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PARTICIPATORYDEVELOPMENT

TOOL KITTraining Materials for Agencies & Communities

Deepa narayan

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Lyra Srinivasan

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PARTICIPATORYDEVELOPMENT

TOOL KITTraining Materials for Agencies & Communities

Deepa Narayan

and

Lyra Srinivasan

Copyright© 1994The International Bank for Reconstructionand Development/The World Bank1818 H Street NWWashington; DC 20433USA

All rights reservedManufactured in IndiaFirst printing April 1994

Deepa Narayan until recently managed the PROWWESS (Promotion of the Role of Women inWater Supply and Sanitation) Program of the UNDP-World Bank Water and Sanitation Pro-gram. She is currently working on social analysis, gender, and participation issues in theSocial Policy and Resettlement Division of the World Bank's Environment Department.

Lyra Srinlvasan served as the Training Director for PROWWESS. She is an adult educationspecialist who has worked as an independent advisor to UNDP, UNICEF, FAO, the WorldBank, and national and international NGOs.

This guidebook accompanies training materials that make up the Participatory DevelopmentTook Kit.

The findings, interpretations, and conclusions expressed in this tool kit are entirely those ofthe authors and should not be attributed in any manner to the World Bank, to its affiliatedorganizations, or to members of its Board of Executive Directors or the countries they repre-sent.

The material in this publication is copyrighted. Requests for permission to reproduce portionsof it should be sent to the Office of the Publisher at the address shown in the copyright noticeabove. The World Bank encourages dissemination of its work and will normally give permis-sion promptly and, when the reproduction is for noncommercial purposes, without asking afee. Permission to copy portions for classroom use is granted through the Copyright Clear-ance Center, 27 Congress Street, Salem, Massachusetts 01970 USA

ISBN 0-8213-2687-2

COrfTEIiTS

Foreword vPreface viiAcknowledgments ixIntroduction 1Participatory Activities —7

1. Cup Exercise 82. Johari's Window 103. SARAR Resistance to Change Continuum 124. Three Squares Evaluation 145. Photo Parade 166. Force-Field Analysis 187. Unserialized Fosters 208. Flexi-flans 229. Map Making 2410. Pocket Chart-Water Use —26

(Tj\ Gender Analysis-Access to Resources 28(Ij$ Task Analysis by Gender 3013. Women's Lives-Heeds Assessment 3214. Women's Time Management 3415. Critical Incident Analysis 36

(fjil Three-Pile Sorting Cards-Hygiene Practices 3817. Contamination Routes 4018. Story with a Gap 4219. Pump Repair Issues 4420. What is Poverty? Who is Poor? 4621. Water Group Functioning-Three Star Game 4822. Understanding the Decision-making Process 5023. Women's Confidence 5224. Open-ended Snakes and Ladders 5425. Monitoring Forms 56

About FROWWESS and the UMDP-World Bank Waterand Sanitation Program 59

Participatory Materials and Trainers— 61

Activities and Materials Development 69

FOREWORD

It is increasingly accepted that the effectiveness of efforts to alleviate povertywill be significantly enhanced by the active engagement of the people and commu-nities affected at all stages in the process. But even while development practitio-ners are recognizing that the ingenuity and experience of the poor constitute a richpool of assets, they are also realizing that tapping into this pool will require newapproaches and new skills.

The last fifteen years have seen dramatic and accelerating movement withinthe water and sanitation sector toward empowerment of people and direct supportfor community action. The FROWWESS Program and the UNDP-World Bank Waterand Sanitation Program have been leaders in this movement. They have originatedand tested innovative approaches and found that participatory materials and activi-ties both permit and encourage users and other stakeholders to make far-reachingand complex decisions. Participatory methods by themselves do not solve allproblems. But in combination with an enabling policy environment and activesupport from program managers and staff, materials like those contained in this kitcan help to shift control and ownership of development to beneficiary householdsand communities.

The materials and activities in this kit have evolved from more than a decadeof pioneering field experience around the world. Their wide dissemination signalsgrowing awareness that people's participation is central to sustainable develop-ment. Their use will contribute to the larger mission of helping the poor exerciseleadership in improving the quality of life in their own communities.

Ismail SerageldinVice President

Environmentally Sustainable Development

PREFACE

Community participation in decisionmaking is now accepted as critical in creatinglocal ownership of policies, programs, andprojects.

Three basic premises underlie theparticipatory approach. First, developmentis about people, human well-being, dignity,and respect. The greatest of all developmentresources are people themselves, and theircreativity, ingenuity, desires, values, caring,and motivation. Hence, development suc-ceeds to the extent that people's well-beinghas been enhanced. Second, to be sustain-able, development must utilize processesthat enhance the capacity of individuals andgroups to initiate action to improve their ownsituation. Third, in order to have a significantimpact, participatory approaches must beaccompanied by institutional reform sup-portive of local initiative.

By engaging people in problem-solv-ing activities relevant to their immediate en-vironment, participation creates ownership,builds people's confidence in themselves,and taps into local knowledge, information,and expertise. As development practitio-ners, one of our greatest challenges is to trainpeople in participatory modes of interaction,and to disseminate materials to support par-ticipatory processes.

Experience gained in many countriesshows that the acceptance and use of partici-patory processes is essential to achieve sus-tainable development. However, withouttools and materials to support participatoryapproaches, wishes do not translate intoreality.

This tool kit of visual materials wasprepared in response to the repeated de-mands from people working in the field formaterials that can help decision makers,project staff, training institutes, trainers and

artists initiate the process of developing theirown local materials to address their specificconcerns. While the need for greater accessto this material is clear, we hesitated for sometime in putting out a global tool kit for threemain reasons.

First, because development is rootedin the social, cultural, economic, and politi-cal context of societies and its institutions,visual materials should be a reflection ofthese realities and hence, of necessity, arelocation-specific. Can a global tool kit, then,serve a useful purpose? After much fieldexperience, we have concluded that the an-swer is "yes." Over the last ten years, we havefound that participatory training is more likelyto take root and spread if local trainers andartists have some visual materials to sparktheir imaginations and, in some sense, to useas models. Just reading about a "pocketchart" is not sufficient; seeing and handlingone makes all the difference in understand-ing the material, its applications, and pos-sible uses.

Second, despite the importance ofvisual materials, readers should not con-clude that community development workrequires prepared visuals. Many of the activi-ties described can be conducted without thematerials included in this kit. For example,maps can be drawn on the ground, and votingcan be done by putting stones in squaresscratched in the dirt. Issues surroundinggender analysis can be discussed effectivelyin a.group without any visual aids at all. It isup to practitioners to change, simplify, andadapt the materials to their own needs.

At the same time, we have found thatvisual materials are extremely effective inbreaking class, gender, education, literacy,professional training, and status barriers.This is true at both the community and agencylevels. At the community level they empower

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those who are not used to speaking up-suchas women and the poor-to express them-selves and their ideas through drawing, roleplays, songs, stories, puppetry and throughmanipulating materials that are simple touse.

At the agency level, the materials havebeen very useful in encouraging senior staffto get out of their usual modes of thinking andplanning. By interacting with people at differ-ent levels, they come to realize experientiallythat not everyone's reality is the same, andthat a multiplicity of experiences enrichesdevelopment. In this regard, I will neverforget the expression on the face of a medicaldoctor at the United nations DevelopmentProgramme (UMDP), an outspoken supporterof primary health care for fifty years, when heplayed the three-pile sorting activity focusingon hygiene practices. In a room full of Fh.Ds,he realized that there was no agreementabout which intervention was the most im-portant to maintain health!

Third, a more fundamental concernhas been that social science researchers willuse these activities and materials primarily to

extract information for their own planningand research purposes, rather than for work-ing with people as part of a long-term commu-nity empowerment process. A great chal-lenge in genuinely adopting participatory ap-proaches is giving up control to participants,facilitating their growth, and assisting localpeople to solve their own problems. If thematerials are used in extractive ways or topreach particular messages, the applicationis no longer participatory and to call it partici-patory is less than honest.

The majority of the techniques in thiskit were originated by Lyra Srinivasan, whowas the training director of the FROWWESSProgram until her retirement in 1990 and isthe creator of the SARAR methodology. Thematerials themselves were developed in thefield and used in rural settings, urban com-munities, and within agencies.

I hope you will find this kit useful. Welook forward to learning from your experi-ences, and hearing about any new materialsyou have developed.

I wish you inventiveness!

Deepa MarayanPROWWESS Coordinator

UNDP-World Bank Water and SanitationProgram

Vlll

ACKNOWLEDGMENTS

Thanks are due first of all to the Department of Multilateral Development Cooperationof Norway's Royal Ministry of foreign Affairs, which has consistently provided funding forFROWWESS activities, including this tool kit.

We wish to acknowledge six persons who have played important leadership roles inpromoting participatory training. They are John Blaxall, Manager of the UNDP-World BankWater and Sanitation Program; Siri Melchior-Tellier and Sarah Timpson, previous PROWWESSManagers; and Ron Sawyer, Aminata Traore, and Jacob Pfohl, all PROWWESS and Water andSanitation Program staff.

Others who have become involved more recently and have supported the participatorytraining endeavor are Gunnar Schultzberg, Bob Boydell, Richard Pollard, Jennifer Sara,K. Minnatullah, Roshaneh Zafar, Sunita Chakravarty, and Rose Uonde, all of whom are staffmembers of the UNDP-World Bank Water and Sanitation Program.

Over the past decade, artists from many countries participated in creating andproducing the prototypes of the materials included in this kit. The names of many of theseartists and others who have been involved in organizing participatory workshops are listedbeginning on page 61.

We would also like to thank Ted Howard, writer and editor, whose support andencouragement resulted in the completion of a product for which there never seemed to besufficient time. Others who have helped in the production process are David Kinley,Wendy Wakeman, John Green, Mary Mahy, and Greg Langham.

The Tool Kit was produced Jn India by Whisper Design of New Delhi. Sunita Chakravartyof the Regional Water and Sanitation Group in New Delhi coordinated the project.

The art work reproduced on the Tool Kit box and cover of this guidebook is from theWarli tribe, who live in the Sahyadri mountains in Maharashtra state north of Bombay. Thesetribal peoples are renowned for their mythic vision of Mother Earth, their traditional agriculturalmethods, and their lack of caste differentiation.

finally, we wish to acknowledge Pierre Landell-Mills, Senior Adviser, EnvironmentallySustainable Development, for his support and encouragement.

