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WATSAN PARTNERSHIP PROJECT

March ~(

205. 1—17209

DASCOH is a non-profit organisation mandated bySwiss Red Cross to support SAC funded non-governmental partner organisations, other like mindeddevelopment organisations and internationalagencies. Its headquarters are in Switzerland.

DASCOH seeks to promote a self-help orientedparticipatory development process through trainingcourses and workshops, implementation of pilotprojects, material production, research, and systemicprocess consultancy. Close collaboration withorganisations from Bangladesh and other countries ismaintained to facilitate sharing of experience andexpertise.

DASCOH was registered in Bangladesh as aninternational NGO on May 17, 1995. The organisationhas a permanent staff and works with foreignconsultants and associates from Bangladeshi partnerorganisations.

DASCOHDevelopment Association for

Self-reliance, Communication and Health

House 35, Road 117, GulshanDhaka 1212, BangladeshPhone: (+880-2) 9882657

Fax: (+880-2) 9882659E-mail: [email protected]

FORMATION OF VILLAGE DEVELOPMENTCOMMITTEES

A Facilitator’s Manual

WPP Community Management Process, Manual 2

LIBRARY IRCPC Box 93190, 2509 AD THE HAGUE

Tel.: +31 70 3068980Fax: +31 70 3589964

BARCODE:LO:

WATSAN PARTNERSHIP PROJECT

Formation of Village Development CommitteesA Facilitator’s Manual

Manual development : Shayamal Kumar Saha and Peter EpplerEditing: Jane Crossley, Adele BeerlingAdvice: Dr. Tobias SchüthLayout: Daniel TalukderDrawing: S M Rat i

Developed and field tested in July — August 1998 by

Development Association for Self-reliance, Communication and HealthHouse 35, Road 117Gulshan, DhakaBangladeshE-mail: [email protected]

Published byWATSAN Partnership ProjectFlat 05-06 (Top Floor)Building A, Priyo Prangan2 Paribagh, Dhaka 1000Phone: 02-8619711E-mail: [email protected]

First published in March 2000

©WPP 2000Any parts of this manual, including the illustrations may be copied, reproduced, or adapted to meet localneeds, without permission from WPP and DASCOH, provided the parts reproduced are distributed free orat cost - not for profit. For any reproduction with commercial ends, permission must first be obtained fromWPP and DASCOH by writing to the address above. WPP and DASCOH would appreciate being sent acopy of any materials in which text or illustrations have been used.

Formation of Village Development Committees

A Facilitator’s Manual

This manual is part of a series of training and learning materials for the WATSAN PARTNERSHIPPROJECT.

The WATSAN PARTNERSHIP PROJECT is an innovative project to improve sustainable access and useof affordable water and sanitation facilities in the project areas of North Western Bangladesh. The peoplein the low water table areas of Rajshahi and Nawabganj district suffer from water and sanitation relatedconditions that further deteriorate through arsenic pollution. The strategic mission of the project is topromote community management through village development committees, improvement of hygienebehaviour practice of communities, facilitating people to develop ‘arsenic mitigation options in thecontaminated areas, and development and marketing of affordable technology for water and sanitation.

The project draws strength from partnerships. Local partner NGOs are working as facilitatingorganisations. Villagers identify and address their problems through village development committees. Theyare supported by the partner NGOs. The partner NGOs are in turn supported by a partnership ofinternational NGOs that each contribute their own specific area of expertise. CARE for hygiene educationand behavioural change, DASCOH for community management, and IDE for appropriate water andsanitation technology. Currently the project is active in 640 villages in partnership with 15 local partnerNGOs.

DASCOH develops the following training and learning materials for use in the WATSAN PARTNERSHIPPROJECT (other materials may be added as the need arises):

Community Management Process1. Approach setting for the Community Management Component2. Formation of Village Development Committees3. Village profile preparation and village action planning4. Participatory process and impact monitoring

Additional Manuals5. Rural leadership development6. Resource mobilisation7. Financial management8. Arsenic issues

Abbreviations and acronyms

BAMWSP Bangladesh Arsenic Mitigation Water Supply Project

CBO Community Based Organization

CARE Cooperative for Assistance and Relief Everywhere

DASCOH Development Association for Self-reliance, Communication and Health

GO Government Organization

IDE International Development Enterprises

KP Key Person

NGO Non Government Organization

OHP Overhead Projector

PMU Project Management Unit

PNGO Partner NGO

PRA Participatory Rural Appraisal

RP Resource Person

SDC Swiss Agency for Development and Cooperation

SKAT Swiss Centre for Development Cooperation in Technology and Management

SRC Swiss Red Cross

TOF Training of Facilitator

UNDP United Nations Development Programme

VDC Village Development Committee

WB World Bank

WPP WATSAN Partnership Project

WATSAN Water and Sanitation

Acknowledgments

The development of this manual has gone through a several years evolutionary process. DASCOH as aSwiss Red Cross mandated organization has brought in many lessons regarding promotion of self-helpand community management from the praxis of the partner NGOs of SRC. We are grateful to thecommunity leaders and staff members of the Swiss Red Cross Partner NGOs in Bangladesh.

The first draft of this manual was written in the month of July 1998. The manual was tested in severalworkshops. We acknowledge the support and feedback provided by the VDC members, Field Trainers,Field facilitators and other staff members of DASCOH, CARE and IDE as well as partner NGOs ofWATSAN PARTNERSHIP PROJECT through organizing these workshops at staff and village level whenthis manual was field-tested.

This manual has also benefited from comments, direction, support and encouragement received frommany people, in particular: Claude A. Ribaux, Abdul Motaleb, Rabiul Islam, Haroon Ur Rashid, staff ofSKAT-Switzerland and Dr. Walter Meyer. Many thanks are extended to the all steering committeemembers of WPP and Regional Water Sanitation Group of the World Bank/UNDP for reviewing andproviding suggestions for the improvement of this manual.

ContentsPage

Introduction: 1

1. General 1

2. How to use the manual 2

3. Workshop outline 3

4. Modules-overview 4

5. Session plans 5

6. Workshop schedule 6

Modules1. Concept of PRA and how to plan and facilitate a PRA 9

session2. Building rapport with the village community 203. Working with different groups in the community 294. Motivating the community to form a Village 43

Development Committee5. Identification of Key Persons, Resource Persons and 51

Community-based Organizations and the applicationof PRA to analyze their importance

6. Guidelines for forming a VDC 607. Workshop evaluation 74

References 77

Facilitator’s Manual

Introduction

1. GeneralThis manual is the second of 4 core modules in a series of training and learningmaterials for the WATSAN PARTNERSHIP PROJECT (WPP). The manual Formationof Village Development Committees (VDCs) is a practical tool for staff members andexecutives of NGOs who are working in the field of water and sanitation. The manualoutlines how to apply various PRA (Participatory Rural Appraisal) methods to mobilizevillage communities to form VDCs in a process-oriented approach in a community-managed WATSAN programme.

The focus of the manual is:

This manual is based on a systematic material development process and also makesuse of experiences with community management in other projects. First a training needsassessment was conducted, followed by an inventory of existing experiences andmaterials on the topic. A draft version of this manual was field tested in 4 workshopswith 96 participants. Assessment of learning outcomes, feedback from participants, andobservation of subsequentpractice were used toproduce this latest version.

DASCOH training andlearning materials for theWATSAN PARTNERSHIPPROJECT address variousaspects of the communitymanagement process shownin the picture on this page.This manual “Formation ofVillage DevelopmentCommittees” deals with thevarious steps that need to betaken to establish adevelopment committee.

Although this manual wasdeveloped especially for the WATSAN PARTNERSHIP PROJECT, the communitymanagement component can also be useful and adapted to contexts other than waterand sanitation and WPP.

The manual is organized into two sections

1

• To introduce the concept of VDCs and the formation of VDCs

• How to apply PRA methods to mobilize village communities toform VDCs

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The first section is an Introduction that explains how to use the manual, whothe workshop is for, the objectives and content of the workshop and the methods thatwill be used.

The second section of the manual contains the Modules, which are organizedinto sessions. The last module contains tools for review of workshop results andevaluation.

2. How to use the manualStart by familiarising yourself with the manual and workshop by reading the introduction.

This manual was not written for self-study; the use of the manual will be most effective ifyou are trained to use it by a facilitator experienced with this manual and the WPPcommunity management component. The workshop will train you to use the modules.

Each module consists of a number of sessions. Texts for handouts, overheads andflipcharts needed for the sessions are included in each session plan. The session plansspecify objectives, preparation and procedures for each session and activity. Moredetails are provided in section 5 of this introduction.

Each module and session follows a participatory approach. The central focus is toencourage active participation in order to generate learning and discover ways ofproblem solving. The sessions are designed to foster the participants’ self-confidenceand self-esteem, encourage their creativity in decision making by using their aspirationsand experiences as the foundation for the session.

A brief explanation of the objectives for a session should be given at the beginning ofeach session.

It is important for the facilitator to use his/her own initiative throughout each session andadapt the contents to the participant’s level of understanding. The facilitator could usesuitable icebreakers and energisers to ensure interest remains high throughout eachsession.

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3. Workshop outlineThe manual is organized into a series of modules and sessions. The workshop specificationsare:

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3

Title of the workshop:

Participants:

Duration:

Formation of Village Development Committees

Staff members of partner NGOs

Objectives:

9 days

Content:

At the end of the workshop the participants will be able to:

• Use PRA to motivate the community to form a VDC• Understand and implement the guidelines for forming a

VDC

The workshop will address the following issues:

1. Concept of PRA and how to plan and facilitate a PRAsession

2. Building rapport with the village community

3. Working with different groups in the community

4. The application of different PRA methods to motivate andmobilize the community to form VDC

5. Identification of Key Persons, Resource Persons andCommunity-based Organizations and the application ofPRA to analyze their importance

6. Guidelines for forming VDC

7. TOF-workshop evaluation

Methods: The sessions of the workshop will utilize a variety ofparticipatory methods, which include:

Discussions, brainstorming, field trips for practical applicationof PRA methods, experience sharing, role play case studiesand analysis, etc.

