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Training of Social Organizers

August 05-09 2014




Training of Social Organizers & Project Staff
August 05-09, 2014
Pakistan Approach to Total Sanitation (PATS)
South Asia Wash Result Program (SAWRP)

NRSP Regional Office, Aza Khel Nowshehra

Reported by: Dr. Ikram Ur Rahman Training Coordinator WASH Result Program
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Contents
TITLE PAGE 1
TABLE OF CONTENTS 2
LIST OF ABBREVIATIONS 3
LIST of ANNEXES 4
Acknowledgement 5
Views outcome 6
Partners profile 7
1. BACKGROUND 8
2. Reviewing Role model of Social Organizers 9
3. TRAINING ORGANISATION 12
3.1 Training Objectives and Outcomes 12
3.2 Training Coordination 12
3.3 Participants Profile 13
3.4 Trainers Profile 13
3.5 Training Schedules 13
4. OVERVIEW OF TRAINING ACTIVITIES 13
4.1 Training Methodology 14
4.3 The session plans 15
4.4 Pre-training assessment 15
4.4 General approach to training and contents delivery 15
4.5 Validation of training activities 16
4.6 Provision of handouts and other materials 16
4.7 Training Content 16

5. KEY PRESENTATIONS 21
5.1 Knowledge development for effective CLTS facilitation 21
5.2 Understanding participation and participatory methodologies 21
5.3 The CLTS process tools and how to use them effectively 21
5.4 Important knowledge matters for CLTS 22
5.5 CLTS participatory development 22
5.6 Origins of CLTS and other WASH methodologies 23
5.7 Attitudes for CLTS facilitation 24
5.8 Lessons on skills for facilitating CLTS & PATS 24
5.9 Lessons on attitudes for facilitating CLTS 24
5.10 Practical Sessions 25
5.11 In-house Practice/ Facilitation of the Tools/ Methods 25
5.12 Field practice/Facilitation of the tools/Methods 25
5.13 Exercises and drawing of lessons 26
5.14 Lessons on the field and community practical sessions 26
5.15 Content for CLTS & Post-triggering follow-up activities 27
5.16 Tools for the conduct of CLTS Post-triggering efforts 27
5.17 Community base action plans 28
5.18 Inventory of Training and Facilitation Materials Provided 28
6. CONCLUSION 29
7. APPENDICES 30

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List of Abbreviations

BCC Behavior Change Communication
IEC Information Education & communication
PATS Pakistan Approach to Total Sanitation
CLTS Community Led Total Sanitation
SLTS School Led Total Sanitation
TMA Tehsil Municipal Administration
PHED Public Health Engineering Department
SO Social organizer
CRP Community Resource Person
CAP Community Action Plan
ODF Open Defecation Free
WASH Water Sanitation & Hygiene
MDGs Millennium Development Goals
NRSP National Rural Support Program
KP Khyberpukhtunkhwa
RYK Rahim Yar Khan
CO Community Organization
VO Village Organization
LSO Local Support Organization
VSC Village Sanitation Committee
SC Sanitation committee
DC Deputy Commissioner













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List of Appendices
i) List of participants.
ii) Pre & post -training assessment
iii) Result of pre and post training assessment
iv) Training evaluation form























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Acknowledgement
We would like to express our greatest gratitude to Mr. Agha Ali Jawad, General Manager National Rural
Support Program Mr. Saeed Raza Regional Program officer KP, Mr. Arafat Majeed PM SSS, whose kind
attention made this effort possible and provided opportunity for leading the WASH Result Program in
Mardan and Swabi through professionally expert staff from NRSP human resource pool. We are grateful
and pay special thanks to Plan-Pakistan training team comprised of Mr. Muhammad Younas, Mrs.
Abida Umar and Mr. Abdul Salam NRSP WASH project coordinator whose whole hearted interest
provided an environment of better understanding during the training. We are obliged for the services of
Regional office staff, especially Mr. Mazhar Ali Khan for timely arrangements of food, refreshment,
logistics, and training needs. We appreciate the time management of NRSP logistic staff and drivers who
facilitated us to reach the communities by time and complete the task within the stipulated time.