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INTRODUCTION

This Particfpatoiy Development Tool Kithas been designed to serve a very clear andpressing need expressed by project managers,trainers, social scientists, engineers, extensionworkers, and other development practitionerswho wish to use or support participatory pro-cesses and methods in their programs. Whilethe activities and materials were developedwith the water and sanitation sector in mind,they are adaptable to many other fields.

Purpose

The purpose of this tool kit is threefold:

• to stimulate development practitioners at alllevels to consider and promote participatoryapproaches, by letting them see and touchmaterials which actually work in the field;

• to provide trainers with examples of partici-patory materials and their uses, so they canadapt them for their own purposes; and

• to offer ideas to local artists and field work-ers so they can create participatory materi-als that respond to both local needs andculture.

Specific Objectives

There are two types of activities and mate-rials contained in this kit first, those intendedprimarily for trainers and agency staff; andsecond, those designed particularly for com-munity use, but relevant to trainers and agency

staff as well.

The kit is designed to help practitioners atall levels achieve the following results in theirdaily work:

• to engage people in sharing their own richexperience in a way that demonstrates tothem the value and relevance of what theyalready know, and thus stimulates them toacquire new knowledge;

• to involve people in self-directed inquirythrough which they can be responsible forcompiling, tabulating, and interpreting data;

• to stimulate creative self-expression withinthe group so that old problems can beviewed from a new perspective, thus open'ing new possibilities forinnovative solutionsto common issues;

• to strengthen analytic and planning capabili-ties through tasks which require the use ofcomparative analysis, making choices andconnections among alternatives, or plan-ning a logical course of action; and

• to help people acquire and retain new infor-mation, the use of which can lead to betterdecision making and achieving desired goals.

Underlying Principles and Philosophy

If community members are to becomemore self-reliant and develop a genuine com-mitment to implementing, using, and manag-

1

ing improved water and sanitation systems,then clearly they cannot be treated as passivebeneficiaries. People must be encouraged toparticipate and express their ideas and leader-ship. For their part, development personnelmust be prepared to stimulate local problem-solving capacities and to involve the commu-nity deeply and actively in generating newideas and taking initiative.

Experience gained in participatory devel-opment over the past fifteen years indicatesthat one of the constraints to institutionalizingthis ne.w approach has been a lack of materialsto support the kind of interactive process thatis at the heart of effective participation.

It cannot be emphasized too strongly thatthe materials in this kit do not stand alone. Thekit itself is intended as a companion learningaid to three related publications focused onparticipatory methods in water supply andsanitation programs.

These three documents provide the prin-ciples and philosophy underlying the materialsand exercises described in this kit. To effec-tively use these materials, it is essential tobecome familiar with the perspective con-tained in these publications:

• Tools for Community Participation: AManual for Training Trainers in Participa-tory Techniques. Provides project staffand trainers with a detailed account ofthe SARAR approach to participatorytraining. It includes detailed informationfor trainers about how to plan and con-duct workshops. Step-by-step descrip-tions of twenty-nine training activities aregiven.

• Participatory Evaluation: Tools for Manag-

ing Change in Water and Sanitation.Provides policy makers, managers, andplanning and evaluation staff with ideasabout participatory processes and indica-tors that can be used to involve commu-nity members in program evaluation. Thevolume is structured around a set of keyindicators that can be measured to deter-mine progress toward the program objec-tives of sustainability, effective use, andreplicability.

• Toward Participatory and Simple Re-search: Data Collection with People.Focuses on the conceptual and practicalaspects of simple and participatory re-search. It provides detailed guidelines onhow to approach research as a pragmaticproblem-solving process, and includesdescriptions of participatory activities andinformation checklists.

For information about how to order thesepublications and how to contact participatorydevelopment trainers, see the section begin-ning on page 61.

Background to the Materials and Activities

Participatory materials have been devel-oped during the past fifteen years in the field—in Bolivia, Brazil, Cape Verde. Costa Rica, Coted'lvoire, Ethiopia, Ghana, Guinea Bissau, India,Indonesia, Kenya, Lesotho, Mali, Mexico,Mongolia, Nepal, Nigeria, Pakistan, the Philip-pines, Senegal, South Africa, Tanzania, Thai-land, Togo, the United States, Zambia, Zimba-bwe, and elsewhere—and are currently beingused in more than twenty countries.

Many of the materials and activities for thewater supply and sanitation sector have been

developed through the PROWWESS Program(Promotion of the Role of Women in Water andEnvironmental Sanitation Services), a world-wide initiative of UNDP aimed at developingreplicable approaches for involving communi-ties—particularly women—in sustainable, ef-fectively used, and environmentally sound drink-ing water supply and sanitation programs.

A majority of the materials are based onthe SARAR methodology (Self-esteem, Asso-ciative strengths. Resourcefulness, Action plan-ning. Responsibility). One element of theSARAR approach is to create and sustain apositive learning environment. Experience hasshown that personal growth within a groupsetting, combined with the technical skills andcontent that are acquired in the course ofproblem-solving, helps to release the creativeenergy of individuals, thus enabling them totake a more active and effective partnershiprole in development.

off the Kk

This kit is organized into twenty-five dis-tinct activities. Each activity is briefly describedin the following pages and is also cross-refer-enced to one or more of the PROW WESS andWorld Bank publications noted above thatprovide a fuller review of the technique and theprinciples upon which the exercise is based.

Each activity description contains the fol-lowing information:

• Purpose• Audience• Time necessary to conduct the activity• Materials needed• Materials contained in this kit• How to conduct the activity

• Where to find more background on theactivity

The materials related to each activity arecontained in envelopes labeled with indi-vidual numbers and the name of the exercise.

Adapting Materials to Local Contexts

With the exception of those materialsdesigned specifically for training trainers, thematerials in this kit are not meant for direct usein the field.

This kit is designed as a prototype, contain-ing examples of materials that will require localadaptation. In assembling this kit, we havedeliberately chosen materials from differentcountries, of various sizes, colors, detail, andrefinement. Mo one type of material is betterthan another. Variety of format and sophistica-tion is not only acceptable, but desirable.

The best materials are those made on-siteand based on interaction with the participantsand the evolving needs of the group. Inadapting the materials and exercises, a num-ber of factors must be taken into accountdepending upon the objectives, geographicand cultural setting, the problems to be ad-dressed, local availability of materials, and soforth.

For example, drawings ofa village scene inLatin America, West Africa or South Asia arequite different in terms of houses, clothing,preferred colors, and tools. Household posses-sions and foods, and types of wells and toilets,differ widely from country to country. Keydecision makers in water committees are oftendifferent in rural and urban contexts.

By developing a deeper understanding ofhow these sample materials are used andmade, you can devise your own distinct mate-rials based on the needs and realities of thepeople with whom you work.

A few words of advice. First, in usingmaterials, we have found that it is easier forparticipants to interpret pictures, figures, andobjects that have distinct outlines and a mini-mum of background or shading. Second,because most exercises can be more effec-tively conducted by organizing people intosmaller groups, you will often need to createduplicate sets of materials.

In providing these twenty-five activities,we do not mean to suggest that they are the onlyones that are important. Neither do we intendto imply that all or even most of the exerciseswill be relevant to any given situation or prob-lem to be addressed. Each time a material isapplied in practice, it gives rise to new insightsand leads to fresh adaptations, or even to newproducts and exercises. Some materials standalone; others are more effective when usedsequentially.

The Goal: Increasing the Quality ofParticipation

To make it easier for facilitators to masterthe techniques of designing and using participa-tory activities, the exercises included in this kitare described in some detail in the followingpages. However, it should not be inferred thatthere is only one proper way to conduct theseactivities. For example, pocket charts can beused by trainers to have workshop participantsvote on which activity or session they consid-ered to be most useful; at the community level,charts can be used to rate women's self-confi-dence or to determine which sources of water

are used for what purpose and by whom.

In carrying out these exercises, and inmaking adaptations or innovations, the mainconcern should be to increase the quality ofparticipation and not to revert to a directivemode. We therefore encourage practitionersto begin by examining and thoroughly graspingthe principles and philosophy upon which themethodology is based, then looking closely atthe design and internal structure of the activityand the sample materials, and finally applyingthis understanding to conducting the exerciseand adapting it to local circumstances.

For example, while all of these tools canbe adapted for use in data gathering for exter-nal purposes, it would be counterproductive tothe nature of participatory development to usethem primarily for that purpose. To derivemaximum benefit from this kit, each exerciseshould be viewed as a means to set in motiona process which, to be meaningful and effec-tive, must be carried to completion by theparticipants themselves. Based upon a thor-ough understanding of the principles that un-derlie the individual activities, the practitionershould operate from a sound plan that selectsspecific exercises and sequences them in away that stimulates learning and helps fulfillthe objectives of the program. Again, we urgeyou to review and familiarize yourself with thethree publications on participatory develop-ment cited above.

While there are no blueprints for successin conducting these exercises, experience sug-gests some guidelines that should be kept inmind:

• the activities should be used in open-endedand nondirective ways to maximize partici-pation;

• the materials lend themselves to use ininformal settings; when using them, createan environment in which people are relaxedand feel free to participate and expressthemselves;

• be particularly sensitive to the participationof women and whether they may experiencegreater freedom of expression duringsomeexercises if men are not present;

• most activities are more effectively con-ducted in groups of no more than six or eightpeople; even smallergroups are often moredesirable;

• be prepared when undertaking an activity,be clear about its purpose, what learning isdesired, and how the activity will be con-ducted;

• resist any temptation to control the exer-cise; do not lecture, or correct participantswho give the "wrong" answer or have inaccu-rate information; the job is to facilitate;

• as far as possible, allow the process to becontrolled and directed by the participantsthemselves;

the lack of available materials should not bea barrier to conducting an activity; many ofthose in this kit can simply be drawn on theground if necessary.

Preserving and Maintaining the Materials

This kit will be useful to the extent that thematerials it contains are kept in good order.

As you begin to work with the materials,you will notice that many have a large numberof individual pieces. We have packaged themin a way that will assist you in keeping thematerials for different methods separate fromone another, and also help in protecting thematerials from being lost or damaged. Eachseparate piece is coded on its back side toindicate to which activity and materials set itbelongs. In the descriptions of the activities inthe following pages, the numbers on the backsof individual pieces are often referred to.

Each time the materials are used, allpieces should be carefully replaced within theirenvelope for future use.

ParticipatoryActivities

Activity 1

PURPOSE

CUP EXERCISE

To help participants clearly see the difference between directive and partici-patory approaches, as well as to recognize the degree of control or freedomimplicit in the structure and content of a variety of tasks.

TIM E 15 to 20 minutes

Trainers, program staff, field workers.

/wir\K tKlr\Lj Multiple copies of sets of cards. Each small group participating in the exer-cise should be given an identical set with which to work.

MATERIALSCONTAINED IN KTT

Three sets of cards (seven cards in oneset; five cards in each of the other twosets; seventeen total cards):

1. Seven cards depicting drinking cupsand an action to take with each:• Fill the cup to the brim with hot coffee.• Fill the cup with hot coffee.• Fill the cup with coffee.• Fill the cup with some liquid.

• Put some liquid in the cup.• Put something in the cup.• Do what you wish with the cup.

2. Five cards with statements or questionsabout actions related to a child's diarrhoea:• Mix Vi teaspoon of salt and one teaspoon of

sugar in a glassful of water to relieve yourchild's diarrhoea.

• Give your child water, salt and sugar mix-ture to relieve diarrhoea.

• Give your child some liquid to drink torelieve the diarrhoea.

• Do something to relieve your child's diar-rhoea.

• What do you do to relieve your child'sdiarrhoea?

3. Five cards with statements and ques-tions concerning problems in a village andtheir possible solutions:• Your problem is that you drink contami-

nated water. You need a pump. 1 have agood pump for you.

• Your problem is that you drink contami-nated water. You need a pump. Whichtype of pump do you like?

• Your problem is that you drink contami-nated water. You need an improvedwater source. Which type do you prefer?

• Your problem is that you drink contami-nated water. What would you like to doabout it?

• What are the priority problems of yourvillage? What solutions do you have inmind?

For More Background"Cup Exercise," Tools for Community

Participation, pp. 155-156

Activity 1How to Conductthe Exercise

1. Start with the set of seven cards. Distrib-ute a duplicate of the set to each smallgroup. Be sure each set you distribute iswell shuffled so that the cards are inrandom order.

2. Ask the participants to arrange the cardsstarting with the most directive on the left,and ending with the most open-ended onthe right.

3. Engage the participants in a discussionabout the choices they made, and whythey made them.

4. Distribute the second and third sets, inturn, and proceed with the same threesteps as above. Alternatively, the exer-cise can be done with groups working ondifferent sets of cards at the same time.

5. Ask the participants to discuss the relativemerits of the more directive and the moreopen-ended approaches. Which of theseapproaches is most frequently used byextension workers and field agents in localprojects? Which approach do participantsfeel will lead to the best solutions andresults?

Activity 2

JOHARI'S WINDOW

^° fac'h'tate communication between field workers and community membersfay creating greater awareness about degrees of interpersonal communicationand the extent to which mutual understanding and trust have been establishedbetween two people.

I tfyit Under 30 minutes (1 hour if role-playing follows).

Trainers, project staff, field workers.

/ V I r l 1 CI\I/\LJ Four pictures, each depicting two women facing one another.

\ICCn Cr% F°Ur lat>elS: OPEN' BUND> HIDDEN, UNKNOWN.l \ ELL/ELS Optional material: two additional pictures of two women (see below).


One chart showing two women in fourdifferent poses with the words: Open, Blind,Hidden, Unknown. This chart is from anadaptation of Johari's Window, described inTools for Community Participation.

Four labels: OPEN, BLIND, HIDDEN,UNKNOWN.

Six pictures: each shows the same twowomen facing one another. The woman wear-ing a striped outfit represents an extensionagent; the woman wearing green with red dotsrepresents an average villager.

The pictures illustrate the following statesof communication between the extensionagent and the villager:

Picture 1: Open

Open communication and understanding

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exists between the agent and villager.

Picture 2: Blind

The agent feels that the villager is igno-rant. Therefore, she is instructing her in adirective way to try to get her to see things asthe agent feels she should.

Picture 3: Hidden

A villager whose true feelings, beliefsand values are hidden from the agent be-cause trust has not been established betweenthem.

Picture 4: Unknown

neither the agent nor the villager reallyknow one another, nor appreciate what eachbrings to the process of development. Theymust work together.

Pictures 5 and 6 represent ways to openthe other windows, particularly windows 2(Blind) and 3 (Hidden). They are intended tostimulate discussion of what could be done toopen communication between the learnerand the facilitator.

Picture 5: The agent has provided thevillager with visual tools that help her expressher own ideas.

Picture 6: The agent is actively listeningto the villager to better understand the localsituation, customs and beliefs.

For More Background

"Johari's Window," Tools for CommunityParticipation, pp. 167-168

Activity 2HOW TO CONDUCTTHE EXERCISE1. Post pictures 1-4 on a wall, or arrange them

on the ground. Refer to the chart includedwith this exercise /or an example of howthey should be placed. Post only the pic-tures, not the labels.

2. Place the four labels in random order to oneside.

3. Give a brief explanation of what the labelsmean; however, do not link the descriptionsto the pictures. Do not specify which labelgoes with which picture.

4. After explaining the labels, invite a volunteerto place the each label under the appropri-ate picture that illustrates the concept.Check to see if all participants agree withthe labeling. If there is disagreement, dis-cuss the different views until consensus isreached.

5. Invite discussion of the relevance of thisexercise to contacts between extensionworkers and communities.

6. Using the remaining two pictures (numbers 5and 6), invite comments on how they couldhelp to open the "Hidden" window and avoidthe lecture style used in the "Blind" window.

7. Time permitting, invite participants to role-play the situations depicted in the six draw-ings.

Activity 3

SARAR RESISTANCE TOCHANGE CONTINUUM

PURPOSE To sensitize participants to the fact that agency staff and community membersmay have many different, often understandable, reasons for not wishing toadopt change.

To demonstrate a simple way of categorizing the kinds of resistance com-monly met in a community or agency.

To infer from this analysis which approaches would be most appropriatewhen working with people who are either receptive or resistant to change.

TIME l to 1 Vi hours

Trainers, agency staff, field workers.

MATERIALSNEEDED

One large diagram of the change continuum, listing seven stages of resistanceor openness to change. The most resistant attitude is on the extreme left(where the individual does not even recognize the existence of a problem);the most open attitude is on the far right. The stages are:

1. There's no problem.2. There may be a problem, but it's not my responsibility.3. Yes, there is a problem, but I have my doubts.4. There is a problem, but I'm afraid of changing for fear of loss.5. I see the problem, and I'm interested in learning more about it.6. I'm ready to try some action.7. I'm willing to demonstrate the solution to others and advocate

change.One handwritten poster conveying a message to which there is generallysome resistance. At the community level this might be, "Filter river waterbefore drinking." At the agency level the statement might be, "Villagewomen should be the key project decision makers."

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Activity 3MATERIALSCONTAINED IN KIT

Two examples of change continuumdiagrams.

Two "thought balloons" representing thekinds of feelings or attitudes people mayhave toward a proposed change. Balloonscan be placed on the continuum diagram.

1. "At night, when we are sick, a latrine isvery convenient. I want to build one."

2. "A pump will never work, the children willdestroy it."

In order to conduct this exercise, youwill need to draw and cut out blank balloons(as noted below).

HOW TO CONDUCTTHE EXERCISE1. Begin by asking the group to recall occa-

sions when they have observed resistanceto an outsider's messages because oflocal beliefs, values and attitudes. Forexample, "flowing water is clean water,"or "women cannot do technical jobs, solet's limit women's involvement to hy-giene education."

2. Point out that often these beliefs are notopenly expressed to an outsider. Untilthey can be aired and discussed in arespectful way, there will be no opennessto the outsider's alternative viewpoint.

3. Ask the participants to react to the mes-sage on the poster as if they were averagecommunity members, as well as localleaders and those who have had someexposure to outside ideas (through mili-tary service, for example). Have one ortwo of the participants jot down theseresponses and then write them as thoughtballoons.

4. Hext, explain the several stages of thecontinuum diagram. Ask participants toplace the thought balloons they havedeveloped at the appropriate stages ofthe continuum. Encourage discussionabout why a particular thought belongs ata specific stage.

5. Engage the participants in discussingquestions such as: "At which stage wouldpeople be most receptive to didacticteaching? Which kinds of strategies aremost useful in the more resistant stages?What value would participatory methodshave for people at different points of thecontinuum?"

6. The exercise can be conducted or re-peated using a message to which agencystaff may be resistant, for example,"Agency personnel performance shouldbe evaluated by clients or communitypeople."

For More Background

"SARAR Resistance to Change Con-tinuum, " Tools for Community Participation,pp. 161-165

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Activity 4THREE SQUARES

ASSESSMENT

PURPOSE To clarify the concept of directive versus nondirective educational strategies.

To analyze workshop experiences and activities in terms of the relativedegree of trainer dominance and trainee autonomy.

TIME 15 to 20 minutes

AUDIENCE Trainers, project staff, field workers.

MATERIALSNEEDED

Three sheets depicting squares with different degrees of shading:1. The nearly all-black square indicates that the trainer is almost totally

dominant.2. The square divided equally between white and black indicates equal

participation between trainer and trainee.3. The nearly all-white square shows relatively little trainer dominance.


Three sheets depicting squares (asnoted above).

An example of an application of thisexercise: a form for evaluating workshopactivities.

14

For More Background

"Three Squares Assessment," Tools forCommunity Participation, pp. 157-158

Activity 4HOW TO CONDUCTTHE EXERCISE1. Have the participants identify three or

more activities in which they have re-cently participated. These could includeany of the exercises in this tool kit.

2. Show the participants the three squares,explaining that the shaded area repre-sents the trainer's or facilitator's role andthe light area stands for the participant'srole.

3. Ask the participants which of the squaresbest represents how they acted, and howthe facilitator acted, during the activitiesthey selected for discussion.

4. Let the participants discuss the implica-tions among themselves. Avoid giving the"right" answer to the participants; thismust emerge through discussion with thegroup, probing the justifications they offerfor their positions.

5. When the group reaches consensus abouteach exercise, rate the activity as indi-cated on the sample evaluation form.

15

Activity 5

PHOTO PARADE

PURPOSE

TIME

To ascertain participants' perceptions of what is a "good" style of trainingwhen working with rural or urban poor communities.

To help participants learn to distinguish between didactic and learner-cen-tered communication styles, and to identify the basic requirements for effec-tive adult learning.

hour

^ IJDiENCE Trainers, project staff, field workers.