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4. Modules - overview

Module 1. Concept of PRA and how to plan and facilitate a PRAsession

1.1 Concept and objectives of PRA1.2 Principles of PRA and how to plan and facilitate a PRA session

Module 2. Building rapport with the village community2.1 Obtaining primary information about the village from secondary

sources

2.2 How to introduce yourself to the village community2.3 PRA method for building rapport with the community

Module 3. Working with different groups in the community

3.1 Identifying groups/persons in the community who may have conflictinginterests

3.2 Establishing and maintaining relations with the different interest grouppersons in the community

3.3 PRA methods to gather basic information about the community

Module 4. Motivating the community to form a VDC

4.1 A technique to stimulate the thinking process of the community

4.2 PRA methods to motivate and mobilize the community

Module 5. Identification and selection of Key Persons (KPs),Resource Persons (RPs) and Community-basedOrganizations (CBOs) and the application of PRAmethods to analyze their importance

5.1 Identifying KPs, RPs and CBO5 and their representatives

5.2 PRA methods to analyze the importance of KPs, RPs and CBOs invillage development

Module 6. Guidelines for forming a VDC6.1 Guidelines for forming a VDC

Module 7. Workshop evaluation7.1 Review of workshop7.2 Evaluation of workshop

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5. Session plansEach module is organized into a series of sessions that form the foundation forthe next session. Each session contains the following components:

Title - identifies the main topic of the session

Objectives - describe what the participants will be able to do by the end of the sessionto demonstrate their increased knowledge, improved skills and attitudinal change

Duration of the session - indicates the approximate time the session will take, but thetiming for each session must be flexible and not rigidly adhered to

Materials - lists all the materials, including handouts and overheads, that will be

required for the session

Methods - lists the communication methods that will be used in the session

Venue and facilities - describes requirements for the facilities for the session. In mostcases, the requirements are as per the following:

• a venue that will accommodate 20 to 25 participants sitting in a U shape

• the venue should provide an atmosphere that is conducive to a participatoryworking environment

• seating arrangements could include chairs or mats on the floor

Special preparation - indicates any arrangements that the facilitator needs to makeprior to the session. If there are no special preparations required, this section is omitted

The session plan also includes the following:

Procedure - provides specific instructions to the facilitator on how to present the

session through a step by step approach

Notes for the facilitator — provides examples of expected or possible responses fromthe participants, or other key points that the facilitator should try to elicit during thesession. The notes are presented in a box, like this note.

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6. Workshop scheduleThe workshop schedule gives the recommended duration of each activity and/orsession. The workshop schedule should be regarded as flexible. The Procedure foreach session gives suggested times only and the facilitator should use his/her owninitiative throughout each session and adapt the timing and the content of the session tosuit the participants.

Apilication of PRA methods in the field: The facilitator should consult with the PNGOstaff attending the workshop to arrange an appropriate time schedule for field visits.

DAY TIME SESSION ACTIVITIESDay 1 08:30 - 09:00 Welcome address and introduction to the

workshop09:00 - 11:00 1.1 Concept and objectives of PRA11:00 - 11:30 MORNING TEA11:30 - 01:00 1.2 Principles of PRA and attributes of a PRA

facilitator01:00 - 02:00 LUNCH02:00 - 03:00 1.2 How to plan and facilitate a PRA session03:00 - 03:30 AFTERNOON TEA03:30 - 05:00 1.2 How to plan and facilitate a PRA session,

continuedDay 2 08:30 - 09:00 Review of previous day’s session

09:00 - 10:00 2.1 Obtaining primary information about the villagefrom secondary sources

10:00 - 11:00 2.2 How to introduce yourself to the villagecommunity

11:00- 11:30 MORNING TEA11:30 - 12:00 2.2 How to introduce yourself to the village

community, continued12:00 - 01:00 2.3 Building rapport with the village community01:00 - 02:00 LUNCH02:00 - 04:30 2.3 PRA method — Transect and practice session04:30 - 05:00 2.3 Preparation for Transect in the field

Day 3 08:30 - 11:00 2.3 Field exercise — Transect. Debriefing -

Transect11:00 - 11:30 MORNING TEA11:30 - 01:00 3.1 Identifying groups/persons in the village

community who may have conflicting interests01:00-02:00 LUNCH02:00 - 03:30 3.2 Establishing and maintaining relations with the

different interests groups/persons in thecommunity

03:30 - 04:00 AFTERNOON TEA

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DAY TIME SESSION ACTIVITIESDay 3continued

04:00 - 04:30 3.3 Brief overview of PRA methods to gather basicinformation about the community

04:30 - 05:00 3.3 Preparation for application of the different PRAmethods in the field, including dividingparticipants into teams and informing them oftravel arrangements to the field

Day 4 08:30 - 09:00 3.3 PRA method — Focus Group Discussion andpractice session. Preparation for field visit

09:00 - 11:00 3.3 Field exercise — Focus Group Discussion11:00- 11:30 MORNING TEA11:30 - 01:00 3.3 PRA method — Village Mapping and practice

session01:00 - 02:00 LUNCH02:00 - 05:30 3.3 Field exercise - Village Mapping

Day 5 08:30 - 09:00 3.3 Debriefing — Village Mapping09:00 - 10:00 3.3 PRA method — Venn Diagram and practice

session10:00 - 01:30 3.3 Field exercise - Venn Diagram01:30 - 02:30 LUNCH02:30 - 03:00 3.3 Debriefing — Venn Diagram03:00 - 03:30 AFTERNOON TEA03:30 - 05:30 3.3 PRA method — Ranking and practice session

Day 6 08:30 - 12:00 3.3 Field exercise - Ranking12:00 - 12:30 3.3 Debriefing — Ranking12:30 - 01:00

.

Discussion on field experiences and issuesraised

01:00 - 02:00 LUNCH02:00 - 02:30 4.1 A technique to stimulate thinking processes of

the community02:30 - 03:00 AFTERNOON TEA03:00 - 05:30 4.2 PRA method — Drawing and practice session

Day 7 08:30 - 11:30 4.2 Field exercise - Drawing11:30 - 12:00 MORNING TEA12:00 - 01:00 4.2 Debriefing — Drawing01:00 - 02:00 LUNCH02:00 - 03:00 4.2 PRA method — Open drawing needs

assessment and practice session03:00 - 05:30 4.2 Field exercise — Open drawing needs

assessmentDebriefing — Open drawing needs assessment

Day 8 08:30 - 09:30 5.1 Identifying KP, RP and community-basedorganizations

09:30 - 12:30 ‘ 5.2 PRA method — Multiple Venn Diagram.Field exercise — Multiple Venn Diagram

12:30 - 01:30 LUNCH

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DAY TIME SESSION ACTIVITIESDay 8continued

01:30 - 04:30 5.2 PRA method — Preference RankingField exercise — Preference Ranking

04:30 - 05:00 5.2 Debriefing — Multiple Venn Diagram andPreference Ranking

05:00 - 05:30 5.2 Discussion on field experiences and issuesraised

Day 9 08:30 - 11:00 6.1 Guidelines for VDC formation11:00 - 11:30 MORNING TEA11:30 - 01:00 6.1 Guidelines for VDC formation, continued01:00 - 02:00 LUNCH02:00 - 03:30 6.1 Guidelines for VDC formation, continued03:30 - 04:30 7.1 Review of the workshop04:30 - 05:30 7.2 Evaluation of the workshop

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Session 1.1

Session 1.2

Concept and objectives of PRA

Principles of PRA and how to planand facilitate a PRA session

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Session 1.1: Concept and objectives of PRAObjectives By the end of this session, participants will be able to understand and

explain:

1. WhatPRAis

2. Objectives of PRA

3. Why PRA became popular in the late 1980s

2 hours

Flip chart or overhead and handout of 1 .1.1, 1.1.2 and 1.1.3; OHP;Video: ‘Questions of Difference — PRA, Gender and Environment’

Methods Presentation and discussion

Procedure

Welcome address and objectives of the workshop (30 minutes)

Step 1 Welcome the participants to the workshop

Step 2 Explain the objectives of the workshop

Concept and objectives of PRA (1 hour)

Step 1 Introduce PRA by showing the video. Show only the sections that comebefore ‘PRA Methods’ (the rest of the video will be shown later in theworkshop)

Step 2 Present a flip chart or overhead of 1.1.1 and discuss the concept ofPRA

Step 3 Present a flip chart or overhead of 1.1.2 and discuss the objectives ofPRA

Background to PRA (30 minutes)

Step 1 Present a flip chart or overhead of 1.1.3 and discuss the reasons whyPRA was a popular approach in the 1 980s and why it is still used today

Step 2 Clarify any issues that the participants are not clear about and thensummarize the key points of the session

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Duration

Materials

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What is PRA?

Flip chart/Overhead 1.1.1

The term PRA, is an acronym for Participatory RuralAppraisal

P- Participatory

R - Rural/Relaxed

A - Appraisal

PRA is a combination of approaches and methods, whichenable local people to share, enhance and analyze theirknowledge of life and conditions, to plan and to act.

PRA hands the decision making over to the participants whodecide on the planning and the action to be taken. Theoutsider’s role is one of a facilitator of the processes withinthe community who would like to change or improve theirsituation.