Trainees





























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Views Outcome























We had a good time for learning at the workshop and at the same time a chance for
WASH related program understanding and future planning. We are familiar with
the field under diverse projects and programs experience implemented
independently by NRSP or in partnership with donor agencies, but we hope with
what we have learnt in this workshop will enable to do many things new for WASH
project implementation. We learnt that how we can engage the communities in
CLTS related activities. We appreciate the training methodologies, approach,
subject matter command of resource persons, facilitation in a friendly & learning
environment and commitment of facilitators. The training made us realized that
once we develop the skill, attitude and confidence we will be good community
organizers. Though we have varied working experience in development sector in
NRSP and other organizations, but as trainees during this training for social
organizers and project management team, our knowledge is further flourished and
we are motivated to implement the project in a more professional manner. We the
social organizers and project management team are sure that we can confidently
engage the communities and take them along for achieving WASH project goals
and expect the guidance of Plan-Pakistan in future through the expertise and
experience of Plan trainers team.
Participants

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Partners


DFID: The Department for
International Development (DFID) leads
the UKs work to end extreme poverty.
DFID ending the need for aid by creating
jobs, unlocking the potential of girls and
women and helping to save lives when
humanitarian emergencies hit.

Plan-Pakistan Plan is an International,
Child Centered Community Development
Organization with no religious, political, or
government affiliation. Plan Pakistan is a
member of its global network of 66
Countries working with 10 million children,
women and men. Plan Pakistan began its
programs in Pakistan in 1997 and is currently
working in Chakwal, Islamabad and Vehari.
Plan implements its programs and projects
at the grassroots level in Health, Education,
Water and Sanitation, Income Generation,
and Building Relations. Plan as a child-
centered community development
organization is committed to the wellbeing
of children supporting the Convention of the
Right of the Child. Plan does not tolerate
child abuse and accepts that all its
employees and other who work with Plan is
committed to the Child Rights and to the
protection and wellbeing of children. Plan is
an equal opportunity employer and women
are strongly encouraged to apply.

NRSP: Established in 1991, NRSP is
the largest Rural Support
Programme in the country in terms
of outreach, staff and development
activities. It is a not for profit
organization registered under
Section 42 of Companies
Ordinance1984. NRSP's mandate is
to alleviate poverty by harnessing
people's potential and undertake
development activities in Pakistan.
The organization exists in 56
Districts in four Provinces including
Azad Jammu and Kashmir through
Regional Offices and Field Offices.
NRSP is currently working with
more than 2.4 million poor
households organized into a
network of more than 162,242
Community Organizations. With
sustained incremental growth, it is
emerging as Pakistan's leading
engine for poverty reduction and
rural development.

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1. Background
Like other developing countries in the world, sanitation is one of the challenging issue in
Pakistan equally faced by the rural and urban communities. Despite of the claims for
development in health and environment sector about 52% of the total population in Pakistan is
still lacking or not aware about basic sanitation principles, latrine use and benefits of latrine
construction and thus find their way for defecation in the open areas. The issue is alarming and
leading to heavy annual cost of health budget to control and treat water born diseases. Women
and children are the major victims to suffer from water born diseases with high rates of
mortalities and further drop of the poor rural communities below poverty line.

It is globally recognized that improving sanitation is the only way for achieving the health-
related Millennium Development Goals (MDGs) of reducing child mortality and combating
disease. A focus on appropriate outcome-oriented approaches to rural sanitation is critical,
given that a majority of poor households continue to live in rural areas of Pakistan.

Conventional approaches in South Asia have attempted to tackle the issue of poor sanitation by
trying to improve coverage and access with financial support for constructing toilets. However,
for many years it has been evident that providing subsidies for construction of individual toilets
alone does not necessarily translate into usage. Behavior change is a key ingredient for this to
occur and promote sanitation and hygiene practices. Sanitation programs have, for some time
now, incorporated the need to raise awareness and emphasize the benefits of toilet usage.
Even the marketing of sanitation, in order to create individual demand (often combined with
subsidies linked to toilet construction by households) has not necessarily resulted in significant
progress in securing the desired outcomes from sanitation programs in the region.

It is in this background that the significant results demonstrated by a recent approach adopted
in South Asia under WASH Result Programs and PATS approach in Pakistan has drawn attention.
At the heart of this approach is a shift away from the provision of subsidy-led toilets for
individual households and emphasizing not merely behavior change by individuals in general
but of an entire collective, to achieve 'open defecation-free' villages. The objective is to reduce
incidence of diseases related to poor sanitation and manage the public risks posed by the
failure to safely confine the excreta of some individuals at the community level. This has been
most effectively undertaken by empowered communities motivated to take collective action,
with the government and other agencies performing at best a facilitating role. There is a
growing recognition that this evolving approach, often referred to as Community-Led Total
Sanitation (CLTS), offers tremendous potential not only for achieving, but even for surpassing,
the relevant MDG targets in Pakistan set for 2015.