MATERIALSNEEDED

Nine photographs representing a wide range of communication situations,ranging from highly directive to highly participatory. Each small groupshould have a set. For example:

A lecture to a large audienceA small group discussionA hands-on group activityA setting where learners are passiveA setting where learners are activeA situation in which the extension worker is listening and village womenare speaking in a lively fashion


Twelve sample photographs

16

For More Background

"Photo Parade," Tools for CommunityParticipation, pp. 152-154

Activity 5HOW TO CONDUCTTHE EXERCISE1. Divide the participants into small groups

and give each group an identical set ofphotographs.

2. Ask each group to select the three pic-tures they like the best, the three they likethe least, and the three which fall inbetween. Explain that their choicesshould be based on the quality of thelearning or communication that seems tobe taking place in each photograph.

3. Do not explain the contents of the photo-graphs; each group should be free tointerpret the pictures as they see fit.

4. After allowing for fifteen minutes of dis-cussion time within the groups, ask eachto post the nine photographs they havechosen on the wall, placing the threenegative photos side by side on the left,the three positive ones on the right, andthe remainder in the middle. Then askthe second and third groups to place theirphotos directly below, in the same order.

5. Ask each group to then report on itsreasons for categorizing their choices aspositive or negative.

6. Have the groups discuss the similaritiesand differences in the photographs theyhave selected.

17

Activity 6

FORCE-FIELD ANALYSIS

PURPOSETo help participants understand the theory behind the planning tech-niques they will use in their own planning and in adapted form at thevillage level.

TIME n°urs

Trainers, project staff, field workers.

MATERIALSNEEDED

Copies of a diagram of a basic Force-Field framework (see diagrammarked #7 in this exercise) on which participants can draw present andfuture situations.


facilitator's use and is not distributed aspart of the activity.

Three examples of a Force-Field dia-gram:

1. The basic Force-Field framework2. A current village situation that needs

improvement3. An example of how one group depicted a

changed village situation in doing thisexercise. This diagram is for the

18

Activity 6HOW TO CONDUCTTHE EXERCISE1. Divide the participants into small groups.

2. Draw a Force-Field chart on a large pieceof paper, keeping the "now" and "future"boxes empty. Explain the framework ofthe Force-Field diagram as follows:- the left-hand box indicates a current

situation;- the right-hand box indicates the same

situation that has been improved atsome time in the future;

- the central arrow (the "critical path")emphasizes that the direction of move-ment is from the "now" to the "future";

- the arrows pointing diagonally down-ward represent constraints or forcesthat are in the way of achieving desiredgoals;

- the arrows pointing upward representresources that can aid in moving for-ward.

3. Tell the groups that they will be given aForce-Field diagram showing a communitysituation that needs improvement. Theirfirst task is to define in detail what Iswrong with this situation, next to spell outthe desired future situation or goal, andthen proceed to identify the resourcesand constraints which apply to that par-ticular situation.

4. Distribute the diagram; be sure to leavethe box marked "Future" empty.

5. When the groups have completed theirtasks, invite them to report in plenary andopen up a discussion based on their

analysis. Have the groups drawthe futuresituation of the community in the "Future"box of the diagram.

6. Ask each group to then select any oneconstraint and identify the steps thatcould be taken to counteract or eliminateit with the help of one or more of theresources. Have the groups report backand discuss.

7. Continue the activity to work through asmany constraints and resources as appro-priate.

For More Background

"Force-Field Analysis," Tools for Com-munity Participation, pp. 170-171

19

Activity 7

UNSERIALIZED POSTERS

PURPOSE To encourage creativity and stimulate discussion of important family andcommunity issues through the use of open-ended and flexible visual aids.

TIME 45 minutes

AUDIENCE Primarily community members; also useful for trainers, project staff andfield workers.

\AATEDI At Q A set of eight or more pictures of dramatic human situations. Thesescenes are open to varying interpretations and can be arranged in differ-ent sequences. The pictures should focus on human interaction, ratherthan activities such as harvesting crops or pumping water that can beeasily described without having to think about what they might mean.


Fourteen pictures showing varioushuman situations and interactions.

20

For More Background

"Unserialised Posters," Toots for Com-munity Participation, pp. 89-92.

Activity 7HOW TO CONDUCTTHE EXERCISE1. Divide the participants into small groups.

Give each a full set of pictures.

2. Ask each group to choose any four pic-tures and weave them together into astory, giving names to the characters andto the community where the story takesplace. Encourage them to develop a storywith a plot that has a beginning, middleand end. Allow 15 to 20 minutes for thistask.

3. Invite the groups in plenary to tell theirstories, using the pictures they chose.Groups may choose similar pictures butcompose very different stories from them;or they may choose different pictures butcompose similar stories. The reasoningbehind the differences and similarities inthe stories should be thoroughly dis-cussed by the group.

4. Allow time for the groups to tell as manystories as they want. Have one memberof each group record the themes, issuesand notable points raised in the stories.

21

Activity 8

FLEXI-FLANS

PURPOSE To stimulate and increase the creative participation of community mem-bers through the use of open-ended materials.



MATERIALSNEEDED

A variety of flexi-flans of people, animals, tools, and possessions, and aflannel board on which to arrange them.

Flexi-flans made of stiff paper or light cardboard are cutouts of humanfigures that have moveable arms, legs and torsos. However, they are notpuppets and should not be manipulated as such. Rather, they are a formof "picture writing" and can be arranged on a flannel board to tell a story,identify a problem, analyze possible solutions, and so forth. Flexis shouldbe used as a way of eliciting ideas and stimulating discussion, not as atool to teach messages to community members.

Human figures should be broadly representative of the local communityor society, and of different ages, both male and female. Figures should beboth in full face and left and right profile so that they can be arranged toshow people working, talking and engaged in conversation. The setshould also include a number of props—houses, trees, animals, posses-sions, tools, utensils—associated with rural or urban life.

22

Activity 8MATERIALSCONTAINED IN KIT

Six sheets of drawings of flexis, includ-ing human figures, animals, tools, householdpossessions and utensils.

The flexi-flans should be cut out andassembled before undertaking the activity.

For More Background

"Flexi-flans as Creative Materials," Toolsfor Community Participation, pp. 83-84

Participatory Evaluation: Tools for Man-aging Change in Water and Sanitation, p. 84

HOW TO CONDUCTTHE EXERCISE1. Begin by spreading out the flexi-flans on a

table or flannel-covered board.

2. Hold up the flexi-flans to show how theycan be used to illustrate different actions.Show how they can be combined toexpress ideas, relationships and inci-dents.

3. Propose a simple task such as suggestingthat the participants use the flexis toshare something about their communityor an event that they recall with pride oramusement. In setting up the task, makethe instructions as brief and clear aspossible.

4. Encourage the participants to use thematerials to illustrate whatever they wantto say. Impress upon the group that theircreativity is what matters.

5. Have the participants share their experi-ence with the larger group.

23

Activity 9

MAP MAKING

Ol l&Pf} QP To gather information about a community and its problems by havingparticipants create their own map.

30 minutes to 2 hours

Primarily community members; also useful for agency trainers, projectstaff and field workers.

Newsprint or large paper, markers, scrap materials as needed (pebbles,shells, twigs, chalk, seeds, buttons, clay, etc.).

MATERIALSCONTAINED IN KIT

One sample map as an example of whatcommunity members have producedthrough this activity.

24

For More Background

"Map Building," Tools for CommunityParticipation, pp. 99-100

Participatory Evaluation: Tools for Man-aging Change in Water and Sanitation,pp. 40,49

Toward Participatory and Simple Re-search: Data Collection with People

Activity 9HOW TO CONDUCTTHE EXERCISE

There are many variants of mapping.Naps can focus on specific social issues,women's networks, spatial distribution of thewell-to-do and their access to public infra-structure, and so forth. If paper is unavail-able, maps can be drawn on the ground witha stick or other material.

1. Provide participants with materials.

2. Ask the group to use the materials tomake a map and representation of theircommunity.

5. Ask some members of the group to takethe other participants on a tour of theirmap including the topography, demo-graphics, aspects of the lives of thepeople, those things that people areproud of, and those they see as problems.

4. Based on the map and how people havedescribed their community, initiate dis-cussion of specific issues, such as watersupply, sanitation, and particular con-cerns of women.

5. Let people create their maps with minimalinterference and suggestions from facilita-tors and outsiders.

25

Activity 10

POCKET CHART—WATER USE

PURPOSE To help community members learn a new way to assess and analyze theirsituation with regard to water supply and sanitation services.

TIME hour


LA A TCD f A f C ^ pocket chart consists of rows of paper or cloth pockets, usually four to" • * • • * • « * • * * • « - *J six horizontally and six to ten vertically. A set of pictures is attached

\ I F F D F D above the top row of pockets. These pictures represent areas in whichI I f L. L. LSL. US ^ata are nee(jieci/ sucn as different sources of domestic water supply.

Each of these pictures is placed at the head of a vertical column. Ifdesired, pictures can also be attached down the left-hand side to indicateother variables, such as how the different water sources are put to use bycommunity members. However, in order to avoid confusion, the facilita-tors should use only one variable on a column at a time.

Materials required to carry out this exercise include:- three to ten picture cards;- a pocket chart (either as described above; using cans or pots set on the

ground beneath the pictures; or drawing a matrix on the ground);- paper slips, leaves or seeds for voting.


One sample chart showing severalwater sources and one use (cooking).

Two sets of cards (one set of nine cards,the other of sixteen) depicting differentwater sources and uses.

26

10HOW TO CONDUCTTHE EXERCISE1. Create your pocket chart as follows:

Across the top of the chart, place threeof the cards depicting water sources (ariver, a well, a pump, and so forth).Down the left-hand side of the chart,place three or more cards showingdifferent water uses (cooking, washing,drinking, and so forth). The number ofcards used is based on the detail andlevel of complexity desired.Place small cloth or paper pockets orother containers along each of therows you have created.

2. Place the pocket chart in a location that isaccessible, but also where voting can bedone confidentially.

3. Explain to the group that the pocket chartcan be used to determine how differentsources of water are used by the commu-nity.

4. Illustrate how the balloting is performedby placing a slip of paper into a pocket orcontainer to indicate a choice or prefer-ence. Remove the slip after the demon-stration.

5. Ask for six volunteers to perform thevoting. Give them enough ballots so thatthey can vote on how they use eachsource of water. Have the participantsvote one at a time. If the entire groupwants to vote, organize the voting accord-ingly.

6. When the voting is complete, ask anothergroup of volunteers to remove the votingforms and tabulate the results.

7. Discuss the patterns of use that emergeand record the findings. Engage thegroup in a discussion about the meaningof these findings. For example, "Why doso many (or so few) people prefer onesource of water for washing over another?Is this sample representative of mostpeople in the village? Do preferenceshave any effect on health and well-being?Are there seasonal differences?"

8. Once the activity is understood, it shouldbe taken over by the community and usedto assess and analyze information aboutother issues they face.

For More Background

"Pocket Chart," Tools for CommunityParticipation, pp. 93-95



27

Activity 11

GENDER ANALYSIS—ACCESSTO RESOURCES

O f IDD/~\QE To collect information, raise awareness, and understand how access tor\JM\t V^fJL. an(j controi of household and community resources varies according to

gender.

TIME 1 hour

A * / n f C y w / / ^ j r Primarily community members (men and women); also useful for trainers,* » U U ' ^ / I f t_, C project staff and field workers.

^AA TFfflj\ / ^ Three large drawings of a man, a woman and a couple.

\JFpf~ypr} At least 15 cards depicting different resources and possessions owned bylocal community members.


Three large drawings of a man, awoman and a couple.

Twentysources and- cattle- currency- furniture- radio- fruit- bags of

maize

cards depicting different repossessions- chickens- trees-huts- pipe- donkeys- bedroom

furniture

such as:- bicycle- vegetables- plants-jewelry- horse/cart- water pots

28

For More Background

Participatory Evaluation: Tools for Man-aging Change in Water and Sanitation,pp. 106-109


ActMtyiiHOW TO CONDUCTTHE EXERCISE1. Place the three large drawings on the

ground, in a row. Underneath thesedrawings, scatter the smaller cards atrandom. Include some blank cards.

2. Ask the participants to sort the cards bycategorizing them under the three largedrawings in columns, depending on whoowns or controls the resource.

3. Facilitate discussion among the partici-pants about why they made the choicesthey did. Be particularly sensitive toincluding women in the discussion, ororganize the exercise into two separateactivities, one for men and one forwomen, and then let them share the•results of their activities.

29

Activity 12

TASK ANALYSIS BY GENDER

PURPOSETo collect information, raise awareness and understand how householdand community tasks are distributed according to gender.

To understand how much role flexibility by gender is associated with thedifferent tasks.

TIME 1 hour

AUDIENCE Primarily community members (men and women); also useful for trainers,project staff and field workers.

MATERIALSNEEDED

Three large drawings of a man, a woman and a couple.

At least a dozen cards depicting daily household and community tasks.The pictures can be of either male or female figures, regardless of whetherit is a man or a woman who usually performs the task in question. Blankcards should also be provided so that participants can draw tasks notalready included in the set.


Three large drawings of a man, awoman and a couple.

Fourteen small cards showing womenperforming daily activities:

- plowing a field- hoeing a garden- building a latrine- carrying water- cutting grass- well construction- teaching

- constructing a building- basket weaving- looking after a child- growing crops- visiting a health center- riding a bicycle- resting

30

For More Background

Participatory Evaluation: Tools for Man-aging Change in Water and Sanitation,p. 108



Mote: It is useful to conduct theresource analysis and task analysis activitiessequentially; taken together, they make itdramatically clear that while men controlmost of the resources, women do many ofthe burdensome tasks.

1. Place the three large drawings on theground, in a row. Below these drawings,scatter the smaller cards.

2. Ask the participants to sort the cards bycategorizing them under the three largedrawings in columns, according towhether the task is generally performedby a man, a woman or both.

3. Let the participants take over the exerciseand conduct the discussion.

4. When some degree of consensus isreached, initiate a discussion about whythe participants made the choices theydid. Be particularly sensitive to includingwomen in the discussion.

5. Ask the group to analyze the workloads,both the relative amount of work involvedin each task and the division of laborbetween men and women. Ask which arethe most burdensome tasks. Discuss howmuch flexibility there is in changing theworkload by task of men and women.Link the tasks and workloads to projectactivities; focus discussion on the con-straints and opportunities for participationby women.

31

Acttvtly13WOMEN'S LIVES-

NEEDS ASSESSMENTni I D P f \ CE To collect information, raise awareness, and understand the priority

^ v>^*J»- needs of women based on their different tasks, concerns and responsibili-ties.

TIME '

AUDIENCE Primarily community members (women and men); also useful for trainers,project staff and field workers.

MATERIALSNEEDED

At least ten cards that depict women performing various daily tasks.Blank cards should also be provided for drawing additional tasks.


Thirteen individual cards showingwomen performing activities:

- feeding a child- relaxing- harvesting- bathing- sewing- carrying firewood - sweeping- visiting a health

center

- leading a meeting- working in a field- carrying water-cooking- hoeing

32

For More Background

To ward Participatory and Simple He-search: Data Collection with People

Activity 13HOW TO CONDUCTTHE EXERCISE1. Place the cards on the ground in full view

of the participants.

2. Explain that the cards show women per-forming different tasks.

3. Ask the participants to discuss the tasks,and then categorize them into threegroups: most difficult to perform; easiest;most time-consuming. If consensus is notachieved, note the minority opinions.

4. Allow the participants to take over thediscussion as much as possible. Forexample, the picture of a woman and herchild at the health clinic can lead to adiscussion of the distance from the villageto the clinic, the problems encounteredwhen transporting pregnant women in asafe and timely manner to the clinic, andso forth.

5. Ask participants to consider which prob-lems they can solve using the resourcesavailable in the community.

Mote: The same activity can be repeatedfocusing on men's needs by redrawing cardswith male figures and activities. Cards canalso be drawn to show some activities beingcarried out by men and some by women.

33

Acttvttyi4

WOMEN'S TIMEMANAGEMENT

To determine the tasks women perform, the sequence in which they dothem, how long each activity takes, and whether the most time-consum-ing activities are considered to be a problem.

TIME 1 to 2 hours

Primarily community members (either all women or mixed groups); alsousefui for trajnerS/ pr0ject staff and field workers.

MATERIALSNEEDED

Cards that depict different tasks which women perform during their dailyroutines.


Nine individual cards showing womenperforming daily tasks such as:

cooking - sweepingharvesting - washing

clothes

- carrying water- caring for child- making dung

patties

34

Activity 14

For More Background



HOW TO CONDUCTTHE EXERCISE1. Lay the nine cards on the ground.

2. Ask each member of the group to se-quence the cards by the order in whichthey normally perform the activities.Provide blank cards for drawing any extrachores the women may describe. Recordthe similarities and differences betweenthe responses of the participants.

3. Next, provide the group with match-sticks.A full match-stick represents an hour; ahalf match-stick represents one-half hour.Ask the group to determine how longeach chore takes by placing match-stickson the respective cards.

4. Discuss the findings with the group andlet them summarize what was learned.

5. Discuss the most time-consuming choresand whether they are considered to beproblematic. Ask the group which prob-lems they would first like to consider andsolve. Ask how they would change theirdaily routine if they had water closer totheir home.

Note: the exercise can be conductedwith groups of men who are asked to assesswomen's time constraints. As an alterna-tive, the pictures can be redrawn to repre-sent a man's daily routine.

35

Activity 15

CRITICAL INCIDENT ANALYSIS

PURPOSE To help community members further develop their analytical abilities inorder to address local problems.

TIMiE 20 to 30 minutes

AMI JT| I f r \ . / / ^ | T Primarily community members; also useful for trainers, project staff andfield workers.

MATERIALSNEEDED

Four to eight pictures of people in problem situations. iThis exercise involves analysis of the pros and cons of proposed solutionsto specific problems. Pictures are useful in illustrating the process leadingup to a crisis. For example, a critical incident in the life of a rural house-hold that has no latrine could be developed with three pictures: (a) anangry husband refusing to build a latrine; (b) the wife going out to thebush on a rainy night due to lack of household sanitary facilities; (c) thewife ill with a fever, the house neglected and the husband looking veryworried.


Two sets of drawings (one set with threecolor pictures; one set with two black andwhite pictures) of people in problem situa-tions.

36

For More Background

"Critical Incident," Tools for CommunityParticipation, pp. 110-111

Activity 15HOW TO CONDUCTTHE EXERCISE1. Pass the drawings around the group.

2. Ask the group to analyze the pictures interms of problems they may depict. Havethe group discuss the factors that mayhave contributed to the problems andhow they could be resolved.

3. Discuss the pros and cons of differentproposed solutions.

37

Activity 16

THREE-PILE SORTING CARDSHYGIENE PRACTICES

To develop analytical and problem-solving skills and the ability to evalu-ate causes and effectSt


AUDIENCE

MATERIALSNEEDED

Primarily community members; also useful for trainers, agency staff andfield workers.

A set of nine to fifteen cards, each with a picture or scene which could beinterpreted as good, bad, or in-between as it pertains to health, water,supply, equity, training, and so forth.


A set of ten cards. The cards depicthygiene practices involving water, sanitationand health. Some practices shown aregood, others bad. Still others show somegood and some bad features.

The cards illustrate situations and prac-tices such as:

- waste surrounding a hut- defecating in the bush- bathing- carrying water from a stream- drinking water drawn from a pump- drinking water from a tap- a pool for Capturing run-off from a pump

Activity 16

For More Background

"Three-File Sorting Cards," Tools forCommunity Participation, pp. 101 -105

Toward Participatory and Simple He-search: Data Collection with People

HOW TO CONDUCTTHE EXERCISE

The Three-File Sorting exercise is aninvestigative and awareness-raising exercisein which participants are asked to sort setsof picture cards into three piles.

1. Form a circle and invite several volun-teers to come forward, or conduct theactivity in several small groups usingmultiple sets of cards,

2. Give the participants the cards to study;ask them to sort the cards into threepiles: good, bad or in-between hygienepractices.

3. Encourage participants to reconsider theirchoices in consultation with other mem-bers of the group. Raise questions whichwould help the group to see the cards inalternative ways, and, if necessary, tochange their classifications.

4. Initiate discussion on what the commonpractices are within the community.

5. If appropriate, have participants selectone or more cards from the "bad" cat-egory and identify actions to resolve theproblem. Such actions might includeinstalling or repairing pumps, maintainingthe cleanliness of the community environ-ment, or ensuring that women have a sayin decisions. Then, have the group de-cide who should be responsible for takingeach action: the community, the govern-ment, or both jointly.

3 9

Activity 17

CONTAMINATION ROUTES

PURPOSE To help participants analyze how disease can be spread through commonpersonal practices involving water, sanitation and other aspects of theenvironment, and what preventive actions can be taken.

