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ii Contents
#.3 Your tasks in case !ou act as a suervisor 2+
%ther in#estigations 3&
7.1 Your tasks (uring other investigations 3,
$ The Community 'e#elopment Plan 31
).1 -hat !ou nee( to know before facilitating a C% meeting 31
).2 Your tasks (uring the C% meeting 32
".2.1 (reparations 32
".2.2 Introduction 32
".2.3 illing in the #ommunit$ Development (lan orms 33
".2.4 ormulation of #ommunit$ Development (lan )egulations 35
".2.5 inaliing the #ommunit$ Development (lan /eeting 35
).3 Your tasks (uring the Communit! meeting 3#
).4 Your tasks (uring the imlementation of the Communit! eveloment %lan 3#
( Selection and training o) Community Red Cross *olunteers 3
+.1 Your tasks to facilitate the selection of C&C/0s 37
+.2 Your tasks in the '&CHI oolkit intro(uction training 3+
+.2.1 (reparations 3+
+.2.2 0he first da$ of the training course 3+
+.2.3 0he second da$ of the training course 4
+.3 Your tasks to train the C&C/0s in Communit! ase( First 'i( CF' 41
1& P"AST 42
11 Coaching the Community 44
11.1 Your tasks to coach the &CC 44
11.2 Your tasks to coach the C&C/5s 44
11.2.1 acilitate the review and planning meeting 44
11.2.2 acilitate the development of a health promotion plan b$ the #)#s 45
11.2.3 ther activities to coach the #)#s 4!
12 *ulnera+ility Assessment 4$
12.1 %rearations 4)12.2 /illage walk 4)
12.3 Focus grou (iscussions 4)
12.4 aking u vulnerabilit! re(uction lans in the C% 4)
13 ,eadership -orkshops 4(
14 .icro pro/ects 5&
15 %ther tasks o) the coach 51
*nne- 1 )euest form 52
*nne- 2 ()* report 55
*2.1 ()* data 55
*2.2 istor$ of the involved communities 55
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Contents iii
*2.3 /ap of the communit$ 5!
*2.4 (roblem priorities 5"
*2.5 )ed #ross #ommittee 5+
*2.6 ocus group discussion results 6
*nne- 3 0he household surve$ form 63
*3.1 ,-planation of the household surve$ form !3
*3.1.1 7eneral points !3*3.1.2 amil$ details !3
*3.1.3 Drin&ing water8 health and h$giene !4
*3.1.4 9elongings and economic aspects !5
*nne- 4 0he communit$ Development (lan orm !6
*4.1 ,-amples of filled #ommunit$ Development (lan orms !!
*4.1.1 ,-ample : Spring protection plan !!
*4.1.2 ,-ample : ealth promotion plan !"
*4.2 ,-amples of introductor$ letters to be sent together with the #D( "1
*nne- 5 0raining course;wor&shop evaluation form "2
*nne- 6 0raining course;wor&shop evaluation report "4
*nne- ! 0he communit$ coach monthl$ planning form "!
*!.1 ow to use the communit$ coach monthl$ planning form ""
*!.2 ,-ample of a partl$ filled communit$ coach monthl$ planning form "+
*nne- " 0he communit$ overview form +1
*".1 ,-planations with the communit$ overview form +2
*".2 ,-ample of a partl$ filled communit$ overview form +3
*nne- + )eview and planning report +4
*+.1 ,-planations with the review and planning report +!
*nne- 1 (*S0 monitoring form 12
*nne- 11 Summar$ charts 12
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1 The Red Cross system
"umanity0he /ovement endeavours to prevent and alleviate human suffering wherever it
ma$ be found. Its purpose is to protect life and health and to ensure respect for the human
being. It promotes mutual understanding8 friendship8 cooperation and lasting peace amongst
all peoples.
mpartiality0he /ovement ma&es no discrimination as to nationalit$8 race8 religious
beliefs8 class or political opinions. It endeavours to relieve the suffering of individuals8
being guided solel$ b$ their needs8 and to give priorit$ to the most urgent cases of distress.
0eutralityIn order to continue to en'o$ the confidence of all8 the /ovement ma&e not ta&e
sides in hostilities or engage at an$ time in controversies of a political8 racial8 religious or
ideological nature.
ndependence0he /ovement is independent. 0he =ational Societies8 while au-iliaries in
the humanitarian services of their governments and sub'ect to the laws of their respective
countries8 must alwa$s maintain their autonom$ so that the$ ma$ be able at all times to act
in accordance with the principles of the /ovement.
*oluntary Ser#ice0he /ovement is a voluntar$ movement not prompted in an$ mannerb$ desire or gain.
6nity0here can onl$ be one )ed #ross or one )ed #rescent in an$ one countr$. It must be
open to all. It must carr$ on its humanitarian wor& throughout its territor$.
6ni#ersalitye /ovement8 in which all Societies have eual status and share eual
responsibilities and duties in helping each other8 is worldwide.
0hese are the principles that guide the activities all all people wor&ing in the )ed #ross and
)ed #rescent /ovement in all countries. 0he (rinciples will be $our inspiration in good and
difficult times as $ou carr$ out $our role as a )ed #ross or )ed #rescent #ommunit$ #oach.
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2 Your role as a community coach
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Your role as a community coach 3
s plus people of the )ed #ross #ommittee to discuss what was done during the last three
months8 the problems encountered and the things the$ want to do in the coming three
months. Sometimes $ou visit the places where health activities are e-ecuted to monitor
whether these are done properl$ and advise how things can be improved further.
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3 Skills you should masterIn order to assist communities effectivel$ in their health development $ou8 the communit$
coach8 should master a number of s&ills. %ith Emastering s&ills we mean that $ou should be
the master of these s&ills. In other words8 $ou should ma&e sure that $ou have these s&ills and
reall$ use them in a proper wa$ whenever needed. Some of the most important s&ills that $oushould master are>
1. Investigation s&ills
2. ealth awareness creation s&ills
3. acilitation s&ills
4. #oaching s&ills
In this chapter we e-plain $ou more about these s&ills.
3.1 Investigation skills
* good communit$ coach is often involved in different &inds of investigations. 0herefore $ou
should master the following investigation s&ills>
Interviewing
Informal information gathering
bservations
Developing an investigation
Structuring and use of information
3.1.1 Interviewing
*n interview is a discussion with people using uestions to which $ou as& people to answer.0here are three t$pes of interviewing>
1. %pen inter#ie-s *n open interview is a discussion in which $ou as& uestions that
stimulate the participants to discuss things further until all arguments8 information etc.
have been discussed. 0he uestions depend on what comes out of the discussion. If $ou
find that participants have not sufficientl$ covered a certain part of a sub'ect $ou as&
further uestions regarding that aspect8 otherwise $ou or the participants ma$ want to
continue to a ne-t sub'ect or aspect of the sub'ect. ften the participants decide about the
topics to be discussed.
2. Semi8structured inter#ie-s 0hese are interviews guided b$ a list of open:ended
uestions. 0he uestions are posed in e-act wording and order as written down. 9ut the$
allow the respondent to give his or her own words8 thoughts and insights in answering the
uestions. 0his t$pe of interviewing is used for instance in household surve$s.
3. Structured inter#ie-s0hese are interviews with closed uestions that limit the answers
to a predetermined set of choices.
Important aspects that $ou should ta&e into consideration when interviewing people are>
*lwa$s be courteous8 polite8 respectful8 and non:'udgmental.
9efore interviewing a person8 introduce $ourself and state the name of the
organiation $ou are wor&ing with and the general purpose of the surve$.
/aintain the confidentialit$ of the interview. If there are other people around therespondent8 as& them politel$ to leave in an appropriate and polite wa$. ,-plain
that the person can also decide not to ta&e part in the surve$ and that the answers
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Skills you should master 5
will remain confidential. 7ain the persons trust and consent before starting with
the uestions. It is important to respect the decision of the person and avoid telling
others details about an interview and;or mentioning the name of the person.
or structured interviews> as& each uestion e-actl$ as it is written. %hen
someone does not understand a uestion $ou can repeat the uestion and8 if
necessar$8 pose the uestion in words that $ou feel are easier for the person tounderstand. 9ut ma&e sure not to change the uestion8 give hints for answers or
give e-amples or influence the person in an$ wa$.
9e careful that a person does not give answers he;she thin&s $ou8 the interviewer8
want to hear but that do not present the actual situation or opinion of that person.
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! Skills you should master
Some e-amples of informal information gathering>
1.
1. Continuous o+ser#ations9observations carried out over a long period of time8 for instance a
few hours but sometimes longer. ,-amples> observing how man$ people wash their hands after
leaving the toilet compared to the total number of people who visit the toiletG observing how
man$ times people in a household scoop out water from a container while touching the water
with their hands against no. of times that people scoop water without touching the water.
bservation method> the observer should sit uietl$ Ato disturb the group observed as little as
possibleB for about 2 to 3 hours at a place where he can see well what is going on8 and register
the observations. *nal$sis> with regard to h$giene behaviours observed> calculate the
percentage of the people observed to practice a proper behaviour H 1 - number of people
who practiced the proper behaviour divided b$ the total number of people observed withregard to that behaviour.
2. Spot8check o+ser#ations9observations made during a short time directl$ after arrival at a
certain site. ,-amples> a household has a drain wa$ or not8 a household has a solid waste pit or
not8 water reservoir in the household is covered or not8 the toilet is dirt$8 a little bit dirt$ or
clean. *nal$sis> count the total number observed in each part of the camp and the number
fulfilling the criterion and calculate the percentage8 e.g. 1 - number of number of households
with a waste pit divided b$ the total number of households observed.
3. Rating check o+ser#ations9observations that reuire a 'udgement b$ the observer Acan be
spot chec&s or continuousB. ,-amples> numbers of Eclean toilets against number of Edirt$toilets. It should thus be discussed on beforehand how the criteria are interpreted8 in this
e-ample8 what is considered Eclean and what is Edirt$. *nal$sis> same as with spot chec&
observations.
3.1.4 Developing an investigation
Still to be wor&ed on.
3.1.5 Structuring and use of information obtained through investigations
ave a discussion that surve$ors should alwa$s chec& all answers that include figures e-tra
carefull$. or e-ample8 number of students on a school8 the number of children parents in a
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Skills you should master
household8 etc. ,-ample> in an education s$stem surve$ it was as&ed what the number of
pupils is. 0he answer was 5. 9ut for the numbers of bo$s it was answered that there are 2!
and for the number of girls the answer was that there are 15.
Spea& the local language
Jead group e-ercises properl$
9e patience8 enthusiastic8 motivated8 and use humour
9e respectful and friendl$ towards the communit$ members
Dress modestl$8 not too modern.
Do not influence the communit$ members during the e-ercises Afor e-ample8 do not tell
communit$ members which problems to write down during the problem ran&ing e-erciseB.
Involve the women8 especiall$ during the plenar$ sessions. Stimulate women to spea& up
and let their voices and opinions be heard.
,nsure that each e-ercise is done within the time limits.
Jisten to people and ta&e careful notes of the discussions.
Involve all participants8 so stand closel$ to the group Aor as& the group to come closer to
$ouB. It is ver$ important to spea& and loo& both to the men and the women.
the International &e( Cross an( &e( Crescent 9ovement
acilitation of people is done through person to person or through person Athe communit$
coachB to a group of people8 which we call a meeting. /eetings are events in which more thanone person come together at a certain location and communicate with each other and sometimes
wor& at the location on certain issues to accomplish a tas& Amainl$ formulating;documentingthings togetherB. ,-change of information between the participants and the facilitator is a central
purpose of meetings. *nother purpose is often decision ma&ing.
In the remaining part of this paragraph we e-plain how $ou can facilitate the following events>
open and informal group discussions
focus group discussions
communit$ meetings
wor&shops
3.3.1 Facilitation of open and informal group discussionsInformal group discussions are gatherings of groups of people discussing things without an$
planning or formal preparations made for it and usuall$ without a specific sub'ect set. pen group
discussions are discussions that $ou ma$ prepare but in which $ou do not decide on beforehand
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$ Skills you should master
what the sub'ect of the meeting will be. Such discussions are often facilitated b$ the #)#s
when the$ meet with small groups of communit$ members as part of their volunteering wor&. So
it is important that $ou teach them how the$ can facilitate open and informal group discussions.
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Skills you should master (
or as&ing the uestions the facilitator can ma&e a list of the aspects he would li&e to pose
uestions about. 0he list should be such that if people have discussed all the uestions the$ should
all have a good understanding and awareness of all aspects involved with the sub'ect Aincluding
different opinions etc. so that people can form their own opinion based on a complete overview of
all aspects involved and all opinionsB.
Some hints for the facilitator on how to act during a focus group discussion>
:eep in mind -hat your role is
1. 0o stimulate the participants to focus the discussion on the sub'ect and ensure that all
participants are enabled to loo& at the sub'ect from all possible angles and standpoints so that
each of them will have a complete overview and understanding of all aspects and be able to
form a well:balanced opinion about it Awhich not necessaril$ has to be the same opinion as the
facilitator or other participantsG the strong convincement behind it is that people are capable
and should be respected to form their own ideas and opinions which are best for and;or most
suitable to them8 as long as the$ have been enabled to build up an understanding of all aspects
involved with the sub'ectB.
2. 0o observe and listen carefull$ and learn about what people alread$ &now8 what &nowledge is
lac&ing8 to what e-tent people are aware and wh$ or wh$ not the$ do practice or use the
&nowledge with regard to the sub'ect. ocus group discussions ma$ for instance be held to find
out what h$giene sub'ects need attention and in what form. 0he obtained information should be
fed:bac& to the involved programs and be used to improve those programs. 0o be able to
e-ecute this role well it ma$ be necessar$ to record the discussion. 0his can be done b$
someone writing down the things said;discussed8 or b$ a tape recorder.
Prepare the meeting
Develop a number of uestions with regard to the sub'ect. 0he uestions should follow:up on each
other. or instance when promoting latrines and the need to &eep them clean $ou can start withuestions li&e E%here do we go to the toiletK 8 then E%hat &ind of toilet do we preferK8 then
E%h$ do we prefer such toilets8 then E%hat is better for our health8 going to the preferred toilet8
or doing it the wa$ we do it nowK8 then E%h$K etc. Asee also the e-ample lists of uestions for
group discussions with regard to h$giene sub'ects in 9o- ...8 chapter !B.
n#ite suita+le participants
Invite relativel$ homogenous groups that have something in common in relation to the topic
Adirectl$ or indirectl$B8 for instance groups of women8 leaders8 or persons from a particular area
where certain problems e-ist. Jet the participants decide on the place and time. Si- to twelve
participants is often cited as ideal but do not turn people awa$. 0r$ to sit somewhere where there
is privac$. 0his ma$ not alwa$s be possible though Aas& the participants on beforehand whetherthe$ &now a suitable placeB. 0he discussion can also be held under a tree or outside someones
shelter. If more people attend the meeting8 e-plain wh$ initiall$ $ou wanted a small group Athe
reason for a small group is that $ou want each participant to have enough possibilit$ to come
forward with his or her answers8 ideas8 opinionsB but that ever$bod$ is welcome.
ntroduce yoursel) to the group
,-plain the sub'ect of the meeting clearl$. ,-press the hope that ever$bod$8 including $ourself8
will learn from the meeting. ,-plain that there are no right or wrong answers to the uestions
Aespeciall$ in cases where opinions with regard to the uestions are importantB. 0hen $ou can as&
the participants to first decide on how the$ will discuss. Csuall$ people decide then together that
the$ should onl$ spea& one at a time Aotherwise as& them to do soB8 that ever$bod$ should be ableto give their opinion8 sometimes the$ decide to appoint someone among themselves to record the
things said8 etc.
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1& Skills you should master
Ask open ;uestions as much as possi+le
0hese are uestions that give room to the respondent to formulate her or his own answer without
an$ limits to it and that can not be answered with $es or no. During the discussions use the
opinions and things said before as a basis for the coming uestions8 if necessar$ adapting the
uestions that were planned to be posed.
Clari)y things and o+tain in)ormation +y asking ;uestions and sometimes +y e E%hat do $ou thin& could be the reason for people not to wash their
handsK or Lwhat could be a reason for people to wash their handsKL. *lso if the discussed sub'ect is
or could be in the taboo sphere it ma$ be better to refer to things in the third person. or instance
dont as& Ewhat do $ou use for protection during menstruationK but as& Ewhat do women use to
protect themselves during menstruationK.
It ma$ for instance be that things li&e cultural habits8 beliefs or preferences8 religion etc. have a
relation to the sub'ect and cause people to practice an undesirable behavior even if the$ have
&nowledge about it.
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Skills you should master 11
0han& the participants for their contribution to the discussion and their time. *s& them whether
the$ thin& that ever$bod$ has full$ participated and that all things were sufficientl$ discussed. If
not as& them to spea& out further and continue the discussion tr$ing to further motivate especiall$
sh$ people to spea& out.
If $ou thin& it is useful;important $ou can as& the participants whether the$ would li&e to be
involved in further discussion groups8 if $ou could meet up with them again to discuss an$ further
conclusions $ou or the$ have come to or discuss things that were;are not clear8 or to prepare for
follow:up actions resulting from the meeting. *lso e-plain them that $ou will feedbac& the results
to $our program and that $ou will &eep them informed about an$thing done with that feedbac&.