Keeping in view the global concerns and solution measures for improving poor sanitation in
Pakistan under WASH Result Program and PATS approach, National Rural Support Program
(NRSP) in collaboration with Plan-Pakistan under financial assistance of DFID is implementing
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South Asia WASH result program in Mardan and Swabi Districts in KP, RYK and Bahawalpur in
Punjab and Gotki in Sindh. Primary goal of this program is achieving an open defecation free
(ODF) environment through community sensitization, mobilization, behavior change which
finally leads to community led total sanitation (CLTS) and sustainable output of sanitized
environment, clean water and adaptation of community based hygiene practices. WASH result
program also approach School Led Total Sanitation (SLTS) to involve school children and
progressive teachers through formation of WASH clubs. The project emphasizes to mobilize the
communities for construction and use of low cost latrines, hand washing, drinking clean water
and avoid open defecation. The project is implemented in a socially organized manner involving
the services of well trained community oriented social organizers and other technical human
resource who will deliver the program message after their capacity building in WASH sector.

NRSP and Plan-Pakistan believe that technically sound and hardworking human resource is the
key towards objective and result based WASH program in NRSP intervention areas.

The aim of this training will definitely reach to the objective of producing social organizers who
will spend their energies and knowledge for achieving the output based objective of WASH
Result Program in project implementation areas.

2. Reviewing Role model of Social Organizers
As part of this capacity building training of the social organizers for WASH Result Program the
Social organizer having the required characteristics and skills and the knowledge about the
process and steps of community organization will be able to apply the same in different settings
by appropriate roles. The different roles of a community organizer are discussed here. These
roles are neither exhaustive nor mutually exclusive.
1. Communicator: The social organizer transfers or transmits information, thought, knowledge
etc. to the members of the community. Sharing of information enables the community to be
better prepared and empowered with information.
2. Enabler: The social organizer facilitates the process in the community for a change. He does
not carry out any work by himself but he enables the community to do the work. The organizer
gives importance to the process than the product. By the role of enabler the organizer would
create independency among the people by which avoid the dependency syndrome.
3. Animator: In any process of community organization the organizer encourages, provides
direction and guide lines to proceed in carrying out the different activities. As an animator the
social organizer plays a vital role in eliciting the active participation of the people from planning
till evaluation especially ensuring life in all the dealings of the issues and problems.
4. Guide: The Social organizer instead of doing anything on his own guides the members of the
community in the process of community organization. The community organizer is not a person
to shoulder the responsibility or solving problems of the people. Instead he has to make the
people to respond for which the organizer provides the various avenues and shows different
roots while dealing with the community problems.
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5. Counselor: The social organizer understands the community and enables the community to
understand itself. At the time of difficulty the individuals or the groups are given the required
counseling to proceed in the correct direction. When people are in need there should be
someone to listen to them.
6. Collaborator: The social organizer joins hands in performing his task with his colleagues with
other like-minded people and organizations. Nowadays organizations approach a problem not
with their personal capacity they also depend on the neighboring organization. Therefore the
role of collaborator is very much needed for net working of similar and like-minded
organizations and efforts for a common cause.
7. Consultant: The social organizer enjoys the confidence of the people and advises them in
matters of vital interest. The community organizer becomes a person with lots of knowledge
and information which is being shared with the people. As a consultant the community
organizer makes himself available to the people who are in need.
8. Innovator: The social organizer innovates, performs, and improves the techniques, content in
the process of community organization. This gives a lead to the people of the community and
enables them to try out new ways and means to find solutions to the needs and problems.
Social organizer is not a person to maintain the system that exists but he should be a person to
introduced new ways and means to climb up the development ladder.
9. Model: The social organizer commands perfection as a community organizer and serves as a
source of inspiration. The role of the organizer is to become an example while working with the
people. By proper planning in approaching a problem and execution of the plan and
documenting the whole process will be of greater help to others. The problem solving process
becomes a model for others.
10. Motivator: The social organizer stimulates and sustains active interest among the people
for reaching a solution to the needs and problems. The community organizer encourages the
community to take up a minor task and complete it successfully which would enable the people
to take up difficult task.
11. Catalyst: In the process of community organization the social organizer retains his identity
at the same time enables the people to be empowered. The people gain accessibility and
control over resources and acquire skills in decision making. As a catalyst the organizer is able
to increase the response level of the people. The catalyst role further enables the people to
become independent and become expert in responding to their own needs.
12. Advocate: The role of the advocate is to be a representative or persuade the members of
the community and prepare them to be a representative as well as represent the issues to the
concerned body to bring a solution to the unmet needs. The advocacy role is an important role
in the present context. The community organizer in the role of an advocate represents the
interests of the community to gain access or services or improve the quality of services which
may be hampered by other forces.
13. Facilitator: The social organizer helps the community to articulate their needs, clarify and
identify their problems, explore resolution strategies, select and apply intervention strategies,
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and develop their capacities to deal with their own problems more effectively. A facilitator
helps client systems alter their environment.
14. Mediator: The social organizer intervenes in disputes between parties to help them find
compromises, reconcile differences, or reach mutually satisfying agreements. A mediator is
involved in resolving disputes between members of the between the community and other
persons or the broader environment.
15. Educator: The social organizer as educator conveys information to the community and the
broader environment. Organizer provides information necessary for coping with problem
situations, assists the community in practicing new behaviors or skills, and teaches through
modeling. The community organizer provides information necessary for decision making.
While working with the people of different background or from different geographical set up
the different roles can be applied. All the roles need not be or cannot be applied in all the
settings to all the problems. Therefore depending upon the situation and the needs and
problems of the community appropriate role has to be applied.













Social Mobilization view of Triggering session in UC Bakhshali during the training
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3. TRAINING ORGANISATION

Plan-Pakistan and NRSP organized the CLTS training for
social organizers and project management staff of
District Mardan and Swabi in KP. This training workshop
was residential and held at NRSP regional office Azakhel
Nowshehra. The participants included male and female
social organizers, District Coordinators, Training
coordinator and Project coordinator.

3.1 Training Objectives and Outcomes

1. To develop the understanding of social organizers on PATS, CLTS/SLTS and WASH
related social mobilization techniques.
2. To further strengthen the participants skills and enhance their capacity to implement
the project activities at communities level for attaining and sustaining project
objectives.
3. To develop the skills of SOs to use social mobilization tools and techniques for CLTS
activities at grassroots level in particular and other interventions like SLTS etc. in general
and to capacitate CRP and other stake holders.
The expectations of the workshop were that
16 participants from two districts would be equipped to use the CLTS/PATS approach in
their districts in dealing with the sanitation situation in the rural project areas.
Clear strategies and corresponding works-schedules would be developed by each
district









3.2 Training Coordination
NRSP regional office was responsible for the organization of the trainings under the advice and
consultation of NRSP head office. NRSP regional office provided immense support in the
Trainees registration
Training sessions in progress
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arrangements of the workshop, venue, accommodation, food and other necessary logistics for
participants.

3.3 Participants Profile

Participants of the workshop included two District coordinators who have a long term
experience of work in NRSP on responsible positions. Male and female social organizers were
from the NRSP human resource pool with multiple projects work experience. Training
coordinator and project coordinator were also among the trainees with experience profile in
many developmental projects.

3.4 Trainers Profile

Plan-Pakistan provided their well experienced facilitators for facilitation of the workshops. CLTS /
WASH specialist and deputy project manger WASH Result Program of Plan-Pakistan Mr.
Muhammad Younas was the lead trainer. Mr. Muhammad Younas a young, energetic and
accommodative person is one of the leading CLTS practitioners in Pakistan and has over 10 years
experience in the use of participatory methodologies for training and for engagement with rural
communities on WASH issues. He is a highly skilled participatory trainer and has facilitated the CLTS
approach in a number of communities in Pakistan, Afghanistan, India and Bangladesh. He got the
opportunity of work in many international organizations and received CLTS and WASH trainings
from Dr. Kamal Kar, a pioneer of CLTS concept from India. He was assisted by Mrs: Abida Umar,
Behavioral Change Communication officer from Plan-Pakistan. She has an appreciable level of
experience in the use of participatory tools and also in managing communities through working
with a variety of national and international organizations.

3.5 Training Schedule

The training was designed to address all the relevant issues in five training days. Since, the contents
were elaborate and taking into consideration the fact it was a residential workshop with an adult
group, the training was structured in a relaxed manner. The schedule of the training was strictly
followed within time limitations however field activities were a little bit time out due to interrupted
traffic and long distances. The facilitator used refresh and energizing tools for reactivation of the
silent moments. Group works and presentations were completed by time. Participants set norms
were strictly followed during the training.

4. OVERVIEW OF TRAINING ACTIVITIES

To ensure that the participants develop the requisite knowledge, skills and attitudes and also
make realistic plans for CLTS implementation in the participating districts, both the content and
conduct of the workshop had to be strategically planned. This section discusses the overall
training conduct and its content.


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4.1 Training Methodology






































Methodology details
A. Class room sessions
1. Verbal lectures.
2. Power point presentations
3. Group work
4. Group presentation
5. Discussion and explanation
B. Activity based learning (ABL)in the field
1. Rapport building techniques
2. Introduction methodology
3. PRA learning and application
4. Social mapping techniques
5. Key addresses during transect walk
6. Group work & presentations
7. Action plan development by CRPs
8. Post field assement and discussion

Training Approach
1. Use of technical and subject matter experts
2. Relevant and concise course materials for participants.
3. Interactive group exercises and discussions
4. Participants led presentations
Training Languages
Pushtoo, Urdu, English



Training materials
1. Laptops
2. Multimedia
3. Flip charts
4. White board markers different color
5. Cameras
6. