100.00

Total Estimated Cost 24329.23Contractor profit (10% of Total Estimated Cost) 2432.92Grand Total Cost 26762.15

Grand Total Cost: Tk. 26762.15 ~ 26762.00 (Design, Drawing and Estimated cost may be change subject on Dug well depth, diameter and materials market value.) Total Cost • Tk. 26,762.00 (Installation newly) • Tk: 8,000.00 to Tk. 12,000.00 (Renovation) Cost Sharing: • User/User’s (@ 20%):

o Tk. 5,352.40 ~ 5,352.00 (Installation newly) o Tk: 1,600 to Tk. 2,400.00 (Renovation)

• Union Parishad/Project (SDSD @ 80%): o Tk. 21410.00 (Installation newly) o Tk: 6400.00 to Tk. 9600.00 (Renovation)

Rain Water Harvesting System Total Installation Cost: • Tk. 7,500.00 to Tk. 8,000.00 (3200 Litre) • Tk: 4,500.00 to Tk. 5,000.00 (2000 Litter) Cost Sharing: • User/User’s (@ 20%):

o Tk. 1,500.00 to Tk. 1,600.00 (3200 Litre) o Tk: 900.00 to Tk. 1,000.00 (2000 Litre)

• Union Parishad/Project (SDSD @ 80 %):


o Tk. 6,000.00 to Tk. 6,400.00 (3200 Litre) o Tk: 3,600.00 to Tk. 4,000.00 (2000 Litre)

Pond Sand Filter Total Cost Tk. 30,000.00 (Newly construction) Cost Sharing: • User/User’s (@ 20%):

o Tk. 6,000.00 (Newly construction) • Union Parishad/Project (SDSD @ 80 %):

o Tk. 24,000.00 (Newly construction)


Tube - Well Bill of Quantity (BOQ) of Shallow Tube Well (FY-2005)


Amount (Tk.)

01 Sinking of 38 mm dia G.I. Pipe including fitting, fixing etc. complete as per direction of the Engineer-in-charge. (Payment will be made whether the TW is found Arsenic safe or Arsenic contaminated.)

1.52 Rm 22.97 34.91

02 Sinking of 38 mm dia P.V.C. Pipe including fitting, fixing etc. complete as per direction of the Engineer-in-charge. (Payment will be made whether the TW is found Arsenic safe or Arsenic contaminated.)

48.48 Nos 22.97 1113.58

03 Supplying, fitting and fixing of shallow tube well G.I. pipe 38 mm dia Karim brand or equivalent including national Tube, Sockets etc. including carrying etc. all complete as per directions of the Engineer-in-charge. (Payment only will be made if the TW is found Arsenic safe)

1.52 Rm 135.00 205.20

04 Supplying, fitting and fixing of shallow tube well P.V.C. pipe 38 mm dia Aziz D grade or equivalent with sockets, clump (for P.V.C. pipe fitting with ring), solution etc. including carrying etc. all complete as per directions of the Engineer-in-charge. (Payment only will be made if the TW is found Arsenic safe)

45.43 Rm 52.48 2384.16

05 Supplying, fitting and fixing of shallow tube well P.V.C. Strainer 38 mm dia Aziz D grade or equivalent with sockets, clump, solution and 38 mm dia P.V.C. sand trap etc. including carrying etc. all complete as per directions of the Engineer-in-charge. (Payment only will be made if the TW is found Arsenic safe)

3.05 Rm. 55.76 170.06

06 Supply, Fitting and fixing in position No-6 hand pumps (RFL- standard size) including

01 Each 1600.00 1600.00



Amount (Tk.)

supply with necessary fittings such as nuts, bolts, clump, washer etc. all complete as per direction and drawing of the Engineer-in-charge. (Payment only will be made if the TW is found Arsenic safe)


1.67 kg 35.00 58.45

08 Withdrawn of pipes if failed in Arsenic test. (Payment will be made if the TW is found Arsenic contaminated and pipes to be withdrawn)

50 Rm 9.84 492.00

09 Construction of TW platform as per drawing and direction of the E/C. (payment will be made if the TW is found Arsenic safe)

01 No 1800.00 1800.00


Grand Total Cost: Tk. 8644.19 ~ 8644.00 (Estimated cost may be change subject on Shallow TW well depth and materials market value.)


Deep Tube - Well Bill of Quantity (BOQ) of Deep Tube Well (FY-2005)


Amount (Tk.)

01 Sinking of 38 mm dia G.I. Pipe including fitting, fixing etc. complete as per direction of the Engineer-in-charge. (Payment will be made whether the TW is found Arsenic safe or Arsenic contaminated.)

1.52 Rm 22.97 34.91

02 Sinking of 38 mm dia P.V.C. Pipe including fitting, fixing etc. complete as per direction of the Engineer-in-charge. (Payment will be made whether the TW is found Arsenic safe or Arsenic contaminated.)

148.48 Nos 22.97 3410.58

03 Supplying, fitting and fixing of shallow tube well G.I. pipe 38 mm dia Karim brand or equivalent including national Tube, Sockets etc. including carrying etc. all complete as per directions of the Engineer-in-charge. (Payment only will be made if the TW is found Arsenic safe)

1.52 Rm 135.00 205.20

04 Supplying, fitting and fixing of shallow tube well P.V.C. pipe 38 mm dia Aziz D grade or equivalent with sockets, clump (for P.V.C. pipe

145.43 Rm 52.48 7632.16



Amount (Tk.)

fitting with ring), solution etc. including carrying etc. all complete as per directions of the Engineer-in-charge. (Payment only will be made if the TW is found Arsenic safe)

05 Supplying, fitting and fixing of shallow tube well P.V.C. Strainer 38 mm dia Aziz D grade or equivalent with sockets, clump, solution and 38 mm dia P.V.C. sand trap etc. including carrying etc. all complete as per directions of the Engineer-in-charge. (Payment only will be made if the TW is found Arsenic safe)

3.05 Rm. 55.76 170.06

06 Supply, Fitting and fixing in position No-6 hand pumps (RFL- standard size) including supply with necessary fittings such as nuts, bolts, clump, washer etc. all complete as per direction and drawing of the Engineer-in-charge. (Payment only will be made if the TW is found Arsenic safe)

01 Each 1600.00 1600.00


1.67 kg 35.00 58.45

08 Withdrawn of pipes if failed in Arsenic test. (Payment will be made if the TW is found Arsenic contaminated and pipes to be withdrawn)

150 Rm 9.84 1476.00

09 Construction of TW platform as per drawing and direction of the E/C. (Payment will be made if the TW is found Arsenic safe)

01 No 1800.00 1800.00


Grand Total Cost: Tk. 18,026.09~ 18,026.00 (Estimated cost may be change subject on Deep TW well depth and materials market value.) Total Cost: • Tk. 8,644.00 (Installation newly Shallow TW) • Tk: 1,8026.00 (Installation newly Deep TW) Cost Sharing: • User/User’s (@ 20%):

o Tk. 1,728.80 ~1,729.00(Installation newly Shallow TW) o Tk 3605.20 ~ 3605.00 (Installation newly Deep TW)

• Union Parishad/Project (SDSD @ 80 %): o Tk. 6,915.00 (Installation newly Shallow TW) o Tk: 14,421.00 (Installation newly Deep TW)



Low Cost Latrine

Bill of Quantity (BOQ) of Low Cost Latrine (FY-2005)


Amount (Tk.)

01 Construction, supply and installation of 750 mm inner dia, 300 mm height and 37.5 mm thickness R.C.C (1:2:5) Ring with fabrication 12 # M.S. Wire best quality (3 nos horizontally and 300 mm C/C vertically). Reinforced cement concrete (R.C.C) works (1:2:5) with Portland cement (conforming to BDS 232), best quality local sand (F.M. 1.5) 12.5mm down graded picked jhama brick chips in/c breaking chips and screening, shuttering, placing of rod in position, mixing the aggregates with manually, pouring, casting and curing at least for 28 days (including the cost of reinforcement and its fabrication) etc as per necessary drawing. Ring casting dais also supply from contractor. Also includs labour cost, shuttering cost, carrying cost etc. All complete as per direction of the Engineer-In-Charge.

5 Nos 98.00 490.00

02 Construction, supply and installation of 825 mm dia, 37.50 mm thickness R.C.C. slab with fitting best quality plastic pan (size: 18”x 09”x10.50”) with water seal (1/2”), fabrication 12 # M.S. wire best quality 250 mm C/C both ways as per drawing. Reinforced cement concrete (R.C.C) works (1:3:3) with Portland cement (conforming to BDS 232), best quality local sand (F.M. 1.5), 12.50 mm down graded picked jhama brick chips in/c breaking chips and screening, shuttering, placing of rod in position, mixing the aggregates with manually, pouring, casting and curing at least for 28 days (including the cost of reinforcement and its fabrication) etc as per necessary drawing. Also including labour cost, shuttering cost, carrying cost etc. All complete as per direction of the Engineer – In – Charge.

01 Nos 157.00 157.00


Grand Total Cost: Tk. 711.70 ~ 712.00 (Estimated cost may be change subject on design, drawing and market value of materials.) Total Cost: Tk. 712.00 (Installation newly) Cost Sharing: • User/User’s (@ 20%):

o Tk. 142.00 (Installation newly) • Union Parishad/Project (SDSD @ 80 %):

o Tk. 570.00 (Installation newly)

VBO Manua Final 20 November

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