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Objectives of PRA


Objectives

• Identification of problems and needs, resources andpotential for community action through situationalanalysis and needs assessment

• Planning for future activities

• Monitoring and evaluation of on-going activities

Strategic objectives

• Reversal of roles:

The community members become the subject andactors of development, outsiders facilitate theprocess

• The capabilities of all participants are enhanced throughjoint action:

Community members learn to analyze theirsituation, to design and implement developmentactivitiesDevelopment workers from outside change theirattitude and behaviour through interaction with thepeople

12

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Reasons why PRA became popular in the late 1980s

• Changes in the rural situation required accurate, readilyavailable and up to date information

• Survey methods such as questionnaires are costly, time-consuming, can contain inaccurate and misleadinginformation and are often too late in reporting information

• Field visits did not present the reality of the rural situation.The visits were of short duration and in close proximity tourban centres. Only successful project sites and better offbeneficiaries were visited and usually in the best season

• Recognition that the local community and the knowledge andskills that they have are the key to the success of a projectand not the outside experts’ knowledge

• The need for an alternative approach that was cost-effectiveand could provide accurate information quickly

DurationMaterials

Principles

Step 1

Step 2

Step 3

Step 4

How toStep 1

Step 2

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Session 1.2: Principles of PRA and how toplan and facilitate a PRA session

Objectives By the end of this session, participants will be able to understand andapply:

1. The principles of PRA2. The attributes of a PRA facilitator3. The planning and facilitation of a PRA session4 hoursFlip chart or overhead of 1.2.1 to 1.2.5; Handout 1.2.3, 1.2.4 and 1.2.5;extra copies of handout 1.2.3.; OHPPaper for flip chart; markers; display board

Methods Presentation and discussionBrainstorming session

Procedure

of PRA and attributes of a PRA facilitator (1 hour and 30 minutes)

Present a flip chart or overhead of 1.2.1 and discuss the principles ofPRABrainstorm the difference between a facilitator and a teacher. Listthese differences on a flip chartPresent a flip chart or overhead of 1.2.2 and discuss the attributes of aPRA facilitatorAsk the participants to compare their list about facilitators and theattributes presented on the flip chart. Ask them to suggest furtherattributes that they consider are important for a facilitator to have

plan and facilitate a PRA session (2 hours and 30 minutes)Present the flip chart or overhead 1.2.3 and discuss the differentsectionsDistribute a handout of 1.2.3 and ask the participants to complete theform with a partner based on this present session, as a practicalexperience in completing a planning formatPresent and discuss flip charts or overheads of 1.2.4 and 1 .2.5, one ata timeEnsure that the participants fully understand the components of eachflip chartSummarize the key points about PRA and how to facilitate a PRAsessionDistribute handouts 1.2.3, 1.2.4 and 1.2.5 to the participants to ensurethey have the planning and reporting formats for PRA sessions for theirfuture reference

Step 3

Step 4

Step 5

Step 6

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15

PRA principles

• Learn from and with the people

• Discussion and sharing of experiences in an informal andrelaxed manner

• Involvement of all groups within the community, especiallythe marginalized

• Facilitators should initiate an activity or discussion and thenobserve and listen

• Practical orientation to build rapport with the community

• The community generates and owns the outcomes, this willoptimize the results

• Learn from errors made and be aware of own behaviour andattitude

• PRA is an on-going process and should be adapted todifferent needs, participants and situations

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16

The attributes of a good PRA facilitator

• Creates a non-threatening and friendly atmosphere based ontrust and equality

• Stimulates community members to reflect on their problemsand needs

• Ensures all participants have an opportunity to contribute tothe session

• Offers encouragement to participants who are not confidentwhen speaking in front of others

• Listens attentively

• Is patient when a participant is responding

• Does not dominate the discussion or the session

• Assists people to analyze their situation and to plan activitiestogether

• Values participants’ opinions; does not criticize others orallow criticism of others

• Is not biased or judgmental

• Asks relevant questions to allow a deeper analysis of theissue

• Facilitates decision-making by mediating between thedifferent interests of individuals and groups


Flip chart/Overhead/Handout 1.2.3

Planning format for a PRA session

Name of the session:

Date:Time:Venue:Participants:

Objectives:

PRA method:

Materials required:

Procedure:

Step 1Step 2Step 3

Comments:

4/ .1’ / .7 -1

17

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18

Practical tips to facilitate a PRA session

• Consideration must be given to suitability and culturalaspects when selecting participants

• The objective of the session and it’s relevance to theparticipants should be clearly explained

• Build rapport with the participants

• Participatory learning and action are the focus. If theparticipants view the session as information collection only,it will hamper the self-help process

Adequate time should be allocated for each session

• Clarification of concepts should be provided to ensure activeparticipation

• If both males and females are participating, the facilitatorshould ensure that males do not dominate the session

• Conduct the session in a natural manner and avoid imposingideas on the participants

• Group discussion on the findings andaction is necessary

• Make notes on the most important points

planning for future

of the session



Name of Session:

Format of PRA report

1. General Information:

Name ofvillage! para:

Totalparticipants:

VenUe: Gender ofparticipants:

Date!durationof session:

Age group:

PRA method: Name offacilitator:

Materials: Name of scribe:

2. Characteristics of participants:

3. Objectives:

4. Outcome:

5. Learning and Action:

6. Participants’ feedback:

7. Notes of the facilitator:

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19

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Session 2.1

Session 2.2

Session 2.3

Obtaining primary informationabout the village from secondarysources

How to introduce yourself to thevillage community

PRA method for building rapportwith the village community

21


Session 2.1: Obtaining primary informationabout the village from secondary sources

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Objectives By the end of this session, participants will be able to:

Duration

1. Know the different sources to obtain information about a village

1 hour

Materials

2. Understand how to obtain information from these different sources

Methods

Paper for flip chart; markers; display board

Brainstorming and discussion

Procedure

Step 1

Identification of the type of information to be obtained and the source

Step 2

Step 3

Brainstorm the different types of information that could be important tofind out before entering a village

List the different types of information on a flip chart

Step 4

Discuss whether the information is important to know prior to entering avillage

Discuss how to gather the information, e.g. who to approach, where togo, how long it will take, etc.

Notes for the facilitator

Before entering a village for the first time it is important to have thefollowing information:

• Where the village is and how to reach the village• The name of any NGO or development worker who is working in the

area or the village and how to contact this person• Ask the NGO or development worker about the village and who the

influential people are and how to make contact with them• Whether the village is very conservative• The social customs of the village• The different community groups in the village

Make an informal visit to the village to obtain an overall impression of thevillage and the community

4/,’ /

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Session 2.2: How to introduce yourself to thevillage community

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23

Objectives By the end of this session, participants will be able to understand andapply:

DurationMaterialsMethods

Some principles to follow when introducing themselves to thecommunity and establishing rapport with them1 hour and 30 minutesPaper for flip chart; display board; markers

Brainstorming; Role play; Discussion

ProcedurePrinciples to follow when introducing yourself to the community (30 minutes)Step 1 Brainstorm ways to introduce yourself to the community. Ask the

participants to role play some of the ways suggestedStep 2 Discuss the effectiveness of the different introduction methodsPrinciples to follow when establishing rapport with the community (1 hour)Step 1 Brainstorm some principles that a development worker should follow

when establishing a rapport with the communityStep 2 Record these principles on a flip chart. Accept all ideas as valid at this

stageStep 3 Discuss the importance of the different principles, one a time.Step 4 If the participants reach a consensus on the importance of a principle,

record this principle on a separate flip chartStep 5 Place this chart on display for future referenceStep 6 Summarize the key points from the session


Some principles for a development worker to follow:

Dress simplyExchange greetings with everyone that you meet. Remember toconsider religion when greeting and addressing peopleShow respect, especially to the elderlyBehave modestly and with sensitivity to social customsWhen entering a house, ask permission from the householder firstExplain why you are visiting the village and answer any queriesabout the objectives of your visit

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Session 2.3: PRA method for buildingrapport with the village community

Duration

MaterialsMethods

Building aStep 1

Step 3Step 4

Step. 2Step 3

24


1. Understand that it is important to build rapport with the community ifthey are going to work with them successfully

2. Understand that PRA methods can be applied in an informal andnatural way

3. Apply a PRA method that will help build a rapport with thecommunity

2 hours at the training venue2 hours at the field levelFlip chart or overhead 2.3.1, 2.3.2; OHP; Video

Presentation and discussionPRA method: Transect

Practical application of the PRA method - Transect

‘‘P’~O.cedure :‘ ::‘.. , - ,

rapport with the community (30 minutes)Present the flip chart or overhead 2.3.1 and discuss how to buildrapport with the community

Practical application of a Transect (1 hour and 30 minutes)Step 1 Introduce PRA methods by showing the video from the section ‘PRA

Methods’Step 2 Present the PRA method — Transect, using a flip chart or overhead

2.3.2Discuss the important features of this.methodAllow the participants time to practice a Transect in, or around, thetraining venue

Step 5 Discuss the information that they gathered during the activityPractical application of a Transect in the field (2 hours)Step 1 Review ways of introducing yourself to the community and how to apply

the PRA method — TransectInform the participants of the arrangements for the field visitsDiscuss the participants’ experiences in the field after the field visits arecompleted

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Rapport Building

Rapport building is essential in any PRA session. Establishing awelcoming and accepting atmosphere at the outset will ensure aproductive outcome for the villagers. Mutual trust and respect isimportant as it enables the villagers to feel comfortable withexpressing their ideas, thoughts and feelings in front of others.

Rapport building takes time, effort and sensitivity on the facilitator’spart. It is something that cannot be rushed because it sets the stagefor any future activities.

There are a variety of ways to build rapport withsuggestions on how to create a positive workingenvironment for all, including yourself, are as follows:

others. Someand learning

• Undertake a village transect — this will help the villagers to get toknow you and also for you to get to know the villagers in aninformal situation as they show you the important facilities in theirvillage

• Learning a new activity — ask the villagers to teach you a newactivity that is important in the village, e.g. fishing, weaving, etc.Show a genuine interest in the activity, the villagers will be keen toexplain how to do this activity

• Indigenous Methods — the villagers will have a great deal oftechnical knowledge about a specific activity. Ask them to explainthe process to you and how they learnt this process

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PRA method - Transect

A transect allows information to be gathered about the village and the communityin a relaxed and informal manner as you walk through the village with local guidesobserving, questioning, listening, discussing and learning about the physical andsocial features of a village.

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26

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Transect

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27

Objective

Materials

To get to know information about a village — its physical attributes;geographical features; social aspects; important sites; land cultivation, soilclassification etc.

Paper for own notes

Step 1

Procedure

Step 2

Explain to the villagers that you need their cooperation in observing theirbeautiful village. To find out this information you will need to go from oneside of the village to the other, i.e. to transect the village

Step 3

Ask the villagers to select a starting point for the transect and ask them tochoose a number of guides from different age groups to show the way

Step 4

Encourage the guides to provide information by asking them questions asyou move through the different sections of the village

Step 5

Step 6

Make a sketch as you go through the village. Use notes to indicate theimportant points, e.g. buildings, trees, etc.

Do not hurry, allow your guides to set the pace

Check the sketch you have made with your guides

Note for facilitator

If possible undertake a number of transects, e.g. north-south, east-west of the village tofind out more information and to establish a rapport with the community. Compare theinformation gathered if different transects have been made

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Note for the facilitator

Example:Transect diagram of Basua Village on WATSAN issues

(Basua, Paba Rajshahi, July 22, 1998, conducted by a team of DASCOH trainers)

north south ~Wi~$~* ~Landalleviationand use

Crops field Settlement Mangogardenand othertrees

Settlement ofrich families

Low landwith water

Type ofwatersources

Shallowtube-well

Tube-well Ditch Tube-well Drain waterfromRajshahicity

Undergroundwater level

180 feet 165 feet 165 feet

Arsenic ‘

contamina-tion

Don’t know Don’t know Don’t know

Irrigationpractices

Shallowtube-well

Type of tube-wells

Shallowtube-well

No. 6 handpump

No. 6 handpump

Type oflatrines

Opendefecation

Hanging,water sealedand pit latrine

Opendefeca-tion

Hanging, watersealed, pit andpucca latrine

Problems • Reduction of water lifting capacity during dry season both for shallowand hand tube-wells

• Maximum families have no tube-well• Lack of hygienic latrine use• Low land surface water is polluted by the dirty drain water coming

from Rajshahi cityPotentials • We feel that we should be united

• Cooperative relation between neighbors• Low land can be utilized if clogged water drainage infrastructure is

build

28

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Session 3.1

Session 3.2

Session 3.3

Identifying groups/persons in thecommunity who may haveconflicting interests

Establishing and maintainingrelations with the different interestgroups/persons in the community

PRA method to gather basicinformation about the community

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29


Session 3.1: Identifying groups/persons inthe community who may have conflicting

interestsObjectives By the end of this session, participants will be able to:

1. Identify different interest groups in the community

2. Identify the clans/groups/persons who may have conflictinginterests in promoting or objecting to a particular issue

3. Understand the importance of remaining neutral when working withthe different interest group in a community

Duration 1 hour and 30 minutes

Materials Paper for flip chart; markers; display board

Methods Brainstorming and discussion

Role play

ProcedureIdentifying different groups in the community (15 minutes)

Step 1

Step 2

Brainstorm the different groups that may exist in a village community

List these different groups on a flip chart

Working with groups/persons with conflicting interests (1 hour and 15 minutes)

Step 3

Step 4

Step 5

Step 6

Discuss how the interest of these groups might be in conflict with eachother and what conflicts might arise.

Stress the importance of staying in a neutral position in order to remainobjective and to gain an overall picture of the concerns of thecommunity and the issues that are important

Role play of different,groups that may have conflicting opinions orinterests in the community. Ensure that the participants have chosenrelevant situations to role play

Discuss the role plays and possible strategies for the developmentworker to use in order to remain neutral in such situations

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30

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Session 3.2: Establishing and maintainingrelations with the different interest groups in

the communityObjectives By the end of this session, participants will be able to:

1. Understand the importance of remaining neutral when working withthe different interest groups in the community

2. Apply strategies that will assist in maintaining strategic relations withthe different interest groups

Duration 1 hour and 30 minutesMaterials Paper for flip chart; markers; display board

Instructions for role playMethods Brainstorming and discussion

Role play

Special Prior to the session enlist the help of three participants for the role play

preparation and brief them on their rolesProcedure

Remaining neutral when working with different interest groups (15 minutes)

Step 1 Discuss the role plays from the previous session

Step 2 Discuss the reasoning behind remaining neutral when working withvillage communities

Strategies to assist in maintaining strategic relations with the different interestgroups in the community (1 hour and 15 minutes)

Step 1 Brainstorm different ways to remain neutral or non-aligned to anygroup/person when working with the community

Step 2 List these ways on a flip chart and discuss their relevance to the actualsituation that exists in a village community

Step 3 Stress the importance of being objective and maintaining a neutralposition in order to be a facilitator in the process of VDC formation

Step 4 Role play as per the attached roleplay instruction

Step 5 Discuss the role play and the interaction that occurred

Step 6 Discuss the strategies used by the development worker and theireffectiveness for the facilitating process

Step 7 Brainstorm further strategies that could be used in order to remainneutral when conflicting opinions or interests occur in the community.Ensure that the different strategies are relevant to village life

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31

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32

Actors:

Role Play Instruction

The problem:

Mr. Khan, the owner of the only access point leading to a pondowned by another villagerMr. Sultan, the owner of the pondMr. Rahman, the development worker who is working in the areaof conflict resolution for his local NGO

The scenario:

Mr. Khan will not allow Mr. Sultan’s large family to have accessto their pond, although he will allow Mr. Sultan’s wife to collectwater from the pond once a day.

Mr. Rahman would like to facilitate a small Group Discussionand has invited Mr. Khan and Mr. Sultan to participate. Mr.Rahman is unaware of the conflict between the two men.

Mr. Khan and Mr. Sultan meet Mr. Rahman for the Group Discussion as arranged.Mr. Rahman explains that he would like them to discuss the water supply facilities inthe village. He realizes that there is a problem straight away as the men are nottalking to each other, but directing all their comments to him. Mr. Rahman is unsureof how to handle the deteriorating situation and after a few minutes the men start toargue and Mr. Khan and Mr. Sultan leave in anger.

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Notes for the facilitatorFor developing a positive working relationship with the villagers it is essential tomaintain a neutral position when interacting with the different interest groups orinfluential people that are an integral part of village life.

Conflict may exist between such groups as the following:

• different socio-economic groups• elected chairman/member and defeated chairman/member and

their supporters• different political party supporters• different religious groups• different clans and samaj

By remaining neutral right from the initial stages of rapport building with thecommunity, the development worker will be able to keep the communication openwith all the different groups, including the different socio-economic groups andindividuals in the village and remain, in their view, non-aligned to any vested interest.

It is important to listen and not make any comments that may be viewed asjudgmental or biased when working with the different groups in the community.

Find a common interest or concern between the different groups and try and developthis further to open up the channels of communication between the groups. This willalso assist your facilitating role when they start the process of forming a VDC.

Do not inform others of your own political beliefs or affiliations or become involved inparty politics when working with the community.

These strategies will establish a positive working relationship between thedevelopment worker and the village community and ensure the formation of a VDCthat is based on the self-help and community-managed philosophy.

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33

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Session 3.3: PRA method to gather basicinformation about the community

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34


Duration

1. Understand the principles of PRA by practising the methods in realsituations

2. Apply PRA method to gather basic information about the village

Materials

3 hours for the PRA session including the practical application in theworkshop and in the field.

Methods PRA methods:

Note pad for own notes; large sheets of paper for the PRA activity;pens; Flip chart/Overhead/Handout 3.3.1-3.3.4; OHP

• Focus group discussion• Village mapping• Venn diagram ranking

Practical application of the PRA method during the workshop and thenagain at the village level with different groups of villagers

Specialpreparation

When working with the different groups of villagers it is important thatthey see the value of the activity for themselves, and not as an activityto be done just to please the outsider

Prepare a PRA field exercise schedule in consultation with the targetpeople, prior to the session

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Focus Group Discussion


PRA method

Objectives: To get to know basic information about the village and some of theaspirations that villagers have for their village:

Materials

Procedure

• name of the village/para with location, union, thana, district• different perspectives on the history of the village from different village

elders, both male and female• different aspirations that the villagers have for their lives and for their

village

Note pad

7

Focus Group Discussion on the history of the village

Step 1 Organize a meeting with village elders both male and female if possible,otherwise have separate meetings with them

Step 2 Explain that you would like to hear about the history of the village andthat you would like to hear some of their memories about life in thevillage and how it has changed over the years

Step 3 Explain that you will be writing some notes about what they remember inorder to get an overall picture of village life, including when mosques andmarkets, etc. were established and some of the major events in thehistory of the village

Step 4 In order to get an idea about the water and sanitation situation in thevillage, ask the elders about the sources of water in the village

Focus Group Discussion on the aspirations of the villagers

Step 1 Organize a meeting with different groups of people, e.g. fishermen, daylabourers, small farmers, youths and, if possible, women who may haveto collect water every day at a distance from their bans

Step 2 Explain that you would like to hear their stories about what they think arepositive things about their life in the village and what they would like tosee changed in the village to make their life easier or better, or changesthat will make the village a better place to live in for all the villagers

Step 3 Try and include everyone in the discussion, especially those people whoare shy or for cultural or religious reasons are not used to speakingabout themselves or what they would like. If the discussion is focussingon issues that are not relevant to the issue of villagers aspirationsattempt to bring the discussion back to the issue

35

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A Focus Group Discussion needs to be handled sensitively as the facilitator is only aguide for the discussion process, the participants are the main actors in discussingand analyzing the issue. A Focus Group Discussion is a learning experience for boththe facilitator and the participants. The opinions and views of everybody in the groupshould be respected even if they differ from your own.

A Focus Group Discussion needs sufficient time and if possible, should be heldwhere there is a minimum of distractions. It is important to select a time and venuethat is convenient for the participants to enable them to remain focussed on thediscussion. The group should consist of five to ten participants who are of the samegender and who come from a homogenous background of professions, age andsocio-economic status.

Prepare some open-ended questions prior to the session just in case the discussionis not focussed on issues that are relevant, or if there is apparent conflict within thegroup about an event or issue. Help the participants to clarify ideas by asking themfor an example.

Facilitating a Focus Group Discussion takes a lot of practice. The facilitator needs todevelop a range of listening and observation skills to ensure that he/she understandsthe important elements of the discussion to give a clear and unbiased picture of thesituation in a village community. Do not act as the expert but take up the role of alistener and learner. Sometimes patience is required as community membersarticulate their views and discuss development-related issues

The role of a facilitator in a Focus Group Discussion takes time and effort and will beacquired only through experience.

If possible, take a teammate with you for note taking to allow you to concentrate onthe discussion. Discuss the outcomes of the discussion after the session andanalyze how the process of the discussion developed and what might be improvedfor the future.

~

36

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PRA method - Village mapping

Village mapping is a participatory method to obtain information on the physical orgeographical features of a village, the population, social groups and the hazardsand/or pollution status of a village, etc.

Q.

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Village mapping

Objectives:

Materials

To get to know information about a village• it’s physical and geographical features, e.g. important sites, land

use, roads, settlement patterns, water bodies, schools, mosques,markets, health facilities and sanitation facilities, etc.

Paper for own notesLarge sheets of paper for the mapping activity and for a copy of themapMarkers

Step 1

Procedure’

Step 2

Step 3

Encourage different groups within the community to participate in themapping activity

Explain the purpose of the map to the villagers

Step 4

Ask the villagers to select a suitable venue where they can draw theirmap

Step 5

Allow the villagers to draw the map by themselves using markers. Theymay like to use other materials that are available, e.g. seeds or stonesto indicate the different facilities

Step 6

Step 7

Ask the villagers to explain the map and the information that it contains

Step 8

Obtain a consensus from the villagers about the accuraç~yandrelevance of the information on the map

Thank the villagers for their time and their contributions to the map

Make a copy of the map for your own records

38

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PRA method - Venn Diagram

A Venn Diagram allows the participants to identify the organizations or actors thatare working in the village and to analyze their importance to, and influence on, thevillagers and village life.

There are different types of Venn Diagrams:

• Simple or Multiple Venn Diagram — where single circles or cihapatisrepresent the influence and effectiveness of different actors ororganizations

• Causal Venn Diagram — where chapatis represent the causes ofidentified problems

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39


Venn Diagram

77 4’,,’ “ /

Objectives To get to know information on the following:• the actors and organizations that are working

(Simple/Multiple Venn Diagram)• their importance and influence on the lives of

(Simple/Multiple Venn Diagram)

in a village

the villagers

. the causes of a problem in the village (Causal Venn Diagram)

Materials Large pieces of paperPensDifferent sized paper circles (chapatis); or leavesScissorsGlue

Simple or Multiple Venn Diagram

Procedure

Step 1

Step 2

Step 3

Step 4

Step 5

Step 6

Step 7

Explain the purpose of the Venn Diagram to the villagers

Identify the actors or organizations working in a village

Discuss the importance and influence of these actors or organizations inthe village

Explain that the size of the chapati indicates the influence of the actor ororganization and ask the villagers to decide on which chapati they willuse to represent the actors or organization

Place a large chapati with the name of the village in the middle of a largesheet of paper

Ask the villagers to arrange the different chapatis according to theirimportance on their life. Clarify: closeness means high importance anddistance means low important. If they agree to the arrangement askthem to paste the chapatis onto the paper

Make a copy of the Venn Diagram for future reference

Causal Venn Diagram

Step 1

Step 2

Step 3

Ask the villagers to select one of the major problems in their village.Write the problem on a chapati and place it in the centre of a large sheetof paper

Ask them to draw or write the causes of this problem on chapatis.

Ask the villagers to arrange the different chapatis with the causes aroundthe problem. If they agree to the arrangement ask them to paste thechapatis onto the paper

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40

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PRA method - Ranking

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

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Ranking

42

Objectives

Materials

Step 1

Step 2

Step 3

Step 4

Step 5

Step 6

Step 7

:To get to know information on:• why people make certain choices• the ranking they give to the different choices they make

Different materials, e.g. seeds, stones, etc.Paper to record information from the ranking

ProcedureDecide on the topic that you would like information on before thesessionExplain the purpose of the Ranking activity and facilitate participants toestablish the characteristics for choice.Encourage different groups to participate in the activity and ensure thateverybody is participating on an equal basisIdentify different choices through participatory discussion with theparticipantsAsk them to draw a matrix on the ground writing options vertically andcharacteristic horizontallyAgree on a scoring system for each characteristic they have made

Ask them to score the individual characteristics against each choicethey have selected using seeds, etc. Total the scores and rank themaccordingly

Discuss the reasons for the choices made and ask them to identify thebest place or source to obtain these choices. Avoid making judgementson why certain choices are selected

Make a copy of the matrix

Step 8

Step 9

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Session 4.1

Session 4.2

A technique to stimulate thethinking processes of the,community

Application of PRA methods tomotivate and mobilize thecommunity

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Session 4.1: A technique to stimulate thethinking process of the community

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44


Duration

Materials

30 minutes

Use questioning as a technique to stimulate the idea of the communityforming a VDC

Methods

Flip chart or overhead and handout of 4.1.1

Presentation and discussion

Role play

Step 1

Step 2

Procedure

Explain the objectives of the session

Step 3

Present the overhead or flip chart 4.1.1. Explain that the questionspresented are only samples of questions that could be used and thatthe facilitator has to use his/her working knowledge of the community inorder to ask the appropriate questions

Step 4

Step 5

Ask the participants to think about the questions and then to explainhow they build on each other in a logical sequence

Conduct a short role play by a volunteer participant

Step 6

Ask the participants to suggest other questions that could be used tomotivate and mobilize the community to form a VDC

Summarize the importance of building on a series of questions toenable the community to see the value of becoming organized into agroup to improve their situation. Distribute the handout to theparticipants



Sequence of questioning to motivate and mobilize the community toform a VDC in order to improve the water and sanitation situation intheir village

6. How can we form a VDC to achievethis ideal water and sanitationsituation?

A,

5. Is there a need to be organized?

A,

4. Is it possible to achieve aspiredsituation by individual effort?

A,3. Whose problem is it - who should

solve it?

A,2. What is the present WATSAN

situation in our village?

A,1. What is the aspired WATSAN

situation we hope for our village?

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Session 4.2: Application of PRA methods tomotivate and mobilize the community

Objectives

Duration

Materials

Methods

By the end of this session, participants will be able to:

Apply various PRA methods in the field to motivate and mobilisecommunity

5 hours

Specialpreparation

Flip chart/Overhead/Handout 4.2.1 and 4.2.2; material for field exercise

PRA methods:

Hazard/pollution mappingOpen drawing needs assessment

PRA method applied in the field


46

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PRA method - Drawing or Collage

A drawing or collage will allow the community to illustrate what they consider tobe the ideal situation in their village. A visual image of an ideal situation will helpthe community to think about what they could do to achieve this situation.

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Drawing or Collage

48

Objectives

Materials

The community ‘draws the ideal water and sanitation situation andgenerates ideas on ways that they can achieve this situation in theirvillage

Large sheets of drawing paper; pens/ pencils for drawingRelevant pictures for the collageNatural materials, e.g. bark, leaves for the collage

Step 1

Procedure

Step 2

Explain to the participants that they are to either draw a picture of theideal village or use the pictures to make a collage

Step 3

Invite the participants to share what they have drawn. Direct attentionto the presence of water and sanitation facilities in their pictures andask them why they have drawn these facilities

Step 4

Step 5

Ask the participants if they have these water and sanitation facilities intheir village

Ask them if it would be possible for one person to get these facilities. Ifnot, how could they get these water and sanitation facilities

Using the following sequence of questions to help the participants toarrive at the solution that they need to become organized into a groupin order to achieve the ideal water and sanitation situation:

• What is the present water and sanitation situation in our village?• What is the water and sanitation situation we would like to have

in our village?

Step 6

• How can we achieve this water and sanitation situation in ourvillage?

• How can we jointly work together to improve the situation in ourvillage?

Thank the participants for their contributions. Make a copy ofdrawings or collage

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PRA method - Open drawing needs assessment

An open drawing needs assessment allows the community to i!lustrate theaspired for situation in their village, the barriers to this situation and the action tobe taken to overcome these barriers. It can be used to generate a participatorydiscussion on how the comm unity can achieve the aspired situation.

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Open drawing’ needs assessmentObjectives: The community draws symbols of the present and ideal water and

sanitation situation in their village. Then they mention the barriers toachieve the ideal situation and the action to be taken to overcome thesebarriers.

Materials: Pens or markersLarge sheetse.g.

of drawing paper with 4 columns and headings

Present situation.

Barriers Action needed Aspired or idealsituation

Procedure

Step 1 Explain to the participants that you would like them to draw the idealwater and sanitation situation in their village under the heading, ‘Aspiredor ideal situation’

Step 2 Ask them to draw the present situation under the appropriate heading

Step 3 Invite the participants to share what they have drawn and label anysymbols that they have used

Step 4 Ask the participants what are the barriers that stop them from achievingthe ideal water and sanitation situation in their village

Step 5 Discuss these barriers and either record them or ask a participant torecord them under the heading ‘Barriers’

Step 6 Invite the participants to share what action could be taken to overcomethese barriers

Step 7 Discuss their suggestions and then record them under the heading‘Action needed’

Step 8 Thank the participants for their contributions. Make a copy of the drawing

50

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Session 5.2

Identifying Key Persons, ResourcePersons and Community BasedOrganizations and theirrepresentatives

Application of PRA methods toanalyze the importance of KeyPersons, Resource Persons andCommunity Based Organizationsin village development

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Session 5.1: Identifying Key Persons,Resource Persons and Community BasedOrganizations and their representatives

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Duration 1 hour

Materials

Identify Key Persons (KP5), Resource Persons (RPs) and CommunityBased Organization (CBO5) and their representatives

Methods Presentation and discussion

Flip chart or overhead or handout of 5.1.1; OHP; video of PRAmethods

Step 1

Step 2

ProcedureExplain the objectives of the session

Step 3

Present the overhead or flip chart 5.1.1. Refer to the KPs and the RP5and brainstorm who these people might be in a village

Step 4

It is important that marginalized groups and women’s groups are alsoconsidered when identifying key persons, otherwise they may beoverlooked and it is vital that they have a major representation in theVDC

Step 5

Ask a participant to read out the first type of community-basedorganization and discuss this organization with the group

Step 6

Continue as per Step 3 until all the different community-basedorganizations are covered

Summarize the different roles that the KPs, RPs and CBOs play in thevillage, including leaders of the marginalized and women’s groups

52

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Who are the Key Persons, Resource Persons andCommunity-based Organizations and theirrepresentatives in a village?• Key Persons(KP)

Key Persons are people who are the leaders of groups within a village. They play akey role in decision making for the group and also represent their group to the villagecommunity

• Resource Persons (RP)Resource Persons are people who possess various information and/or skills ‘relatedto the different activities that may occur in a village, e.g. a tubewell mechanic

• Community-based Organization (CBO):

Indigenous organizations of the community: Organizations that people are born into,e.g. Gusti, Samaj

Village level clubs: Organizations that people join for their own enjoyment, e.g. cricket

club, cultural club, etc.Induced community groups: Outsiders have suggested some form of association tocommunity members and they have formed an association, e.g. mothers’ club; familyplanning group; parent-teacher association; NGO/GO organized male/female groups,etc.

Large organizations: That have a mass membership for gaining power, they may be apolitical party or affiliated with a political party, e.g. Sammilita Sariskritic Jote; womens’organizations, such as Mohila Samity, village organizations like the Bangladesh KhetMajur Samity

Cooperatives: Association of people with a common interest and from similar economicbackground, e.g. fishermen cooperatives, weaver cooperatives, etc.

Religious Societies: Mosque committees; prayer groups such as Tab!iq; and memberslinked to the activities of organizations launched by Pir

Trade organizations: Bazaar committees, committees of retailers, trade unions,

Chamber of Commerce, etc.

Professional associations: Teachers’ Associations, Doctors’ Associations, etc.

Philanthropic organizations: Started by rich persons in the village, e.g. Waqf

committees, trusts and foundationsService clubs: Lions, Rotary, Red Crescent Volunteer groups, etc.

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53

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Facilitator’s Manual/77/ 7,’, ,,‘ “7’ . /7.

Session 5.2: Application of PRA tools toanalyze the importance of KPs, RPs and

CBOs in village development

54

Objectives

Duration

Materials

By the end of this session, the participants will be able to:

Apply PRA method in the field to analyze the importance of KP, RPand CBOs in the village

5 hours

Method

Flip chart or overhead and handout 5.2.1; 5.2.2; material for fieldexercise

PRA method:

• Multiple Venn Diagram

Specialpreparation

• PRA method applied in the field


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Application of PRA methods to analyze the importance of KP, RP andcommunity-based organizations in village development

Some KP, RP and community-based organizations have their own interests in mindwhen making proposals or decisions, whereas others want to do something for thebenefit of all villagers, especially the poor.

A facilitator should be aware of the group dynamics in a community before applyingPRA methods to assist the villagers to identify those KP, RP and community-basedorganizations that have the community’s interest as their main focus. Themarginalized and women’s groups leaders must also be taken into consideration toensure that they have a significant representation when VDCs are formed. Thefacilitator must visit the community in order to understand these dynamics as theymay effect the outcome of the session.

The facilitator may need to be cautious about:

• different levels of acceptance, perceptions of, and preferences for certainKP, RP and community-based organizations between various groups ofmen and women

• prejudice against women• inability of women to express themselves with confidence when in a mixed

group situation• preferences for certain KP, RP and/or community-based organizations by

the rich and the poor based on treatment or benefits received from thesepeople or organizations

• lack of confidence when expressing an opinion or fact on the part of theelderly, adolescents are often much more open-minded and theirviewpoints should be sought but still allowing others equal input

For identifying the importance of KP, RP and community-based organizations invillage development the following PRA methods could be applied:

Multiple Venn diagramPreference ranking matrix

Review of Session 3.3 where these two PRA methods were introduced.

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PRA method - Multiple Venn diagramA Multiple Venn Diagram allows the community to identify and analyze variousactors/persons/organizations who are working in the village and their influence onand effectiveness on villager’s lives.

56

Facilitator’s Manual1

Multiple Venn diagram

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Objectives

Materials

The community analyzes the importance of KPs, RP5 and CBO5 invillage development

Large sheets of drawing paperDifferent sized circles of paper for the chapatisGluePens or markers

Step 1

Procedure

Step 2

Explain that you would like the participants to use the circles, toindicate the importance that the KPs, RPs and the CBOs have in thedevelopment of their village. The larger circles, chapatis, representthose who play an important part in village development and thesmaller circles represent those that don’t play such an important role

Step 3

The participants are to work as a group to select different sized circlesto represent the importance that these people have in the village andto label these circles with the appropriate title or name

Step 4

Place a large circle in the centre of a sheet of paper and label it withthe name of the village

Step 5

Invite the participants to place their chapatis around the name of thevillage. The distance between the chapati and the village nameindicates the relationship this person or organization has to the village.Whereas, the size of the chapati indicates it’s power in the village

Step 6

Invite the different partners to share why they have placed theirchapatis in a certain position

Step 7

Ask the participants if they agree with the position of the chapatis.They may change any chapati if the group agrees. Ask them to gluethe chapatis onto the paper to form a Multiple Venn diagram

Make a copy of the Multiple Venn diagram

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PRA method - Preference ranking matrixPreference ranking provides information on the importance, people give to theitems, etc. that they have selected to include on a matrix. Characteristics orcriteria are determined and a scoring system decided upon. The items, etc. arescored according to the criteria and then are ranked accordingly to indicatepreferences.

Preference ranking of four KP of KharkhariSecore 0-5

village

Name of KP Honesty

.

Abilitytospendtime

Leader-ship

Responsivetowards poorand women

Resourcemobilizingcapacity

Totalscore

Rank

Harun ***** *** ***** * 18 1

Nurul Islam **** **** ** *** 16 2

AbdurRazzaque

*** *** *** *** 14 3

lntaj ** ** *** ** ** 11 4

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Preference ranking matrix

Objectives:

Materials:

The community ranks the importance of KP, RP and community-basedorganizations in village development

Large sheets of drawing paper

Pens or markers

Name Honesty Leadership

.quality

Assistance

to thepoor

Resource

mobilizing.capacity

Total

Score

Rank

Harun

Intaj

Nurul

Step 4

Step 5

Step 6

Step 7

Invite the participants to place stones or seeds next to each nameaccording to the criteria that they have suggested. Total the score andrank them accordingly

Ask the participants if they agree with the ranking and discuss thechoices made and assist them to analyze their reasons for thesechoices

Avoid making judgements on why certain people or criteria are selected

Make a copy of the matrix for future reference

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Step 1

Step 2

Step 3

Step 4

Procedure

Explain that you would like the participants to rank the importance ofKP, RP and community-based organizations in their villagedevelopment

Explain that they are to work out how they can rank these people, e.g.by giving them a score from 1 — 5, or 1 — 10. They can use stones orseeds to indicate the score that they have given each person ororganization

Ask the participants the names of the people or organizations that theywant to include on the matrix. Ask them for different criteria or reasonswhy they have selected these people or organization, e.g. honesty

Draw a large matrix on the ground or on a large sheet of paper. Includethe names and the criteria as suggested by the participants, e.g.

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Session 6.1 Guidelines for forming a VDC

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Sessi’on 6.1: Guidelines for forming a VDCObjectives By the end of this session, participants will be able to:

Understand the guidelines for forming a VDCUnderstand how to apply these guidelines in the community situationApply these guidelines with the community

Duration 5 hours and 30 minutes

Materials Paper; marker; display boardFlip chart/Overhead/Handout of 6.1.1

Methods Reading and discussion and clarification of each section in detail

Procedure

Step 1 Ask the participants if they have any questions with regards to theformation of the VDC. Record their questions on the board

Step 2 Introduce the Guidelines for forming a VDC through distribution ofhandout 6.1.1. Ask the participants to read the introduction and askthem if they have any questions. Discuss the main points

Step 3 Refer to the questions that they asked at the beginning of the sessionand see if some of these questions have been answeredMark the questions that still need to be answered

Step 4 Divide the participants into groups and ask them to discuss thepossible Ideals of a VDC. Refer to the questions asked at thebeginning and mark off any questions that have been answered

Step 5 Continue in the same way until the following are covered:ObjectivesFormation ProcessVDC Activities

Step 6 Go through each section carefully. Ensure that all the participants fullyunderstand each section before proceeding to the next one. The‘Guidelines for forming a VDC’ are very detailed and each section willrequire sufficient time to be understood completely. Stress that theformation of a VDC is an integral part of the community managementcomponent of the WATSAN Project and is paramount for improvingwater and sanitation facilities in the village

Step 7 Ask the participants to read each of the sections again and note downany points they do not understand or any questions they would like toask

Step 8 Answer any questions or concerns raised

62



Guidelines for forming a VDCActive participation of all of the community, including both gendersand different groups/classes, is the key to an effective and sustainabledevelopment process. With clear guidelines a community manageddevelopment approach is considered to be the best approach as itinvolves representation of the community to achieve the goals andobjectives of a development programme. To ensure that there isequitable representation and active involvement in the different stagesof a decision making process it is worthwhile initially to have separategroups for men and women. These groups could combine at a laterstage to form one village-based committee.

To facilitate such a process, the community needs to become aware ofthe benefits of forming a village-based development committee (VDC)to implement village development activities. Through activeparticipation and regular meetings of the VDC, action plans can bedeveloped to ensure a sustainable village development process.

The following sections will help PNGOs to facilitate the community inthe formation of their VDC, as the community must make decisionsabout their own VDC.

1. Ideals of a VDC

Some of the following goals may be considered:Village development is the goal or vision, with the main actorsbeing the community

• Local leadership is the focus• The community’s interest is greater than the individual or

group’s interest• Participatory decision-making in planning, monitoring and

evaluating• Equal rights and participation fOr both genders• Equal distribution and optimal use of resources• A commitment to maximize mobilization and optimum use of

local resources both material and human• Self-reliance• Integrity and honesty

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Flip chart/Overhead/Handout 6.1.1 continued

2 Objectives

The objectives of a VDC might include the following:

• To engage in participatory needs assessment, planning,monitoring and evaluation related to the WATSAN and otherneed based development sector

• To coordinate and/or take active part in WATSAN and otherrelated development activities at village level

• To represent the WATSAN and other development relatedinterest of the village community towards outside and, if needed,forward a project proposal to an external support agency

3. Formation process

3.1 Name, number and size of VDCs in a village

The community should decide on the name for their VDC. The social,cultural and religious traditions in a community may mean, at leastinitially, separate groups for men and women. These groups couldcombine at a later stage to form one village-based organization.

A village of 10 to 300 households is suitable for one male and onefemale VDC. In the case of a larger village of 500 to 1000 householdsmore than one VDC could be formed, depending on the demarcationarea of the village. The community should decide whether they wantmore than one VDC in their village.

There are some villages where mobility for women is a problem. If thisis the case, then one more female VDC per arealpara could be formed.A decision with regards to this could be made in consultation with thevillage women.

Each VDC should have a minimum of 20 to 30 members, but this mayvary from village to village in consultation with the community.

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3.2 Membership of the VDC

Male VDC

• 80% approximately - Representatives of the poor andmarginalized groups; leaders of NGO organized target groups

• the remaining 20% - Leaders of Gushti/ Samaj/Jamat; traditionalsocial worker; village leaders or leaders of a particular group ofpeople; elected representative, e.g. UP Chairman/Member, Imamof Mosque and mosque committee leaders; teachers;, doctors;educated youths; people with specialized skills, e.g. tubewellmechanic; water sealed latrine installers; nurserymen, etc. whoare involved in water and sanitation activities; representatives ofcommittees of schools, madrashas, clubs, cultural groups,markets, etc.

Female VDC

In Bangladesh society, women are not encouraged or allowed to takea leadership role, therefore the composition of female VDC may varyconsiderably from village to village.

• approximately 80% of the VDC - Representatives of the poor andmarginalized groups; leaders of NGO organized target groups

• 20% - Educated women who want to participate voluntarily;teachers; educated girls; elected UP Chairman/member;candidates for UP election; Traditional Birth Attendant (TBA);traditional healer; government and/or NGO organized literacycentre volunteer teachers and government and/or NGOdevelopment worker etc.

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3.3 Considerations for selecting VDC members

When the community select their representatives for the VDC, it isimportant that they consider the following:

• willingness and the time to participate in voluntary activities• that the poor should have a just and fair representation• a balance of age groups should be represented• members should live within the boundaries of the village• physical ability and good mental health• leadership capacity• non-aligned with any political party or social conflict group• accepted by the village people• openness and willingness to resolve conflict• consultation with male guardian for the selection of female VDC

members• when it is a combined VDC, membership of women should be

encouraged

3.4 Structure of the VDC

The VDC should be based on two types of membership:

• Executive committee members• General members

All the members of a VDC are first and foremost general members.The Executive Committee members will be selected from the generalmembers for the following positions:

ChairmanVice-chairmanGeneral SecretaryAssistant General SecretaryTreasurer

The above structure may vary from village to village depending oncircumstances existing within a particular village. The VDC could havea system of rotating membership to allow other groups or individualsto have a position as a general committee member.

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3.5 How to form a VDC

Proposal meeting in the village and formation of an organizingcommittee:

PNGO staff will organize a general meeting of the community inconsultation with various village groups and key persons. Prior to thegeneral meeting, several representatives of the groups and/or keypersons will be invited to present a talk to the community about theproposed WATSAN project in the village and the water and sanitationbenefits for the community if a VDC is formed.

The meeting will propose that an organizing committee be formed,consisting of 5 to 6 people. This organizing committee will bedisbanded after their tasks are completed.

The organizing committee will:• Prepare an action plan, including dates for the, next two (2)

general meetings of the village community• Draft a constitution for the formation of the VDC

Constitution approval meeting:

The organizing committee will present their draft VDC constitution toa general meeting. The community will be requested to raise theirright hand if they approve of the draft.

VDC formation meeting:

The different groups already existing in the community will be invitedto nominate a representative to meet with the organizing committeeafter the general meeting is over. Allow time for the different groups toselect their representative.

When all the representatives are together the PNGO staff will need toexplain the composition of the VDC for the WATSAN Project includingthe membership numbers (20-30), as per point 3.2.

The representatives will need to inform their respective groups aboutthe composition of the members for the VDC. People who are willingto become members of the VDC will be nominated to the organizingcommittee.

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VDC members approval meeting:

At the next general meeting a list of nominees will be presented andthe community will acknowledge their acceptance of the nominees byraising their right hand. During this meeting, the organizing committeewill be thanked and disbanded, as they will have completed theirtasks.

First meeting of the VDC:

During this meeting PNGO staff will work with the VDC to determinethe function and the rules of the VDC. The minutes of this and futuremeetings will be taken.

Rules such as the following could become part of the VDCconstitution:

All the members of the VDC should make decisions in a participatorymanner by consensus or majority decision. When selecting theexecutive committee of the VDC, all the members should reach aconsensus, otherwise a majority decision will need to be taken. Thedecisions should be recorded in the Minutes Book

If any internal conflict takes place within the VDC, the chairman orvice-chairman should take a proactive role to resolve the conflict, withthe assistance of those members who are in a neutral position.

Fund for the VDC:

If the VDC members decide to have its own fund, then the VDC shouldhave clear and specific rules for funds mobilization and utilization.The VDC should keep their fund in a bank or postal account. The VDCwill maintain a transparent bookkeeping and financial managementsystem for the fund and its utilization.

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4 VDC activities

For the purpose of the WPP following activities would need to beundertaken by the VDC:

Village Profile — A combined activity for both the male and femaleVDC. Each VDC will prepare a profile on the WATSAN situation of thevillage over one year.

Village Action Plan — A combined meeting of both the male and femaleVDCs for preparing an action plan over a one year period to improvethe water and sanitation situation in their village. DASCOH, CARE, IDEand other relevant development agencies/actors will be invited toparticipate at this meeting. A list of tasks will be prepared to cover theyear with the designated person or other parties responsible forimplementing the tasks. A copy of this action plan will be kept at boththe VDCs regular meeting places.

Monthly Planning and Monitoring Meeting - At the beginning of eachmonth, both the male and female VDCs will sit together and prepare amonthly activity target plan on the basis of the year’s action plan. Twocopies of the plan will be prepared one for each VDC. During themeeting, there will be a review of the previous month’s activities and aplan prepared for the month’s activities.

Annual Evaluation and Planning Workshop — At the end of the year theVDCs will complete an evaluation and plan for the next year’sactivities.

Training — Both the male and female VDC leaders will be expected toparticipate in leadership training as well as other needs-based trainingthat arises as the result of the year’s action plan.

Other activities - Besides their regular activities, the VDC can arrangesocial, economic or cultural activities.

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5 Records and documents in the VDC

The VDC will have to maintain/complete certain records and accountdetails, as per the following:

Statutory:

• The VDC Constitution with a Charter signed by all VDC membersand PNGO on behalf of WATSAN Partnership Project

• Membership details including the names and professions of allmembers — this will need to be updated regularly if membershipis on a rotational basis

• A Notice Book• A Minute book containing a record of the last meeting and an

agenda for the next meeting. The minutes should have thenames of members who attended the meeting

• A filing system of incoming and outgoing correspondence

Programme related:

• Village Profile for both the male and female VDCs, a copy to begiven to PNGO

• The Year’s Village Action Plan and Evaluation Findings file, acopy to be given to PNGO

• Monthly Work Plan and Monitoring File• Trainee Register• Annual Report of Activities if any prepared by the VDC

Accounts related:

• A monthly Savings Record Book with details of who pays into asavings account organized by the VDC

• A Voucher File• A Cash Book with a record of both credits and debits of the VDC

on a daily/weekly basis• Documents of Bank Accounts and transaction• A Loan Distribution and Repayment Record Book

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6 Provision of Loan — amount, interest rate, grace period andrepayment schedule

If the VDC members decide that they would like to provide loans aspart of their activities, then the following regulations must be includedin their constitution:

• The provision of loans and the amount of the loan, the interestrate, grace period (if there is a default in a repayment) andrepayment period and payment schedule will be determined bythe VDC

• Loans will need to be for a worthwhile cause, e.g. education andtraining; skill development; income generating ventures;provision of water and sanitation facilities; treatment ofillnesses; seed or seedlings; animal husbandry; repairs tohouse; or essential items for both normal time use and indisaster situations, etc.

• The disbursement of loans will be at the discretion of the VDCwho will be accountable to the community whom they representand who will have access to the records of the VDC. Theserecords will also be made available to DASCOH if there is anymisappropriation of funds. This will ensure that theaccountability factor is addressed.

• The provision of loans should be non-discriminatory, i.e. womenshould have equal access to loans

• The criteria for loan provision should be a willingness to repaythe loan within the repayment period and the capacity to repaythe loan within the grace period if there is a possibility that theborrower will default on his/her repayments

• ‘The initial loan should be for a limited amount to enable theborrower to prove their capacity to make repayments on time

NB. The VDC members will receive training in improving theirleadership skills that will assist them to carry out the above activitieswith greater confidence as they acquire more experience. It will alsobe important that they receive additional training and guidance inareas that they are not confident enough to handle or administerindependently.

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It is essential that the poor and marginalized groups of the community have a fairand just representation within the VDC and that they are an integral part of thedecision-making process. They must have at least an 80% representation within theVDC.

Key Persons and Resource Persons and other influential people, including thericher members or groups in the community, should only have a 20% representationin the VDC. Such people can be valuable resources in terms of mobilizing funds andthe support and resources of outside agencies as they have had experience inthese areas. It is important that these people do not take a dominant position in theVDC, as the focus should be on improving the situation of the poor, especially interms of improving water and sanitation facilities for their families.

According to experience from the field, the poor members of a VDC are much morecommitted to giving their resources and time and are more willing to implementplanned activities because:

The poor are concerned with basic survival needs, whereas the rich are usuallyconcerned with the economic, political and cultural benefits of any actions that theyare involved in. The rich members can contribute significantly to the overallimprovement of the village if they can be encouraged to see that the poor can makea valuable contribution to improve the village situation. During elections though, therich members of a village can create problems because often their actions aredetermined by the political favours they will receive.

It is important to understand that the facilitator’s role in the formation of a VDCshould be to assist the community to arrive at their own decisions through aparticipatory process. The motivating force should be from the community ratherthan from the outsider. The VDC will be able to identify their own problems and willbe able to formulate action plans to improve their situation if they realize the benefitof united action to realize a common goal, the provision of water and sanitationfacilities in their village. With leadership training the VDC will be able to supervise,monitor and evaluate water and sanitation development activities.

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Guidelines for Charters for VDCs

This charter can be used as a formal agreement with the VDC inpartnership with WATSAN / PNGO

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The Village Development Committee hereby agrees to work together in theinterests of the community from_______________ to ________________ for thepurpose of _________________project

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Flip chart/Overhead/Handout 6.1.1 continuedThis Checklist could be used by PNGO to establish whether the VDC members wereelected fairly and that there is a just and equitable representation of the poor andmarginalized groups within the VDC.

Checklist for VDC formationName of village:Name of VDC:Date:Checklist completed by:

Please indicate with a checkmark if the answer is yes

LI Community members are from within the geographical location of the village

U Members of the VDC live within the village boundary

U Members of the VDC Executive Committee live within the village boundary

U A fair and just process was followed when electing VDC

U Membership is representative of the community

U All age groups represented

U Women are represented

U The poor and marginalized groups have an 80% representation

U Key Persons, Resource Persons representation is only 20%

U Ethnic groups and professions of the village are represented

U A formal agreement signed by the Executive Committee of the VDC

U A formal agreement signed by the partner NGOs

U Charter of Rules and Regulations of the VDC

U All committee members named on charter

U Records and accounts details are maintained properly

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Session 7.1Session 7.2

Review of workshopEvaluation of the workshop

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Session 7.1: Review of workshop

76

Objectives

Duration

By the end of this session, the participants will be able to:

1 hour

Materials

Summarize the knowledge and skills they have gained from theworkshop.

Methods

Flip chart; markers; white board; display board

Group competition

Step 1

Discussion

Procedure

Step 2groupDivide participants into two groups, the RED group and the GREEN

Rules of the competition:

Group competition: ‘How many questions can our group answer?

Each group will select a scribe to write questions given by their group.

Each group will have 1 minute to state questions that they can answerfrom the learnings gained by the workshop. The scribe will write thesequestions on the whiteboard or on a flip chart. No repetition of questionsis allowed. The RED questions will be written in red and the GREENquestions in green

The competition will start with the green group. After 1 minute the redgroup will have their turn. Each group will have 5 rotations

Step 3

The red group will ask the green group to answer 3 questions from theirquestion list. After the green group has answered, they will ask the redgroup 3 questions. The rotation will continue until all the questions areanswered

Discussion and further clarification,and close the session

if any. Thanks to the participants


Session 7.2: Evaluation of the workshop

77

Objectives

Duration

By the end of this session, participants will be able to:Identify the strengths and weaknesses of the workshopGive recommendations for improvements to future workshops

1 hour

Materials

Methods

Flip chart; markers; whiteboard; display board, writing cards (twocolours)

Brainstorming and individual activityDiscussion

Evaluation

Step 1

Step 2

ProcedurE’ >7

of the workshopDistribute writing cards and marker pens to the participants

Ask the participants to write the strengths and weaknesses of theworkshop on the cards provided, as per the following:A separate colour code is to be used for writing the strengths and theweakness (decide on the colour code before the session)

One card is to be used, per pointThe activity is to be completed individually

Step 3 Collect the written cards and display them on the board under thedifferent categories, Strengths/Weaknesses. Read the points or askindividual participants to read them

Recommendation for future improvements to the workshop

Step 1 Ask the participants for their suggestions on how to overcome theweaknesses for future workshops. Write these suggestions on a flipchart and discuss them if necessary

Step 2 Thank the participants for their suggestions and close the session.Record the outcomes of the session in your own report


References

Bangladesh Swiss Agricultural Project. 1992. PRA Manual

Chambers R. 1992. Discussion paper 311: Rural Appraisal: Rapid, Relaxed andParticipatory. Institute of Development Studies, University of Sussex, Brighton

DASCOH. PRA Reports. Bangladesh

Davis-Case D’Arcy. 1989. Community Forestry Note 2, Participatory AssessmentMonitoring and Evaluation. FAO, Rome

Eckman Karlyn. 1996. Doing Village Assessment-A guide to Action-Oriented VillageResearch in Developing Countries. PACT, USA

Eitington Julius E., 1996. The Winning Trainer. Third Edition, Gulf Publishing Company,Houston

Eppler P. Focus Group Discussion - Handout

Gajanayake S and Gajanayake J. 1993. Community Empowerment: A ParticipatoryTraining Manual on Community Project Development. Office of International Trainingand Consultation, Northern Illinois University, USA

Holloway R .1998. Supporting Citizen’s Movement: Bangladesh’s NGOs and Society.University Press Limited, Bangladesh

Kerstan B .1995. Gender-sensitive Participatory Approaches in Technical Cooperation.Trainers’ Manual for Local Experts. Pilot programme for Gender issues. Unit 04-Strategic Corporate Development, GTZ. Bandung, Eschborn

PACT- Bangladesh TOT workshop.Conducted by EIL, USA

Pretty Jules N, Guijt Inn, Scoones, Ina and Thompson John. 1995. ParticipatoryLearning and Action: A Trainer’s Guide. International Institute of Environment andDevelopment (lIED), London

Rucira Tabassum Noved and Abdullah Al Mamun, Kamal Kar. 1995. Manual onParticipatory Appraisal. Management Information and Research Division, Save theChildren-USA, Bangladesh

Rucira Tabassum Noved, Abdullah Al Mamun, Kamal Kar. 1995. Report on ParticipatoryAppraisal on Women Issues. Management Information and Research Division, Save theChildren-USA, Bangladesh

Srinivasan Lyra. 1993. Tools for Community Participation: A Manual for TrainingTrainers in Participatory Technique. PROWWESS/UNDP-World Bank Water andSanitation Programme, Washington

78


Staley John. 1982. People in Development. Search, Bangalore

Renner P.F., 1989. The Instructor’s survival kit. Second edition, Training AssociatesLtd., Vancouver

VideoQuestions of Difference. PRA, Gender & Environment. A Training Video. lIED, London

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79

The WATSAN PARTNERSHIPPROJECT (WPP) is an innovativepartnership project in rural watersupply and sanitation. WPP aims toimprove users sustainable access.to affordable water andsanitation facilities in the lc>wwater tablearea of aangladesh.Swiss Agency for bevelopmentand Cooperation (SbC) has beenworking as the initiator andfunding agency of The project.WPP works through a frameworkof collaborative partnershipsamong various stakeholders in thewater sanitation Sector: th~international NGOs - CARE.bASCOH and IbE -, the prsvatesector, governmental institutions,local Partner NGOs and villagerswho are the ultimate users ofWATSAN services. The strategicmission of the project is topromote community manage~ientthrough village developmen”committees, improvement 01’

hygiene behavior practice otcommunities, facilitating people todevelop arsenic mitigation optionsin the contaminated areas anddevelopment and marketing ofaffordable technology for safedrinking water.

The manual Formation of Viliogebeveiopment Committees (VbCs)is a practical tool for staffmembers and executives of WPPPartner N&Os who are working atvillage level. This manual outlineshow to apply various ParticipatoryRural Appraisal (PRA) methods tomobilize village communities toform VbCs in a process-orientedapproach in a community managedprogram. This manual is based ona systematic materialdevelopment process and alsomakes use of experiences withcommunity management in otherprojects. This manual deals withthe various steps that need to betaken to establish a developmentcommittee. The manual containstwo sections. The first Sectioncontains the use of manual,information on participants,contents and objectives of theworkshop and the methodology ofthe workshop. The second sectioncontains modules, which areorganized into sessions.