30 minutes to 1 hour


/ V I / V I dVl/~\LtJ /\t ieast ten cards showing different ways in which diseases are spreadJL i r r r \ r r % ar>dcan^eprevented.


Two sets of cards (one set containing sixlarge cards; the other set containing fifteensmall cards) depict contamination routesand preventive measures. For example:

- washing hands with tap water- insects hovering around an open pot of

food- defecating in the bush- a covered pot of food

- a clean and functioning latrine- human feces- crowded sleeping conditions- children playing in river water- a sick girl- men picking at their scabs- a mosquito- bathing- carrying water from a river- pools of stagnant water near a home

40

For More Background

Tools for Community Participation, p. 41I


Activity 17HOW TO CONDUCTTHE EXERCISE\. Divide the participants into three groups.

2. Provide each group with a set of cardsrandomly ordered. Ask the participants tochoose cards that suggest diseases com-monly found in the community.

3. Have each group discuss the causes ofeach disease, and which cards illustratepreventive measures (for example, acovered pot to prevent flies from contami-nating food). Have the participants iden-tify and draw other preventive measures(such as pills to combat malaria frommosquitos) for which cards may notalready exist.

4. Have participants select one or moredisease cards and identify who should beresponsible for taking each action: thecommunity, the government, or bothjointly.

5. Ask the participants to discuss why theymade the connections they did betweendiseases and their causes and prevention.Avoid criticizing faulty connections, butsuggest that the matter be discussedfurther.

41

Activity 18

STORY WITH A GAP

To engage community members as a group in planning water, sanitationand health activities.

To demonstrate how visual materials can simplify the planning process.

f / / V l t 4$ minutes to 1 hour

A m - r x m r » is~,r~ Primarily community members; also useful for trainers, project staff andAUDIENCE field workers.

MATERIALSNEEDED

One set of "before" and "after" pictures.


Four samples of sets of before and afterscenes of community life. The before pic-ture illustrates a problem situation; the afterscene depicts a greatly improved situationor solution to the problem.

Pictures 1 A&B:

Before: A community with an open sewer,children defecating outdoors, water being

dumped in the water supply, huts with nodoors.

Alter: The same community with a waterpump and water storage, a garden, meet-ing area, huts with doors and homes withwindows.

Pictures 2 A&B:

Before: A mother preventing her childfrom using an improved latrine.

After: The same mother helping her childinto the improved latrine.

42

Pictures 3 A&B:

Before: A long line of women at a brokenpump.

After: The pump repaired.

Pictures 4 A&B:

Before: A community in great disrepair(closed school, animals in the road,women forced to carry water, defecatingin public, children playing in an unpavedroad).

After: A revitalized community withpaved road, food stores, an open school,electricity, a community soccer field.

For More Background

"Story with a Gap," Tools for CommunityParticipation, pp. 118-119

Participatory Evaluation: Tools for Man-aging Change in Water and Sanitation,pp.71, 108


Activity 18HOW TO CONDUCTTHE EXERCISE1. Divide the participants into several small

groups.

2. Present each group with the same set ofbefore and after pictures. Ask each groupto first consider the before picture, anddiscuss why the situation has deterioratedto this point. For example, in the beforescene of a broken well pump, participantsmight suggest that there are other watersources, no pump caretakers, that com-munity members lack knowledge forproper maintenance, that the pump hasbeen vandalized, or that nobody owns thepump.

3. Next, ask each group to discuss the afterscene of the improved situation. Ask thegroup what steps they think the commu-nity might have taken to change theconditions of the village, what obstaclesthey encountered, and what resourcesthey needed.

43

Activity 19

PUMP REPAIR ISSUES

PURPOSE To stimulate understanding among community members of the roles andresponsibilities involved in maintaining water and sanitation facilities.

To initiate discussion about effective strategies for dealing with pumpbreakdowns.

m/nufes to 1 hour

Primarily community members; also useful for trainers, project staff andfield workers.

The materials needed for this exercise are those contained in this kit,adapted to the local cultural context.


Three large drawings:

- a water vendor and his broken-down cart- a village scene showing a broken pump- the same village scene with the pump

repaired and functioning

Ten small cards, each depicting onefactor that is important in pump mainte-nance and repair. For example:

- purchasing tools- sweeping the pump area- paying the pump attendant- people contributing money- people speaking with an official- using a tool to repair the pump

44


1. Begin by holding up the picture of thewater vendor with his broken down cart.Ask the participants to suggest what thevendor needs to do in order to repair thecart.

2. Next, hold up the picture of the villagescene with the broken pump. Ask theparticipants what the community must doin order to repair the pump. Have thegroup contrast and compare the actionsthat community members must take torepair the pump with the actions thewater vendor needs to take to repair hiscart. Engage the participants in a discus-sion by asking questions such as, "Who isresponsible for making the repairs ineach case? Who must pay for the re-pairs? Which is more difficult to maintainin good working order~a pump or a cart?Why?"

3. next, hold up the large drawing of thevillage with the pump repaired. Informthe participants that this drawing showsthe same village one month later. Askthem to discuss the factors that couldhave produced the change between thetwo pictures. Pass around the 10 smallcards to help stimulate discussion. Whichsteps were most important? Who wasresponsible for each? What action did thevillagers take first? What was the order ofthe other actions?

4. Be sure to let the participants know thatthey are free to identify actions not de-picted on the cards. Distribute some

blank cards so that people can draw theirown key actions.

5. Ask the participants to discuss how thepump can best be maintained once it hasbeen repaired. Who will keep it clean?Who is responsible for storing the tools?How should the pump's functioning bemonitored?

For More Background

"Pump Repair Issues," Tools for Com-munity Participation, pp. 123-124

45

Activity 20

WHAT IS POVERTY?WHO IS POOR?

PURPOSETo determine what poverty means in a particular community, and toenable the community to decide which of its members should be targetedto receive the most assistance.

TIME 1 hour


NEEDED



Three drawings of a man, a woman, anda couple.

Three labels: rich, average, and poor.

Fifteen cardssessions:

- furniture- garden- chickens- cart-goat- construction

materials

depicting different pos-

- animals- trees-crops- fruit tree- vegetables

- radio- bicycle- maize- money

46


This activity can be made simple orcomplex depending on the purpose. Forexample, the activity can be stopped at stepfour.

1. Begin by placing the three labels-rich,average and poor-on the ground side byside. Then, place and spread out thefifteen cards randomly below the labelsso that they can be viewed by all of theparticipants.

2. Ask the participants to discuss and cat-egorize the cards by placing them invertical columns, depending on whetherthe possessions are likely to be owned byrich, average or poor people in the com-munity. Ask the participants to draw orwrite on blank cards any possessions notdepicted on the cards. Participants mayalso want to include characteristics orattributes associated with different levelsof wealth (such as powerlessness, happi-ness, sense of belonging, and number ofchildren).

3. After a consensus has been reached onwho is likely to own which possessions,ask participants to identify three cardsthat most characterize each group.

4. Remove the labels and again mix up thecards, now use the drawings of a manand a woman to indicate whether ahousehold is headed by a man or woman.Ask participants to categorize the cardsagain on the basis of whether there are

differences in wealth and well-beingbetween male and female-headed house-holds.

5. Finally, ask the participants to categorizethe actual families in the community interms of whether they are rich, average orpoor. Names of families can be writtenon slips of paper. Allow for ample discus-sion until consensus is reached. Askwhether this activity should be done withconfidentiality.

For More Background



47

Activity 21WATER GROUP

FUNCTIONING-THREE STAR GAME

^° ena^e wal:er users' groups to rate their overall performance, and toevaluate the contribution of key people and activities to the functioningof the group.

to 2 nours

AMI F\ I E \ i n i Primarily community members; also useful for trainers, project staff and

MATERIALSNEEDED

field workers.



Three stars—big, medium, and small.

Seven cards depicting water groupfunctions and key people associated withwater groups:

- group cooperation - village leader- sanctions - fee collection- angry group members - planning and- extension worker design

48

For More Background




1. Place each of the three stars on theground in descending order of size. Ex-plain to the group that, depending on thecontext, the stars represent excellent,average, poor; or very important, impor-tant, not important.

2. Then, display the seven cards and explainthe pictures. Ask the participants todiscuss the effectiveness of each personor activity in their own group.

3. Ask the group to place each of the pic-tures underneath the appropriate size starto rate its functioning.

4. Once consensus is reached, ask thegroup to explain and discuss its ratings.

5. Ask the group to give itself an overallrating.

6. Encourage the discussion to focus onfollow-up planning to take correctiveaction where needed.

49

Activity 22

UNDERSTANDING THEDECISION-MAKING PROCESS

Di / D f 7 / " I C P ^° encouraSe and stimulate people to understand and evaluate the• *-^ H f v ^ / ^ f c decision-making process and their participation in it.

TIME

AUDIENCE

MATERIALSNEEDED

1 to V/2 hours

Primarily community members; also useful for trainers, project staff andfield workers.

The materials needed for this exercise are those contained in this kit,adapted to the local cultural context. The number of large and smallcards will vary depending on the local situation, and the decision-makingprocess to be analyzed.


Five large cards (an outside official,village official, a village or water committee,a community woman, and a communityman).

Twelve smaller cards depicting keydecision points or factors within a watersupply project, such as:

site selectionconstructionplanningdesign

- fee collection- maintenance- technology

choices

50

Activity 22HOW TO CONDUCTTHE EXERCISE1. Place the large cards on the ground, and

explain that each represents a person orgroup that has an influence on howproject decisions are made. The exercisecan be simplified by reducing the numberof decisionmakers.

2. Pass out to the participants the smallercards of project decision points, and askthem to suggest what each card repre-sents. Misconceptions should be clarifiedbefore proceeding.

3. Ask the participants to discuss who deter-mined the decision at each of thesepoints or on each of these issues. Initiatea free-flowing discussion about thedecisionmaking process touching on keyissues such as, "Is there a system in placefor decision making and who participatesin it? Who makes the decision aboutundertaking repairs? Who determines theamount of monthly contributions? Howwere technology choices made? Whogets water first and who determines that?Who controls the valves that are used?Who is responsible for repairs, and arethey paid for their services? How isconflict resolved?"

4. When consensus is reached, have theparticipants place the cards with thepicture of the key decision maker. Ifthere is no consensus, note the differ-ences and proceed with the process.

5. If people are not satisfied with their rolein decision making, this becomes clearand the discussion can then focus onwhat changes the community would liketo see. Qender differences also becomeclear and can be discussed.

For More Background

Participatory Evaluation: Tools for Man-aging Change in Water and Sanitation,pp. 43-46, 57


51

Activity 23

WOMEN'S CONFIDENCE

O f ID D / " l C C ^° measure tne degree of women's participation and self-confidence, and• U • * M U & E changes that occur over time.

TIM E 30 to 45 minutes


MATERIALSNEEDED

The materials needed for this exerc/se are those contained in this kit,adapted to the local cultural context.Behavior displaying confidence is culturally specific. This should be keptin mind when developing locally appropriate pictures for this exercise.


Three cards depicting a woman withvarying degrees of confidence:

- a woman too timid to enter a group meet-

ing;- a woman joining a water group but too

shy to participate;- a woman bold enough to talk, challenge

and ask questions.

52

\ -

For More Background

Participatory Evaluation: Tools for Man-aging Change in Water and Sanitation,pp. 50-53

Activity 23HOW TO CONDUCTTHE EXERCISE1. Prepare a simple pocket chart, placing

one pocket underneath each of the threecards. Alternatively, pictures can beplaced on the floor.

2. Give each participant a piece of paper,pebble or seed, and ask them to use it tovote on which image most reflects theirown feelings.

3. To determine the change in self-confi-dence that may have occurred over time,two sets of the same pictures can be usedto depict the level of confidence beforethe project intervention and after.

4. Encourage discussion about what changesmen perceive in women, what changeswomen perceive in other women, whatcontributed to the changes, and whathave been the consequences of thechanges. Before and after photographs ofthe situation can be used to indicatechanges over time.

Mote: This activity can be done ingroups that either segregate or combinemen and women.

5 3

Activity 24

OPEN-ENDEDSNAKES AND LADDERS

n i IDPf~%CP To assist communities and health workers in analyzing the quality of local* - ' * * • VS*JM~ health information, and whether health education programs are effective.

TIME 1hour

Primarily community members; also useful for trainers, project staff andfieidworkers.

kA A TEDt A I Q Large chart of snakes and ladders; dice; pebbles or other markers for gamepieces; at least twenty culturally appropriate cards showing healthy and

\IFFD FD unhealthy hygiene practices. Each card must fit within the size of thesquares on the snakes and ladders chart.


Large chart of snakes and ladders.

Twenty-three cards depicting healthyand unhealthy hygiene practices. For ex-ample:- boiling water - swimming in river- flies on food - washing dishes in river- dumping garbage - using a well- fenced-in garden - washing hands- flies - visiting health clinic- sweeping - using a latrine- defecating - community meeting

outdoors

54

For More Background

Participatory Evaluation: Tools For Man-aging Change in Water and Sanitation, p. 85



Snakes and ladders can be playedeither by teams or individually. Flayers wholand on snakes go to the bottom of thesnakes; players who land on ladders rise tothe top of the ladders. The object of thegame is to reach the top of the chart first.The game generates great excitement andlearning as teams coach their dice roller onwhich cards to pick.

1. Place the chart of snakes and ladders ona table or on the ground, visible andaccessible to all participants.

2. Place all the cards outside the board;divide the participants into two groups.

3. Just as in the regular snakes and laddersgame, this game is played with the roll ofa dice.

4. When a team lands on the head of asnake, the team must select a card de-picting an unhealthy practice to avoidgoing down the snake.

If a team lands at the bottom of a ladder,the team must select a healthy practicebefore it can climb the ladder.

5. The activity can be conducted with chil-dren and adults; rules can be varied andmade more or less complex.

55

Activity 25

MONITORING FORMS

To decentralize the monitoring process by enabling community people to 'carry jt out themselves.

TIME 1 hour


MATERIALSTwo sample monitoring forms to suggest possibilities for local monitoring

NEEDED


Three sample monitoring forms used tomonitor:

- progress on toilet construction- toilet functioning- primary water source being used by com-

munity families

56

For More Background




1. In a group discussion, ask communitymembers how the monitoring process canbe simplified so that they themselves canconduct the monitoring.

2. Choose one topic of immediate rel-evance, for example latrine constructionmonitoring.

3. Ask people to identify what aspects aremost important to monitor. You may laterintroduce the monitoring form to givepeople an example they can use in creat-ing their own form.

4. Ask people to decide who should do themonitoring, how often, and how theinformation will be recorded and used.

57

ABOUT PROWWESS AMD THEUMDP-WORLD BAMK WATER AnD

SAMTATIOn PROGRAM

People's participation in the development process is essential for humandevelopment and for achieving sustainability, particularly in the provision of basicservices like water and sanitation.

PROWWESS (Promotion of the Role of Women in Water and EnvironmentalSanitation Services) is a worldwide initiative aimed at developing replicable ap-proaches for involving communities-particularly women~in sustainable, effectivelyused, and environmentally sound drinking water supply and sanitation programs.Since 1983, the FROWWESS group has been creating and field testing new meth-ods for participatory training, research and evaluation, and has been developinginnovative grassroots training materials. It has benefitted from the generous sup-port of the United nations Development Programme (UnDP), and the governmentsof norway, Canada, Finland, and the United States.

Originally located in unDF's new York headquarters, the PROWWESS grouptoday is part of the unDF-World Bank Water and Sanitation Program located in theWorld Bank in Washington, D.C. The Program is a collaborative initiative involvingUnDP, the World Bank, and ten bilateral donors that seeks to improve the access ofpoor people in developing counties to safe water and sanitation on a sustainablebasis.

Together with governments, donor agencies, nongovernmental and privatepartners, the Program promotes innovative solutions tailored to meet local needsand conditions. Active in over forty developing countries on three continents, theProgram follows a three-pronged strategy of building capacities at the national andlocal levels, supporting sustainable investments, and disseminating lessons andknowledge from the field.

59

PARTICIPATORY MATERIALSAMD TRAINERS

Publications

The Participatory Development Tool Kitis a companion to a series of three FROWWESS andWorld Bank publications. Referring to and being intimately familiar with these publicationsis essential for full understanding and effective use of the materials in this kit.

Upon request, a limited number of complementary copies of all three publications areavailable to southern MGOs.

Lyra Srinivasan. 1990. Tools for Community Participation: A Manual for Train-ing Trainers in Participatory Techniques. PROWWESS/UNDP. Mew York.

To order: PACT, Inc.777 UN PlazaHew York, NY 10017Telephone (212) 697-6222

Price: $17.95Manual & video: $45.95

Deepa Narayan. 1993. Participatory Evaluation: Tools for Managing Change inWater and Sanitation. World Bank Technical Paper 207. Washington, D.C.

To order: The World Bank Book StoreCustomer Service1818 H Street, NWWashington, DC 20433 USATelephone (202) 473-2941

Frice:$9.95

Deepa Narayan. Forthcoming, 1994. Toward Participatory and Simple Re-search: Data Collection with People. The World Bank. Washington, D.C.

To order: The World Bank Book StoreCustomer Service1818 H Street NWWashington, DC 20433 USATelephone (202) 473-2941

61

Participatory Trainers

Trainers with experience in participatory development techniques are active around theworld. Many have been associated with the FROWWESS program during the past decade.In the spirit of supporting local development, we are making available this list of trainers.

This list is not exhaustive. Where several people are available in the same agency, wehave listed the name of the agency head or the person most directly involved in training.Some groups also have artists who can help to develop local materials. We have notincluded names of trainers who are not available to agencies other than their own.

If you would like information on participatory training, please contact one of the trainers inyour area. You may also want to contact the Program's headquarters in Washington, DC,or a regional water and sanitation group (RWSQ) in Nairobi, Abidjan, Jakarta, Hew Delhi,La Faz, or Guatemala City. These addresses are also listed below.

UTiDF-World Bank Water and Sanitation Program Headquarters

John BlaxallProgram ManagerUNDP-World Water and Sanitation ProgramThe World Bank1818 H Street, NWWashington, DC 20433Tel: (202) 473-6917Fax: (202) 477-0164

Regional Water and Sanitation Groups

RWSG-East and Southern AfricaThe World BankP.O. Box 30577NairobiKenyaTel: (254-2) 228477Fax: (254-2) 213925; 213926; 213927

RWSQ-West AfricaThe World BankCorner Booker Washington/Jacques Aka Streets01 B.P. 1850Abidjan 01Cote d'lvoireTel: (225) 442227; 443514; 446498Fax: (225) 441687

RWSO-East Asia and PacificThe World BankP.O. Box 1324JakartaIndonesiaTel: (62-21) 252 2313; 252 0606; 252 3210Fax: (62-21)252 0432

62

RWSQ-South AsiaThe World BankP.O. Box 41670 Lodi EstateHew Delhi 110 003IndiaTel: (91-11) 4690488; 4690489Fax: (91-11) 4628250; 4619393

Regional Water and Sanitation network for Central Americac/o uniCEFP.O. Box 525-01901Guatemala CityGuatemalaTel: (502) 2 336375Fax: (502) 2 336317

Water and Sanitation Program Office for Latin AmericaBanco MundialCasilla 9692LaPazBoliviaTel: (591-2) 391 939Fax: (591-2) 392 769

J

Trainers in PROWWESS participatory techniques

Linda AbramsInstitute for Training and Development48 ft. Pleasant Street, Suite 202Amherst, MA 01002USATel: (413) 256 1925Fax: (413) 256 1926E-mail: [email protected]

Derme AlassanceMinistere d'Etat d'Action Sociale01 BF 2619OuagadougouBurkina FasoTel: (226) 30 68 22/41 43 03

Dianne ArboledaTraining network Center, ITn/Philippines4th Floor LWUAKatipunan RoadBlara, Quezon CityPhilippinesTel: (63 2) 951-757Fax: (63 2) 922 3434

Mr. Akbar Sher Babar514/A/34A Madrassa RoadQuettaPakistanTel: (91 81) 821760

Cheick Bas/c Directeur de l'EHEABF5081DakarSenegalTel: (221) 22 99 57 or 32 14 47

Phoebe BadduSouth West Uganda Integrated

Health and Water Project (SWIP)P.O. Box 1216MbararaUgandaTel: (256 485) 21035, 20756Fax: (256 485) 20757

Maria C. BustilloApartado Aereo 53053BarranquillaColombiaTel: (57 58) 348061

63

Luz Qonzales CalderbnCalle Pando No 339PotosiBoliviaTel: (591 62) 24074, 26349

Patricio CantonApartado Postal 11, TepoztlanMorelos C.P. 62550MexicoFax: (91 5) 554 0698 (Mexico D.F.)Fax: (91 73) 162445 (Cuernavaca, Morelos)