9e careful though not to promise things of which $ou are not 1M sure that the$ can;will be
realiedF
Jearning facilitators learn>
(eople who are involved in training facilitators about the techniues and s&ills needed for focus
group discussions should &eep in mind that the$ should use the same approach as used in focus
group discussions to stimulate;enable the trainees to build up &nowledge and become aware. nl$
if facilitators have a full understanding and awareness of the usefulness of the approach Ai.e.
enabling people to learn through as&ing uestionsB will the$ use it themselves. So8 have focusgroup discussions with the facilitators and as& them uestions8 onl$ e-plaining things with regard
to pure &nowledge Afor instance giving a tal& about the principles behind behaviors of people and
the relation with Nnowledge8 *ttitude and (racticeG see chapter !B8 not pushing forward the
opinion that the$ should use this approach. Such trainings thus need careful preparations.
3.3.3 ommunit! meetings
Importance of the techniueG what it can be used for>
0he purpose of a communit$ meeting is to have contact during a short time with a large and
hopefull$ representative group of people from the communit$ in order to discuss important issuesduring that the short time and learn about what the ma'or problems8 ideas8 priorit$ needs etc. are
as perceived b$ the people attending the meeting.
%hen to use the techniue>
#ommunit$ meetings ma$ be held whenever communit$ coach or communit$ members feel this
is necessar$. 0his will often be at times that certain decisions need to be ta&en or changes are
ta&ing place.
,-planation of the techniue>
0he effect of a communit$ meeting is usuall$ caused b$ the fact that a b$ the beneficiaries
regarded important representative of the communit$ calls for the meeting Awhich also ensures that
people will turn upB. 0his person can be the manager of a program8 a tribal8 political or militar$
leader etc.
%hen the meeting addresses sub'ects found important b$ the people and it is clear that in the
meeting the people can e-press their problems8 needs8 ideas8 priorities etc. this will assure a high
turn up.
0he person facilitating the meeting as&s the people to tell what the$ feel are their main problems
and needs Adepending on the set up and ob'ective of the meeting this uestion ma$ be completel$
open are with regard to a certain sub'ectB. 0his will give $ou an idea of the ma'or problems people
are facing and perceiving as a priorit$ to them. 0he fact that $ou are willing to listen to them and
ta&e them serious will Eopen up people Ainvite especiall$ women to tal& in the meeting and
discuss their problemsB. 0he$ will understand that $ou are also read$ to listen to them8 whichcreates trust and respect.
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12 Skills you should master
0his however also has conseuences> the fact that $ou as& people to come forward and e-press
their problems and priorities raises e-pectationsF It means that using this approach will oblige $ou
to do something with the information the$ provide to $ouF %e recommend acting as follows>
%ith regard to the problems brought forward which are not concerning $our program $ou can tell
them that $ou cant do much about it8 onl$ that $ou will pass on the information to the relevant
programs in the camp and feed:bac& to some of the representatives of the beneficiaries about what
has come out of that Awhich $ou will then also have to doFB. 0hen concentrate on the things
brought forward b$ the people which are concerning $our program Adiscuss and agree with them
on what the$ will do about it themselves and what the program can;will doB and onl$ after that8 if
still necessar$8 $ou can continue discussing the messages $ou want to promote to the people.
o reare the meeting6
1. Discuss with others involved about the need of the meeting and the sub'ectAsB to be dealt with.
2. isit communit$ leaders to inform them about the meeting8 the time and location8 and the
purpose Aand as& their opinion about itG discuss with themG be read$ to adapt if necessar$B.
3. *s& the communit$ leaders to ensure that man$ people will turn up.
4. If necessar$8 send staff around to invite people to come to the meeting and e-plain them shortl$
what it is about.* mass meeting can be planned8 prepared and e-ecuted within a few hours if necessar$F
uring the meeting6
1. ave staff to e-plain arriving people where the$ can sit or stand.
2. ave staff to assist with translation if necessar$ Ama&e sure to have the megaphone available
although it should preferabl$ be used as little as possible as it creates Ea distinction between
$ou and the peopleB
3. Discuss with the people as e-plained above. ,-plain the reason for the meeting first A$ou want
to pass on a message but8 more important $ou want to learn from them what their problems
areB. Spea& with a friendl$ but loud enough voice Apreferabl$ not with the megaphoneB. Invite
the people to stand up and spea& out loudl$ if the$ want to sa$ something8 not to wait but reactdirectl$ on the things said8 not to be sh$8 and invite especiall$ the women and elderl$ to spea&
up.
4. *s& one or two of the staff to ma&e notes about the things said Aor8 better8 ma&e notes $ourself>
it further convinces people that $ou ta&e them serious and that $ou will do something with the
things the$ sa$B.
(eople usuall$ start with telling $ou about all the material things the$ are lac&ing. 9e prepared for
that and thin& on beforehand what $ou will answer to such uestions;remar&s.
'fter the meeting6
ollow up on the things discussed.
,-ample of use of techniue>
In a camp in )wanda there was suddenl$ a large influ- in ebruar$ +5 of new arrivals within 4
wee&s A3. new arrivals on a total camp population of 5.B due to unrest in certain parts of
the countr$. /ass meetings with 3 people Aheads of familiesB per meeting were held to
convince people that the$ had to dig latrines as the situation was rapidl$ deteriorating Anew
arrivals were using latrines of people who alread$ had built one which caused frictions8 open
defecation was increasing8 etc.B. Some staff started to argue that the participator$ approach of the
program should be abandoned and that the program should dig latrines for the people. Instead it
was chosen to hold mass meetings with both the new arrivals and the people who lived alread$
longer in the camp. 0he result was that man$ people who alread$ had a latrine started to allow
new arrivals to ma&e use of their latrine for the time being while new arrivals started to diglatrines in large numbers. %ithin a few da$s AFB the problems were almost solved. In the same
meetings it was learned that one of the biggest problems of the people was the lac& of plastic
sheeting for their huts. 0his information was passed on to other programs in the camp.
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Skills you should master 13
Cnfortunatel$ not much could be done8 as the militar$ forces did not allow distributions of plastic
sheeting. 0hings were further investigated though and for the worst cases some sheeting was
distributed secretl$.
3.3.4 "or#shop
%hen to use the techniue>
,-planation of the techniue>
Importance of the techniueG what it can be used for>
,-ample of use of techniue>
)emar&s>
3.4 Coaching skills
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4 Program preparations
4.1 Your tasks to inform communities about the program
In the beginning of the program8 $ou will visit communities in $our area to inform them aboutthe possibilit$ to participate in the program. /a&e sure that $ou tal& to the right people> the
communit$ leaders and other &e$ persons. ,-plain the following points>
1. 0he idea of the program is that the communit$ and the )ed #ross will wor& together to
improve the health of the people in the communit$.
2. If the communit$ becomes part of the program $ou8 the communit$ coach8 will be their
main contact person concerning all things that involve $our organiation.
3. 0he different steps in the program Asee ne-t chapterB should be e-ecuted e-actl$ as
programmed b$ $our organiation Aas described in this manualG see the e-planation in the
9o- belowB.
4. 0he role of the volunteers will be to promote health in the communit$ and assist with
other activities the communit$ does with $our organiation. It is crucial that the volunteers
are elected b$ the communit$. 0he$ will be trained and coached b$ $our organiation8
5. * committee will need to be formed that will guide the program activities in the
communit$ and fulfill the official contacts with $our organiation. /a&e clear that it is a
condition for ta&ing part in the program that this committee is elected completel$ b$ the
communit$ members Asee also the e-planations in the below 9o-B.
6. If the$ are interested to ta&e part in the program8 e-plain that the$ will have to fill in a
reuest form. (rovide them the form Athe form is presented in *nne- 1 B and e-plain it as
far as reuired. ,-plain that once the$ have filled the form the$ should bring it to $ou.
!. ,-plain that if the reuest of the communit$ is accepted a first activit$ will be a ()* in
which a good representation of the communit$ should ta&e part. Discuss that it is
important to have all &inds of people in this ()* meeting8 not onl$ men8 but also women8
children and elderl$ people and both poor and the more richer people.
>oo coloured stones8 small colored pieces of plastic8 small round balls8 or
other material suitable for voting
12. 0ape or pins to stic& the flip charts to a tree8 chair or flipchart holder.
13. 9ring Afood andB drin&s with $ou for the people participating in the focus group
discussion. During the ()* $ou should not eat and drin&.
".2 Your tasks &uring the #$%
5.2.1 ontrolls $ust before the start of the %&'
#ontroll whether the group of communit$ members that has come to the ()* is
representative for the communit$.
#ontroll whether the total number of people is at least 5 and whether there are enough
women.
If the group is not representative or too small> A1B e-plain again the importance of ()*8 A2B
cancel this ()*8 and A3B ma&e a new appointment Aone more chanceB for the ()*.
5.2.2 Introduction
0iming> 2 minutes.
*ctivities>
1. fficial opening b$ communit$ leader or facilitator8 following the protocol of formalities
usual to the communit$. 0his usuall$ includes> greetings8 pra$er8 and introduction b$
communit$ leaders and other &e$ people.
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2. Introduce $our organiation briefl$F
3. ,-plain %< $ou are there to do a ()* with the communit$> show the
4. ,-plain %*0 $ou are going to do> show the flipchart paper with the ?(rogram of the
Da$@. ,-plain each program point shortl$.
5. ,-plain that the ()* ma$ form a good start for cooperation between $our organiation and
their communit$.
6. Invite especiall$ the female participants to participate activel$. ,-plain that the$ should notbe afraid to spea& up. (ossibl$ $ou can illustrate this b$ a 'o&e.
)emar&s>
1. /a&e sure that all people sit close enough to $ou so that the$ can easil$ hear $ou when $ou
spea&.
2. #reate a friendl$ and positive atmosphere in which people feel free to spea&.
3. If some people are late8 $ou can alread$ start the introduction8 points 1 to 5. If reuired $ou
can repeat them shortl$ when more people arrive AsummarieB.
4. In case the facilitators do not spea& the local language well enough the$ should as&
someone from the communit$ to translate what the$ are telling. %hen someone translates
ma&e sure to stop each time after a few sentences to give the translator the opportunit$ to
translate what has been said. 9ut it is of course much better if the facilitators spea& the local
language themselves properl$.
:;amle of the &easons for the %&'0 flichart aer
Reasons )or the PRA
1 'etermine your priority needs
2 >ecome moti#ated to -ork together and -ith the Red Cross
3 ntroduction -ith the Red Cross4 The Red Cross o+tains in)ormation a+out the community
5. =lection o) a Community Red Cross Committee RCC that -ill organie and guide
health acti#ities and coordinate things -ith the Red Cross
:;amle of the %rogram of the %&'0 flichart aer
5.2.3 ommunit! histor! and communit! mapping
0iming> 6 minutes A5 minutes introduction;e-planation of the e-ercise8 3 minutes fordescribing the histor$ and ma&ing the maps8 25 minutes for the presentations b$ those who did
the histor$ and the mappingB.
In short> communit$ members discuss and present the histor$ and mapping of their communit$.
Program o) the PRA
1 ntroduction2 Community history and mapping e
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2& Participatory Rural Appraisal
0his serves as a first introduction and starting point for discussing the communit$Ls problems
and achievements and should therefore not ta&e too long.
*ctivities>
1. ntroduction,-plain that the communit$ members are going to wor& in small groups8
divided in groups of men and groups of women. 0he number of groups depends on the total
number of participants. or instance if there are about 1 participants $ou can divide them
in 4 groups. If there are man$ more men then women8 $ou can ma&e 2 groups of women
and 3 groups of men.
,-plain that one group of the women will wor& on the communit$ histor$ e-ercise and one
group of women on the communit$ mapping e-ercise. *lso one group of men will wor& on
the communit$ mapping e-ercise8 and one group of men will wor& on the communit$
histor$ e-ercise Aif $ou have 3 groups of men8 then $ou can have 2 groups wor&ing on the
communit$ histor$ e-erciseB.
If there are children $ou can form groups of children to ma&e a communit$ map. If children
are under "8 the$ do not need to participate. Split &ids up in separate groups of bo$s andgirls.
2. =
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Participatory Rural Appraisal 21
will be included in the ()* reportB.
)emar&s>
1. /a&e sure that the note ta&er ma&es notes of ever$thing and &eeps the flipcharts with the
results of each group as bac&ground information for the ()* report. Jater8 when the ()*
report is read$8 $ou should give the flipcharts bac& to the communit$.
2. /apping e-ercise>
)ural people sometimes live in a ver$ scattered wa$. 0his can ma&e the communit$
mapping a little bit more difficult.
*n alternative to using paper and mar&er pen is drawing the map on the ground8 using
stones and stic&s to indicate the different locations. 0his ground map will then be
presented to the whole group. 0his ma$ be a bit difficult if the whole group is large. If
this method is used8 the note ta&er should cop$ the Lground mapL on a paper Aand of
course8 should e-plain the meaning of the different things drawn on the paperB.
5.2.4 %roblem ran#ing
0iming> 6 minutes.
In short> the aim of this e-ercise is to let the communit$ members identif$ the different
problems the$ e-perience and to let them prioritie these problems.
1 ntroduction,-plain that>
ever$bod$ will split up again in the same groups as during the former e-ercise8
this e-ercise is meant to provide information about the problems in the communit$8
each group should write down all problems the$ feel the$ have on a sheet of paper.
2 Split up in groups o) men and -omen and ask them to start -riting do-n the
pro+lems they ha#e 0he men and the women should sit in different groups8 since the women might feel most
comfortable tal&ing with women8 and men more comfortable tal&ing with men.
urthermore8 men and women might e-perience different problems.
/a&e as man$ male groups as female groups8 so that both se-es are given the same
importance. If there are less women than men8 ma&e the groups with women smaller
than the groups with men so that there are still as man$ female as male groups. If there
are children8 also form groups of children.
Do not accept that men act as writers in the female groups when the women claim
illiterac$. If necessar$ a woman from another female group can be as&ed to rotate and
write down the problems uic&l$ after discussions Aafter which she can go bac& to her
own group again to do the writing thereB.
Do not help the groups much> the$ are usuall$ ver$ well capable of formulating the
problems the$ find important. *s a facilitator8 'ust wal& aroundF
Sometimes men tend to wal& around and interfere with the groups Aespeciall$ with
women groupsB. *s& these men &indl$ to return to their own group.
3 =ach group selects 5 pro+lems%hile each group is still discussing and writing problems
on a piece of paper the facilitator gives 5 cards to each group. 0he facilitator e-plains that
the$ can choose from their list of problems the 5 problems the$ feel are the most important
ones and write each of these problems on a separate card. =
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22 Participatory Rural Appraisal
5 denti)y the ! highest priority pro+lems
*s& ever$bod$ to listen
/a&e piles of similar problems. /a&e sure that $ou involve the group b$ as&ing loudl$
for their advise for each card8 for e-ample> ?#an I put clinic on the pile of health
problemsK@ (ut the cards on the ground or table and pile them up8 each card on the pile
it fits to most Aor forming a new pile when a card does not fit to an$ of the e-isting
pilesB.
%rite all the piles on 1 flipchart paper. 0here ma$ be man$ piles but this is no problem8
write them all on the flipchart. #ount the number of cards for each pile A*loudFB and
write this number behind the problem.
0hen identif$ the 6 problems with most cards. *gain8 ma&e sure ever$bod$ hears and
sees the result.
If in the end some piles with the same number of cards remain8 as& people what
problems the$ find more important Aas& women separatel$ as the$ usuall$ shout not as
loud as the menB.
! Place sym+ols on the ground that represent the ! pro+lems. or e-ample> a first aid bo-
represents a clinic8 a bottle represents water8 etc. (ut enough distance between the s$mbols8
otherwise it gets too crowded when people start voting.
'istri+ute ! #oting pieces eg coloured stones or other #oting material to each
person
,-plain to the people that the$ can vote with the 6 voting pieces for the problems the$
find important.
0he$ can do this b$ putting the voting pieces in front of the problems of their choice.
0he people can vote as the$ li&e. 0he$ can vote with all their 6 voting pieces for one
problem8 or distribute them among different problems. ,-plain that it is good that the$
thin& carefull$ on beforehand where the$ will put their votes.
Invite people to come and vote. *lso the children participating in the ()* should get
voting pieces and be allowed to vote.
In case there are reall$ less women than men $ou can propose to the participants that the
women should be given more voting materials in order to balance the votes of the men
and the women.
)epeat the e-planation of the voting Ahow $ou can choose8 distribution of voting
material8 no influence of othersB during the actual votingFFF
$ Count the #otes*s& a number of communit$ members to help $ou with the counting. It is
important that all participants of the ()* clearl$ see that the counting of the votes is done
properl$. %rite the results Athe number of votes per problemB on a flipchart paper. ,-plain to
the people the number of votes the$ have given to each problem. Indicate which problem
had most votes8 which problem was second in votes8 etc.
( 'iscuss the prioritied pro+lems shortly*s& the people to e-plain the nature and the
causes of each prioritied problem shortl$. or instance if people mention Ehunger as a
problem8 tr$ to find out what the causes are of this problem. 0he note ta&er should ma&e
sure to note the answers down in his;her noteboo&F
1& inalie the acti#ityb$ as&ing whether ever$bod$ agrees with the priorities given to the
different problems.
)emar&s>1. It is good if at least one of the facilitators is female. She can assist the women groups8 for
instance if there are not enough women to write down their problems.
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Participatory Rural Appraisal 23
2. It is good to split the people in at least 3 groups of men and 3 groups of women. 0he more
groups $ou have8 the easier it is to group the problem cards and determine the si- problems
that are mentioned most often. ,ven if this means that each of the groups will be ver$ small8
it is good to do it.
3. 0he men and the women should get the same number of cards8 so the problems of the
women are given the same weight as those of the men.
If there are more men then women8 this means that the groups with women will be
smaller then the groups with men. or instance8 if there are 6 men and 3 women8 $ou
can ma&e 3 groups with each 2 men8 and 3 groups with each 1 women.
*nother solution is to give the women the same number of cards as the men. 0his means
that when $ou have 3 groups of men and 2 groups of women8 $ou can give the men
groups each 5 cards Athis means that in total the men have 15 cards al together> 5 cards
in each of the three groupsB and one of the women groups " cards and the other women
group ! cards Aalso leading up to a total of 15 cards for the womenB.
4. 9e aware that people do not influence other people during voting.
5. 0hin& carefull$ about the voting materials $ou want to use. 9eans are food and people ma$feel wrong about Lpla$ingL with food. %ood and stones can be cheated with because the$ can
be found on the ground. 0herefore it is best to find some other small things to vote with8
such as painted stones8 small balls8 pieces of colored plastic8 etc. /a&e sure that $ou have
enough of this material to distribute to all.
6. 0he facilitator and note ta&er should not influence the people also not if the$ help them to
write down their problems.
5.2.5 ()planation about !our organi*ation and what it can do for the communit!
0iming> 2 minutes.
*fter problem ran&ing8 continue with a session in which $ou tell more about $our organiation8
such as the ob'ectives and mandate of $our organiation8 how $our organiation wor&s with
communities8 what it e-pects of the communit$ and what $our organiation can do for the
communit$.
(urpose> to avoid confusion and too high e-pectations. It is important to e-plain what $our
organiation can do to assist the people with their priorit$ problems and what it cannot do8 what
its restrictions are and what its conditions are for cooperation with the communit$. 0his is a
ver$ important part of the ()*. If these things are not e-plained properl$ it ma$ cause frictions
or other problems between $our organiation and the communit$.
)egarding high e-pectations and possible disappointed reaction of communit$ members>
facilitators should not be embarrassed if the$ have a limited mandate8 because $our
organiation can still offer a lot. ,ver$ organiation has limits due to limitations of funds8
&nowledge and e-perience. acilitators need to remember that communities as&ing
solutions;funds for all problems are unrealistic. Jimitation of capacit$ e-ists ever$where8 also
in the communit$ itself.
%hen $ou e-plain the conditions of $our organiation $ou can use a flipchart li&e the below
e-ample.
:;amle of the Con(itions0 flichart aer
Conditions
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24 Participatory Rural Appraisal
1. *ctive participation of the communit$ members
2. *ll inputs b$ communit$ members and committee members are on a voluntar$ basis.
3. #ommunit$ elects a )ed #ross #ommittee.
4. 0he communit$ will operate and maintain all facilities realied.
5. 0he communit$ will store materials at communit$ level whenever needed
6. 0he communit$ accepts that the organiation will onl$ support activities that fall under its
mandate and are within its capacit$.
!. 0he communit$ accepts to attend all meetings and trainings the$ are called for.
". 0he communit$ accepts that per activit$ additional conditions ma$ e-ist.
Important>
It is important that the conditions are properl$ e-plained. 0herefore we provide here some
advice on what $ou can e-plain per each of the points in the above list of #onditions.
1. Acti#e participation o) the community mem+ers 0he facilitator as&s the communit$
whether it agrees to participate activel$ in all activities through provision of local materials8
uns&illed labour and voluntar$ participation in such things as meetings8 wor&shops etc. In
case the communit$ is not willing to do so8 $our organiation will not provide its support.
2. All inputs +y community mem+ers and committee mem+ers are on a #oluntary +asis
=o allowances will be provided to an$ communit$ member8 including volunteers and
committee.
3. Community elects a Red Cross Committee 0he communit$ needs to have a
representative bod$ for decision:ma&ing with regard to the activities it will e-ecute in
cooperation with $our )ed #ross 9ranch. It can elect a new committee for this purpose orchoose to have this function being fulfilled b$ a committee alread$ e-isting in the
communit$. ,-plain that in the ne-t e-ercise the people can elect a committee.
4. The community -ill operate and maintain all )acilities realied *ll facilities will be
operated and maintained b$ the communit$ itself.
5. The community -ill store materials at community le#el -hene#er needed In case
materials need to be stored at communit$ level8 the communit$ will ta&e care to have a
proper place for storage8 well protected against sunshine8 rain and wind8 and safe against
theft.
6. The community accepts that the organiation -ill only support acti#ities that )all
under its mandate and are -ithin its capacityIt is important to relate this to the priorities
of the people as the$ have 'ust determined in the problem ran&ing e-ercise.
,-plain what t$pes of activities $our organiation normall$ supports.
,-plain the people that $ou will now loo& together with them at the problems the$ have
prioritied and discuss what $our organiation can do with regard to each priorit$
problem.
7o bac& to the flipchart with the problem ran&ing8 and e-plain the people for each
priorit$ problem what $our organisation can do or ma$ be able to do in the future. *s&
the people for each problem whether the$ thin& )ed #ross can help them with solving
the problem. Some e-amples to clarif$ this>
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Participatory Rural Appraisal 25
If eole have rioritise( the construction of a roa(< !ou ask the eole -hat (o
!ou think< when !ou remember the things &e( Cross (oes< can we hel !ou with the
construction of a roa(80 :;lain that !our organi*ation is not involve( in roa(
construction an( therefore cannot hel the communit! with this roblem.
If eole have rioritise( (rinking water< !ou e;lain that &e( Cross sometimes
(oes water ro=ects an( that !ou will therefore investigate the ossibilities< but thateole shoul( know that !our &e( Cross ranch onl! has limite( fun(s an( that
therefore it ma! not be ossible to hel them. his will (een( on what e;actl! the
ossibilities are to imrove the (rinking water an( what fun(ing !our &e( Cross
ranch ma! fin( in the future. :;lain that in the mean time health romotion can
hel eole to get knowle(ge on how to revent water relate( (iseases.
If eole have rioritise( a clinic< !ou e;lain that a clinic as well as the curative
service are ver! e;ensive an( therefore at least for the time being not an otion for
!our organi*ation. herefore roose to start with health romotion in the
communit! so that eole get more knowle(ge about how the! can revent (iseases.
!. The community accepts to attend all meetings and trainings It is important thatcommunit$ members8 especiall$ volunteers and committee members attend the meetings
and training courses of $our organiation.
". The community accepts that per acti#ity additional conditions may e
It is good when $ou as& each time after e-plaining a condition whether the communit$ agrees
with that condition instead of onl$ as&ing this uestion once at the end of all conditions.
5.2.+ (lection of the &ed ross ommittee
*t the end of the ()*8 the communit$ members who participated in the ()* elect a )ed #ross
#ommittee.
Important> If the number of people participating in the ()* is not enough to elect a committee8
the committee can be elected later during another communit$ meeting. 0he fieldwor&er should
then be present in that meeting. It is much better though if there are sufficient participants and
the committee can be elected at the end of the ()*.
0iming> 45 minutes.
1. ,-plain the tas&s of the )ed #ross #ommittee>
0he )## will assist $our )ed #ross 9ranch during the ousehold Surve$ and other
investigations in the communit$ later on. 0hese investigations will provide more
information about the sub'ects prioritied b$ the people during the ()*.
0he )## will ma&e a communit$ development plan that will contain plans for solving
the prioritied problems.
0he )## will represent the communit$ towards $our )ed #ross 9ranch8 other
organiations and authorities regarding matters that concern the planned activities8 of
course together with the leadership of the communit$.
0he )## will coordinate planned activities8 mobilie the communit$8 etc. 0he )## will coordinate and supervise the #)#s
2. *s& the participants to choose one of the following options>
7ive the tas&s of the )## to an alread$ e-isting committee and perhaps change or add
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members8
,lect a complete new )## now8 or
,lect a complete new )## during another communit$ meeting.
3. ave a short discussion with the communit$ about>
0he functions needed in the committee8 for instance> chairman8 vice:chairman8
secretar$8 vice:secretar$8 treasurer8 vice treasurer8 store&eeper and members. #haracteristics of the committee members> for e-ample trusted and respected8 the abilit$
to read and write8 sufficient time available.
0he number of people needed for the committee. (referabl$8 an even amount should be
chosen A68"81B.
7ender balance in the committee Asame num+er o) men and -omenB.
ne member of the )## will be elected later> the #)# leader who will be elected b$
the #)#s and who will become a )## member to represent the #)#s in the )##.
4. acilitate the participants to elect the )## members. * good method for electing )##
members is to as& the participants to nominate for each function 2 men and 2 women
Aaltogether 4 candidatesB. 0he 4 candidates should stand in front of the group with theirbac&s towards the group so that the$ cant see the people. 0he people can then vote for their
candidate b$ raising hands when the facilitator points his;her finger to the candidate.
owever8 people ma$ tr$ to cheat and it ma$ be difficult to count all raised hands if the
group is large. If $ou have these &ind of problems $ou can also use another method> as& the
participants to stand in line behind the candidate of their choiceG $ou can then count the
number of people in each line. If the person with most votes is a man8 it is good when the
vice:candidate is a woman and the other wa$ around Ae-ample> if the chairman is a woman8
the vice:chairman should preferabl$ be a manB.
5. ollow the same procedure for the other functions.
6. Jet the )## present itself in the end.
)emar&s>
#hoose the wa$ of voting that is accepted in $our region8 but tr$ to ma&e it as democratic as
possible and remember the gender balance.
ther wa$ of voting> each candidate has a s$mbol. *ll people get a piece of paper and write
the s$mbol of the person the$ support. *ll papers are collected and the votes per s$mbol are
counted.
5.2., losing the meeting
0iming> 2 minutes.
1. ,-plain that after this meeting $ou will have a short meeting with the committee and others
who are interested8 to discuss some sub'ects further and to ma&e appointments for the
baseline surve$. *lso invite communit$ leaders and other &e$ persons Ahealth agents8
religious leaders8 etcB to ta&e part in the meeting. Invite especiall$ also women to ta&e part.
2. 0han& all for their presence and input. ,-plain that $ou will bring bac& the flipcharts made
b$ the people during the ()* after $ou have used them to ma&e $our report.
3. In case $our organiation alread$ &nows that there will be funding to do certain activities
with this communit$ $ou can inform the people about this but be careful not to raise
e-pectations $ou cannot fulfillF
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Participatory Rural Appraisal 2
5.2.- Focus group discussion
0iming> 45 minutes.
*fter the ()*8 $ou will facilitate a focuss group discussion with the committee and other
people interested. 0his focus group discussion is meant to obtain additional information about
the communit$ and the prioritied problems identified.
1. 0he focus group discussion can give $ou a lot of information. So do it thoroughl$F
2. acilitate that especiall$ the women participate.
3. #reate a discussion. Do not 'ust as& uestions. Jisten carefull$ to the answers. Jet the
tal&ing be done b$ participants.
4. *s& additional uestions if more information is needed on specific issues.
5. It is also good to as& additional uestions about problems identified during the ()* in
which $our organiation cannot or does not want to be involved in. 0his will give $ou a
clearer picture of all problems in the communit$.6. It is good if $ou have give some food and drin&s to the participants8 because people ma$ be
tired8 thirst$ and hungr$ after the ()*.
".3 Your tasks to finali'e the #$%
1. inalie the PRA report
inalie the ()* report as soon as possible8 preferabl$ the same da$ or the da$ after the
()*. ASee the format for the report in *nne- OB.
Cse all the information that $ou have> the information obtained during preparations8 the
notes made during the ()*8 the information the participants in the ()* wrote on theflipchart papers8 the information obtained during the focus group discussion and all
other things that $ou remember.
Discuss the ()* report with other fieldwor&ers and $our supervisor. /a&e changes if
necessar$8 depending on the feedbac& $ou get.
%rite down in the #ommunit$ verview orm at what date the ()* was done in the
communit$ and whether a proper ()* report was produced Asee *nne- " for the
formB.
2. ile the in)ormation
#op$ the report.
(ut the report in the file $ou have made for this communit$ Aever$ communit$ needs its
own file mapFB.
Jeave the original with $our supervisor;coordinator and ta&e a cop$ with $ou for the
communit$ Aand perhaps 1 for $ourself8 personal filingB.
=e-t time when $ou visit the communit$ $ou give a cop$ of the report to the chairman
of the committee.
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!ousehold sur"ey* household surve$ an investigation to obtain information about the health situation in a
number of households Ausuall$ 2 to 3Bin the communit$. %e define a household as Ea group
of people sharing the same &itchen8 coo&ing area or coo&ing pot. =ormall$ the household
surve$ is done.
o shortl$ after the ()* to collect detailed information that can be used b$ the #)#s to
develop their health promotion plan Afor this surve$8 surve$ors will be needed from the
branch8 because the #)#s themselves will not be sufficientl$ e-perienced $et to do itB
o once ever$ two $earsb$ the #)#s A$ou8 the communit$ coach will train the #)#s to
e-ecute household surve$s8 $ou will supervise them during the surve$s8 and $ou will
assist them to structure the information in a communit$ household health report8 and use
the information to adapt the h$giene promotion plan if reuiredB.
o 9$ the #)#s whenever the #)#s and )## members feel it is necessar$ to do the
household surve$.
(.1 our tasks to prepare for the household sureys
*gree on a date for the household surve$s with the communit$ leadership and others
involved.
/a&e sure that there are sufficient and properl$ trained surve$ors Acount with one
surve$or doing 4household surve$s per da$B.
ave enough household surve$ forms for all household surve$s. ave a noteboo& and pen for each surve$or and for the supervisorAsB.
/a&e sure that there is transport to the communit$ for all persons involved who need to be
transported
/a&e sure that there is a tool for weighing children for each surve$or.
/a&e sure that there is a tool for measuring the height of children for each surve$or.
(.2 our tasks in case you act as a sureyor
Select each household at randomly0his can be done in two wa$s> *s& the communit$ authorit$ to provide a list that includes all households in the
communit$ Aalso single parent households8 child headed households8 etc.B. #lose $our
e$es and point a pencil in the list. 0he household pointed at is one of the households to
be surve$ed.
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"ousehold sur#ey 2+
ones. 0his could influence the outcome of the surve$ Ae.g. in big houses probabl$ richer
people live with other health habits and problems than the people living in small housesB.
,ach surve$or should wor& in a separate area of the communit$.
ind the )emale head o) household8 or8 if she is not around8 find another adult female
person belonging to the household who can answer the uestions. 0a&e courtes$ rules into
account Asee chapter OB. If the household consists of children onl$ do the surve$ with theoldest child. If the household has no adult women but does have one or more adult men8
do the surve$ with the oldest man .. or .. If there is no adult female present leave the house
and tr$ another ad random selected household.
=
*s& the uestions included in the household surve$ form and do the observations
reuired Aobserve things reall$ $ourself8 so that $ou are sure $ou get the right
informationB.
/a&e sure to be accurate and get answers to all uestions.
ill all answers properl$ in the formsF /a&e notes on the bac& of the forms about
things $ou find in the household that are important for health in the household but thatare not covered b$ the form8 problems8 remar&s etc.
0a&e the interview aspects and courtes$ rules into account described in paragraph O.
Take the )illed in household sur#ey )orms to the >ranch o))ice Discuss the contents of
the forms with the responsible person at the 9ranch office. Discuss problems encountered
etc. Jeave the filled in household surve$ forms with the responsible person at the 9ranch
office.
Assist -ith the structuring o) data o) the household sur#eys i) asked to do so
.ake sure that you understand the results o) the sur#eys and discuss these -ith the
in#ol#ed communities
(.3 our tasks in case you act as a superisor
bserve the surve$ors. Discuss if errors occur in his;her performance. (a$ special
attention to the proper filling in of the surve$ forms.
#hec& the ualit$ of the household surve$s. Do this while waiting for others to finish. If
information is incorrect or insufficient the surve$or should go bac& to the households to
obtain more information.
In the office anal$se the outcomes of the household surve$ and discuss this with all
involved staff members8 communit$ coaches and surve$ors. Do this as soon as possible.
ile the forms. ,nter the household surve$ results in the computer if possible8 preferabl$
together with the involved surve$ors.
%rite down in the #ommunit$ verview orm at what date the household surve$ was
done in the communit$ and whether a proper household surve$ report was produced Asee
*nne- " for the formB.
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# $ther in"estigationsDepending on the information alread$ obtained and the problems prioritied b$ the
communit$ it ma$ be necessar$ to do more investigations Abeside the household surve$
discussed in the former chapterB. ften this will be at the start of the program8 but it ma$ also
be necessar$ later on Aafter one or more $earsB to do additional investigations. ,-amples of
such investigations are> %ater surve$
$dro:geological surve$
Sanitation surve$
ealth s$stem surve$
Disaster preparedness surve$
Infrastructure surve$
*griculture surve$
#ommunit$ organiations surve$
(rimar$ education surve$
#onstruction surve$
0hese surve$s will usuall$ be e-ecuted b$ people who have a certain level of e-pertise with
regard to the sub'ects. 0his can be e-perts from a compan$8 from the authorities8 or from $ou
branch or head office.
In some cases it ma$ be necessar$ to develop a complete new investigation. See chapter O on
how to do this.
).1 Your tasks &uring other investigations
#ontact the )## and discuss with them the need for additional investigationss and agree
on dates and times to e-ecute them. /a&e sure that this is also agreed b$ the village
authorities Athe best thing is to have a meeting with )## and village authorities togetherB.
Poin the e-perts in the field during the investigations.
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% The Community &e"elopment Plan* #ommunit$ Development (lan A#D(B is a plan made b$ a communit$ for its own
development. 0he plan is based on information about the priorit$ problems of the communit$
obtained through ()*8 household and possibl$ other surve$s and other information available.
0he plan is made b$ the )ed #ross #ommittee that was elected b$ the communit$8 together
with the communit$ leadership8 local administration representatives and other &e$ personsAe.g. religious leaders8 elders8 health agentsB.
*uthorities should &now what happens in their area.
*uthorities get an understanding and awareness of the priorities and plans of the
communities in their area.
*uthorities might ta&e up the outcomes of the #D( in their own annual plans.
*uthorities staff often has a lot of e-pertise with regard to different priorit$ problems.
0he$ can assist the communit$ in ma&ing the plans b$ providing their e-pertise.
0herefore8 invite staff who have specific e-pertise regarding the sub'ects prioritised b$the communit$.
Participants )rom outside the community such as the a+o#e discussed authorities
+ut also other outsiders should take part as o+ser#ers0he (lanning orm is to be
filled b$ the involved communit$ members because it is their plan. (articipants from
outside the communit$ should not ta&e over the discussions. In some cases the$ ma$ ta&e
part in discussions but onl$ to add information. e)ore the C'P meeting starts you should e
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32 The community de#elopment plan
problems have been wor&ed out $et another meeting ma$ need to be planned. 0he
participants can also decide to fill in other (lanning orms themselves without $our help
later. or problems of which it is unli&el$ that the$ can soon be solved $ou can propose to
do a planning meeting ne-t $ear.
*.2 Your tasks &uring the C,# meeting
-.2.1 %reparations
*gree with the )ed #ross #ommittee on the time8 date and place for the meeting. *void
religious da$s8 mar&ets da$s and bus$ harvesting time. *lso as& the )## members to
decide who will ta&e part in the meeting. Discuss with them the reasons for inviting
authorities and a sufficient number of women Asee the former paragraphB but respect their
decision on who the$ will invite for the meeting.
)ead this manual carefull$ and control once again if $ou understand all aspects of the
(lanning orm and $our role in facilitating the meeting.
(repare the flipcharts on which the (lanning orm is copied in large. 0his will be hung on
the wall so that all participants can see the #D(.
/aterials needed>
lipcharts
/ar&er pens
(ens
#opies of (lanning orm
0ape
()* and 9aseline Surve$ reports and other relevant documents
0his manual
(ossibl$> some refreshments for the participants Aprobabl$ these can also be bought in
the villageB.
-.2.2 Introduction
Depending on what is customar$ the introduction ma$ include the following actions>
fficial opening b$ $ou and;or the communit$ leader8 following the protocol of
formalities usual to the communit$.
7reetings8 pra$er8 and introduction b$ communit$ leaderAsB and other &e$ people.
,ach participant Aalso $ourselfB introduces him;herself shortl$ to the group.
,-plain the purpose of the meeting> the participants will ma&e a #D( that will contain
details on solving communit$ priorit$ problems. It is good to summarie shortl$ what
problems were prioritied during the ()* and what information was found during the
household and other surve$s done.
Invite especiall$ the female participants to participate activel$. ,-plain that women are
often more sh$8 but that the$ should not be afraid to spea& up as their ideas and &nowledge
are crucial for the #D(. *s& the men to respect the women and give them ample time and
opportunit$ to spea& up.
*s& the participants to sit close to $ou so $ou can hear each other easil$.
*s& the participants to select one of them to do the writing.
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The community de#elopment plan 33
#reate a friendl$8 positive atmosphere in which the participants feel free and happ$.
-.2.3 Filling in the ommunit! Development %lan Forms
1. ,-plain that per form onl$ one problem can be covered. It is good if the participants first
ma&e a list of problems the$ want to cover. ,-amples of problems are> unsafe drin&ingwater8 malaria8 diarrhoea among children8 poor primar$ school8 absence of a clinic8 no
latrines8 etc. 0he problems that were given a high priorit$ during the ()* should
preferabl$ be included in the list8 but possibl$ also other problems can be included. *fter
the list is read$ the participants can fill in one problem per form.
2. ,-plain that the problem of poor health behaviours will be wor&ed on b$ the #)#s.
0he #)#s will ma&e a health promotion plan for this in some months and this plan will
then be ta&en up in the #D( Aafter it has been approved b$ the communit$B. 0herefore this
sub'ect does not need attention at this moment.
=ow there is a pile of forms on each of which a problem is filled in. *s& the participants tota&e one of the forms with a problem the$ want to wor& on first and continue to discuss and
wor& on each sub'ect in this form as follows>
3. Solution,-plain that in this part of the orm the participants should describe the solution
of the problem. In order to facilitate that the participants determine the most suitable
solution of a problem as& the following uestions to them Aand stimulate them to discuss
the uestionsB>
- "hat do you think is the cause of this problem# how come that the problem is there$
A,-ample> if the problem is poor drin&ing water8 is this because of a brea&down of the
hand pump the$ cannot repair8 or is it that the$ have to wal& far to the water source8 or
an$ other causeKB.- %ow can the problem best be soled$Stimulate the participants to determine more
than one possible solution before deciding what the best solution is. ,-plain that a
good solution is a solution that solves the problem but that is also realistic8 meaning
that it can be realied within the actual circumstances Atechnicall$ possible8 within the
budget available8 etc.B.
Some additional things to consider
Sometimes the most appropriate solution for a problem is different from what people
thin& of first. or instance8 if the problem is diseases due to poor water8 also health and
h$giene promotion could be a solution8 because education can also help to diminishwater related diseases Athis is important because education is something that can be done
even if onl$ few financial resources are availableB.
ften a combination of solutions is appropriate.
If it is difficult to decide what the most appropriate solution is one can decide to first
investigate things further before continuing with filling in the form. ,-ample> if there is
an old borehole that could possibl$ be rehabilitated but there is also a spring that could
be developed8 it is important to investigate what the most appropriate solution is.
*n investigation is also reuired if it is un&nown whether a solution people brig forward
is at all possible. ,-ample> rehabilitation of a borehole is not be possible if an the
borehole has collapsed. %hether or not the borehole can still be rehabilitated should first
be investigated.
/a&e sure that the participants discuss things intensivel$ before writing a solution on
the orm. Cnrealistic solutions will raise e-pectations that cannot come through which
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34 The community de#elopment plan
then ma$ lead to disappointments.
0o determine the most appropriate solution ma&e use of all information and e-pertise
available Ae.g. ()* report8 household and other baseline surve$ reports if such
investigations have been done8 and e-pertise from the participants themselvesBF
4. Acti#ityIn this column the participants have to fill in all the activities reuired to realie
the solution. or instance8 if the communit$ wants to build a school8 the following
activities are probabl$ needed>
- ind funds Aeither from the communit$ itself or from others who want to donate
mone$B.
- /a&e a design of the school and a calculation of all materials reuired
- #ollect sand8 gravels and stones and ba&e bric&s.
- /a&e;find a store for the cement in the communit$ near the construction site.
- (urchase reuired materials li&e cement and roofing plates and transport these to the
site.
- Start digging the trenches.
- 9uild the foundation and walls.- ,tc.
,ach of the above is an activit$. See *nne- O for some more e-amples of activities
reuired for different solutions. Cse more orms if the activities cannot all fit in one
(lanning orm.
nce all activities have been listed the best wa$ to continue is to fill in the other columns for
each activit$>
5. ho -ill +e responsi+le )or the acti#ityD,-plain that being responsible for an activit$
does not mean that this person needs to carr$ out the activit$ him or herself. ,-plain that
he;she is the one who chec&s that the activit$ is carried out properl$8 who ta&es actionwhen things are not going well or not uic& enough8 who stimulates other people to carr$
out the activit$8 who controls that all things reuired for the activit$ are in place in time8
etc.
6. hen -ill the acti#ity +e e
- Cns&illed labour provided b$ the communit$.
- S&illed labour from the communit$ Ae.g. a local masonB.
- S&illed labour from outside the communit$ Ae.g. a professionall$ schooled mason8 a
drin&ing water e-pert etc.B.
Important> for each t$pe of labour indicate who will provide it and how much of it is
reuired. or instance if for the activit$ three uns&illed labourers are reuired ever$ da$during the e-ecution of the activit$8 the participants can write in the orm> E3 unskille(
labourers each (a! will be rovi(e( b! the communit!0. or t$pes of labour for which no
funding is found $et or for which it is un&nown $et who will provide it the participants
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The community de#elopment plan 35
can write in the orm remar&s li&e> Ewater s!stem (esigners re"uire( unknown how man!
(a!s an( unknown !et who will rovi(e an( a! for them0.
$ .aterials re;uired )or the acti#ity
- ,-plain to the participants that the$ should write down all the different materials that
the$ thin& are reuired to e-ecute the activit$8 for e-ample bric&s8 sand8 cement8
stones8 roofing sheets8 etc. /a&e sure the$ include all reuired materials.- or each material the partiocipants should indicate who will provide it Athe
communit$8 district authorities8 e-ternal donor8 OB. If for certain materials it is not
&nown $et who will provide it8 the$ should write this in the orm. ,-amples> E$,,
bags of cement are re"uire( (istrict authorities have agree( that the! will rovi(e
2,, bags< for the other bags still a (onor nee(s to be foun(08 or2 m3of san( is
re"uire( will be rovi(e( b! the communit!08 etc.
+. Tools?e;uipment re;uired )or the acti#ity 0he partiucipants should fill in this column in
the same wa$ as the$ have done for Ematerials reuired for the activit$. ,-ample of tools>
shovels8 push carts8 gloves8 stationar$8 etc.
1. Transport means re;uired )or the acti#ity 0he partiucipants should fill in this columnin the same wa$ as the$ have done for Ematerials reuired for the activit$. Indicate the
means of transport Acar8 truc&8 motorbi&e8 etcB and the amount of da$s that transport will
be needed.
11. .oney re;uired )or the acti#ity ,-plain that the participants should tr$ to estimate the
cost of all things that are reuired for the activit$. 0he$ should also indicate what part of
the costs is alread$ covered.
*fter filling all the plan forms e-plain that if we tal& about the E#ommunit$ Development
(lan we mean all the (lanning orms that have been filled in and approved b$ the
communit$ Aapproval b$ the communit$ will be done during a communit$ meeting asdescribed further onB. So basicall$ the #ommunit$ Development (lans consists of a group of
wor&ed out plans for activities to solve different problems e-isting in the communit$.
-.2.4 Formulation of ommunit! Development %lan &egulations
,-plain to the participants that it is good to formulate a number of regulations with regard to
the plan and write them on a flipchart. *s& uestions if the participants find it difficult to
come up with regulations8 for instance> How will the lans be acknowle(ge( b! the
communit!80< >houl( the communit! members vote for acceting the lans80 -hen are the
lans accete(< shoul( it be 3,? of the votes< or $,? or 7,?80 How man! of the communit!
members shoul( be resent in the communit! meeting to make the voting vali(85
,-amples of some #ommunit$ Development (lan )egulations>
he communit! (eveloment lan will be officiall! acknowle(ge( b! the communit! when
a clear ma=orit! more than #$? of the articiants in a communit! meeting< atten(e( b!
at least $,? of all communit! members< has vote( for acknowle(gement of the lan.
:ach time when changes are ma(e in the lan the lan will nee( to be acknowle(ge(
again b! the communit! following the roce(ure (escribe( un(er oint 1.
he committee will assess rogress with the lan regularl! with the fiel(worker.
-.2.5 Finali*ing the ommunit! Development %lan eeting
1. ,-plain that the ne-t step is that the (lanning orms are accepted b$ the communit$.
2. /a&e sure $ou have a cop$ of each filled orm and that the #ommunit$ )ed #ross
#ommittee has a cop$ of each filled orm as well.
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36 The community de#elopment plan
3. Sa$ a word of than&s to the participants for their active participation.
4. #lose the meeting.
*.3 Your tasks &uring the Communit meeting
*fter the (lanning orms have been filled the$ should be presented in a communit$ meeting
for approval b$ the communit$. During the meeting the #ommunit$ )ed #ross #ommittee
members e-plain what has been filled in the orms. #ommunit$ members can then react on
the plans. If necessar$8 adaptations can be made in the (lanning orms as a result of the
remar&s made in the meeting. In the end the communit$ should vote per plan whether the$
accept it or not.
1. elp the )## to prepare the meeting. *dvise them on how the$ can present the results in
the communit$ meeting.
2. During the meeting be present Aif this is appreciated b$ the communit$B. *s& uestions
that stimulate further discussions if things have not been properl$ discussed $et. ,-ample>You are roosing to start voting about this lan but who will rovi(e the fun(s for the
activities80.
3. %hen the plans have been approved b$ the communit$ ma&e sure that each approved plan
is copied several times. 0he parties that should get a cop$ of the plans are> the )##8
$ourself8 involved authorities8 and other parties who ma$ be able;interested to provide
support for the realiation of the plans.
4. *ssist the )## to write introductor$ letters that will be sent together with the plans to the
different parties. 0he letters will e-plain what process has led to the plans A()*8 baseline
surve$8 planning meetingB and reuesting the part$ what support it can provide for the
realiation of the plans. In the introductor$ letters that will be sent to the authorities the)## should also reuest them to ta&e up the #ommunit$ Development (lan in their
planning. 0his will increase the chance that the authorities will provide support to certain
activities of the #D( in the future. Several e-amples of introductor$ letters are presented
in *nne- O
5. Discuss with the )## who will provide the plans together with the introductor$ letters to
the different parties and control that this is done.
6. %rite down in the #ommunit$ verview orm at what date the #D( was approved b$ the
communit$ and whether a proper #D( has been produced Asee *nne- " for the formB.
*.4 Your tasks &uring the implementation of the Communit,evelopment #lan
0he implementation of the communit$ development plan can start each time when for one of
the plans the reuired resources are available.
If possible8 assist the communit$ with searching for parties that can provide inputs in the
plans.
#oach the #)#s and #ommunit$ )ed #ross #ommittee members Asee chapter ..B.
*ssist with the implementation of micro pro'ects as described in chapter O
In case the #)#s or the )## wish to do activities that have not been included $et in the
#D( facilitate them in a meeting meeting Awith )## and #)#sB to fill a new #D( form
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The community de#elopment plan 3!
for these activities. nce this is read$ the plan first needs to be approved b$ the
communit$ Ain a communit$ meetingB after which it will be added to the #D( and then
implemented.
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' Selection and training o( Community Red Cross)olunteers
o #)#s wor& 4 to 5 hours each month as a #)#.
o #)#s are inspired b$ the )ed #ross and )ed #rescent principles and wor& according
to these principles Aas& whether people have heard about these principles and e-plain
them once again shortl$B.
o
,ach #)# assists 15 households in the communit$ at least once a month to improvetheir health. 0his will be through health promotion and education to these families.
o #)#s assist also with other )ed #ross activities if the$ are reuested to do so b$ the
)ed #ross 9ranch or )ed #ross #ommittee.
o 0he #)#s will elect a #)# leader among themselves who will function as the
contact person for the communit$ coach and the )ed #ross #ommittee.
o 0he #)#s coordinate their actions with the communit$ coach and the )##.
!. *s& the participants what &ind of a person the$ feel a #)# should be. %rite down the
answers on a flipchart. If the$ have problems to come up with proper answers $ou can as&
uestions li&e> >houl( the volunteer be a erson who works far awa! from the village8
>houl( the volunteer be able to rea( an( write8 >houl( the volunteer be a man or awoman8 >houl( it be someone who has ver! little time available8 ,-amples of answers that
$ou should e-pect people to come forward with are>
P 3$
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Selection and training o) Community Red Cross *olunteers 3+
o #ommunit$ volunteers should not wor& regularl$ outside their own communities unless
there is an emergenc$ or disaster8 or a speciall$ organied event.
o 0he volunteer is well &nown and respected in the village
o e;she has good communication s&ills
o e;she has good organiational s&ills
o e;she must be a pleasant person to wor& with
o e;she must have leadership ualitieso #)#s should live near the households for which the$ are responsible.
o It is good if there is an eual number of male and female #)#s
o e;she must be trustworth$ and show integrit$
o e;she must be able to wor& hard and show initiative
". *s& whether an$bod$ has a uestion. If so discuss the uestion with the communit$ until
ever$thing is clear to ever$bod$.
+. *fter ever$bod$ understands what being a volunteer means8 as& villagers to step forward
and be a candidate. Stimulate especiall$ women to come forward to be a candidate. In case
there are not enough candidates8 e-plain that the villagers will 'ust now decide whether the
candidates who are now available are in their opinion good persons to be a #)# or notand that later more #)#s will be recruited.
1. *s& the candidates to stand in front with their bac& towards the communit$. (oint $our
finger to the bac& of one candidate8 mention the name of the candidate loud and clear and
then as& the people 0hose who feel that this person is a good #)# raise their hands.
#ount the number of raised hands. %rite the name of the candidate on a flipchart and
behind the name whether the person is a woman or a man8 and the number of raised hands
for that person. Do this e-ercise for each candidate.
11. If the number of candidates was larger than the number of #)#s needed $ou can select
the #)#s as follows> the woman with most raised hands of all female candidates will be
a #)#8 the man with most raised hands from the male candidates will be a #)#8 thenfrom the remaining candidates start with the ne-t woman with most votes etc. until $ou
have reached the number of #)#s reuired. *s& in the end whether the communit$
agrees with the candidates.
12. If the