Margarida CardosaC.P. 47 PraiaRepublica de Cabo VerdeTel: (238) 613 902Fax: (238) 614 503

Virginia ChumaceroCalle Daniel Zambrana no 28FotosiBoliviaTel: (591 62) 24124

Leon Clark4104 Lester Ct.Alexandria, VA 22311USATel: (703) 379 8043Fax: (703) 379 5345

Camila da CostaDeputy Director, ACDILAlto BetimQoa 403501IndiaTel: (91 832) 7862

Mrs. O. T. Rema DeviSocio-Economic Unit (north)MalaparambaKozhikode 673 009India

Coulibaly Djeneba06BP941Abidjan 06Cote d'lvoireTel: (225) 41 58 95

Phyllis Dobyns2 Bluewater Hill SouthWestport, CT 06880USATel: (203) 454 5855

Averthanus L. D'Souza2\26 Sarva Priya Viharnew Delhi 110 016IndiaTel: (91 11)665 627

Jamela DubeSenior TutorDomboshawa Training CentreP. Bag 7746Causeway, HarareZimbabweTel: (263 4) 882 245 ext. 125

Petronia EnriquezTraining network Center, ITN/Philippines4th Floor LWUAKatipunan RoadBlara, Quezon CityPhilippinesTel: (63 2) 951-757Fax: (63 2) 922 3434

Ayele FolyB.P. 494LomeTogoTel: (228) 21 37 11

Qladys Cortes GumucioCalle natalio Aguirre no 464OruroBoliviaTel: (91 52) 51299

Mr. Mohammed Siraj ul HaqHead of Section Human Resource DevelopmentBaluchistan Rural Support Programme5-A Sariab RoadQuettaTel: (91 81)442153

Mr. Manzoor Hussainc/o Agha Khan Health ServiceDomiyal Link RoadQilgitPakistanTel: (91 572) 2958

Vathinee JitjaturuntUniCEFNo. 12SalitunLuBeijing 100 600People's Republic of ChinaTel: (86 1)532 3131Fax: (861) 532 3107

64

Raju Joshi9/378 BhedasingKathmanduNepalTel: (977 1) 416093Munguti Katui-KatuaPrincipal ConsultantCommunity Management and Training Services(EA).P.O. Box 292KiserianKenyaTel: (254 2) 890495

Taddesse KoyraCommunity Participation Promotion SectionWater Supply and Sewerage AuthorityP.O. Box 5744Addis AbabaEthiopiaTel: (251 1) 611111; 185339; 185336Fax: (251 1)611730

Pascahl Lucas KusareTrainer and Personal Assistant to the

Commisioner for Water AffairsMinistry of Water, Energy and MineralsP.O. Box 9153Dar es SalaamTanzaniaTel: (255 51)31433-36Fax: (255 51)35734Telex: 975 52198 or 975 52225

Rose LideondeNETWAS/AMREFWilson AirportP.O. Box 30125PiairobiKenyaTel: (254 2)50 13 01Fax: (254 2) 50 61 12

Eugene LarbiTNC/USTDepartment of Civil EngineeringUniversity of Science and Technology (UST)KumasiQhanaTel: (233 51) 53 51 to 59Telex: 2555 UST QM

Traore MaimounaBP3150BamakoMaliTel. and Fax: (223) 22 69 22

nancy Anna B. MasumbaDirectorTraining for Rural Development CentreP.O. Box 254IringaTanzaniaTel: (255 64) 2026

Mrs. Kochurani MathewSocio-Economic Unit (South)Opp. A. R. CampKollam 691 001India

Ms. Thresiamma MathewSocio-Economic Unit (Central)Opp. Sakthan Thampuran MarketTrissur680 001India

Aloka Mitra10 A Alipore AvenueAliporeCalcutta 700 027IndiaTel: (91 33) 479 5089Fax: (91 33)744 119

Mrs. Pramila Mohapatrac/o Office of the Chief Adviser3130 SamantrapurBhubaneswar 751 002OrissaIndia

Mr. Anil Kumar Mohantyc/o Office of the Chief Adviser3130 SamantrapurBhubaneswar 751 002OrissaIndia

Alfred MondiwaZambuko TrustSuite 26, Mew Africa Mouse40 Union AvenueHarareZimbabweFax: (263 4) 730 096

65

Mohamed AH MuhungutwaPrincipal Community Development OfficerMAJI/DANIDA, UBUTIQOP.O. Box 9171Dar es SalaamTanzaniaTel: (255 51) 48174 or 48145Fax: (255 51) 49898Telex: 975 41923

David MukamaRural Water and Sanitation Project (RUWASA)P.O. Box 20026KampalaUgandaTel: (256 41) 220 560, 244 435Fax: (256 41)259 023Telex: 973 62203, 62092

rioma MusabayaneInstitute of Water and Sanitation DevelopmentDepartment of Civil EngineeringUniversity of ZimbabweP.O. Box MF 167, Mount PleasantHarareZimbabweTel: (263 4) 303211 ext. 1606Fax: (263 4) 732828E-mail: [email protected]

Wilfred M. ndegwaEnvironmental Health UnitflETWAS(ITri)/AMREFUganda Country OfficeP.O. Box 51EntebbeUgandaTel: (256 42) 20217Fax: (256 42) 20240

B.E.N. OkumuTraining OfficerSHEWAS ProjectCARE/KenyaP.O. Box 606SiayaKenyaTel: (254 334) 21384Fax:(254 334)21245

Comfort Olayiwole11A Sapara Williams CloseP.O. Box 75183Victoria IslandLagosNigeriaTel: (234 1)617522

Josiah OmottoCARE-KenyaP.O. Box 88KisumuKenyaTel: (254 35) 41767, 41770Fax: (254 35) 43820

Amadou OuedraogoBP 7025OuagadougouBurkina FasoTel: (226)30 15 06Telex: 5473 BF

Jake PfohlUMDP-World Bank Water and Sanitation Programc/o World BankP.O. Box 798KathmanduNepalTel: (977 1) 226 792Fax: (977 1) 225 112

Teshome RegassaEnvironmental Health DepartmentMinistry of HealthP.O. Box 5504Addis AbabaEthiopiaTel: (251 1) 157299

Elisio RodriguesC.P. 132-cRepublica de Cabo VerdeTel: (238) 614802Fax: (238) 613202

Rosario Aguirre RojasPlaza Monteagudo Mo 30PotosiBoliviaTel: (591 62) 22914

Ms. Ismat Ara SaeedHouse 284Street 3 Q-8/2IslamabadPakistanTel: (92 51) 282 530

66

Beatrice SakylHealth Education DivisionKumasi Metropolitan AssemblyP.O. Box 1916KumasiGhanaTel: (253 51) 4106

Mr. M. SamaniCEF Team/WASHE Programmec/o Jaap Koot, Dept. of Water Affairs/MORADP.O. Box 910022Mongu, Western ProvinceZambiaTel: (260) 7 221 367Fax: (260) 7 221 957

William Sampson15 Twentieth StreetSouth Odorkor EstatesP.O. Box 1104Damsoman Post OfficeAccraGhana

Ron SawyerUWDP-World Bank Water and Sanitation Programc/o The World BankP.O. Box 30577PiairobiKenyaTel: (254-2) 228 477Fax: (254-2) 213 925

Mayling Simpson-HebertTechnical Officer, Hygiene EducationCommunity Water Supply and Sanitation UnitWorld Health OrganizationAvenue AppiaCH-1211 Geneva 27SwitzerlandTel: (41) 791 3531Fax: (41) 791 0746

Corazon SolomonACFS Fdn. 12Eleventh Ave.Murphy, Quezon CityPhilippinesTel: (632) 921 5182Fax: (632) 842-3423

Chris Srini VasanRFD# 5 Box 37214 Verona PlaceMahopac, MY 10541USATel: (914) 248 814

Lyra SrinivasanACDILAlto BetimQoa403501IndiaTel: (91 832) 7862

Awa Sylla06 BP 941Abidjan 06Cote d'lvoireTel: (225) 41 58 95

Aminata Traore06 BP 941Abidjan 06Cote d'lvoireTel: (225) 22 91 02

Betty Soto TerrazasCalle Beni Mo 150OruroBoliviaTel: (591 52) 40410

Jane VellaJubilee Popular Education Center1221 Moultrie Ct.Raleigh, MC 27615USATel: (919) 847 3804

David WalkerPACTP.O. Box 390KathmanduNepalTel: (977 1) 412030Fax: (977 1) 410881

Roshaneh ZafarUNDP-World Bank Water and Sanitation GroupP.O. Box 1025IslamabadPakistanTel: (92 51) 819 781Fax: (92 51) 824807

6 7

ACTIVITIES AMDMATERIALS DEVELOPMENT

The individual activities within this tool kit were developed by Lyra Srinivasan (ac- itivities 1, 2, 3, 4, 7, 8, 10, 15, 16, 17, 18 and 19), Deepa Narayan (activities 11, 12, 13, 120, 21, 22, 23, 24 and 25), Chris Srini Vasan (activity 5), and Jake Ffohl (activity 14). |Activity 6 was adapted from Kurt Lewin; the original concept for activity 2 was developed fby Joe Huft and Harry Ingham. Activities not specifically credited have been developed »through the efforts of many people in the field. !

\The photographs used in activity 5 are from the UM Photo Library. j

Artists and participatory development practitioners in many countries created theprototypes of the materials contained in this kit. In acknowledging the contributions of thefollowing individuals, we also acknowledge those individuals whose names, with the pas-sage of years and changes in program management, are no longer on record. Bolivia-.Betty Soto, Rosario Aguirre, Luz Qonzales, Gladys Corez and Qonzalo Quispe (all YacupajProject); Ethiopia: Wt Selamawit Aboneh, Wt. Meheret Dawit and Ato Kidane Yelaq (Minis-try of Culture); Ghana: Vincent Tay (Kumasi Health Education Division) and Ato McQrath(University of Science and Technology); Kenya: Mumia Auka (KWAHO), James Kut, HillaryMusioka, and James Mbugua (CARE) and Taffy Naisho (AMREF); Mexico: Alicia Sawyer(SARAR Capacitacion, AC) and Virginia del Campo Navarrete; Pakistan: Nina Zubair andTehreema Aabvaan; South Africa: Colleen Cousins; Tanzania-. Douglas Mboto and JomoKitundu; Uganda: Jessica Abakuo and Bob Mugsha (Ministry of Education); West Africa-.Pierre Quiton.

\

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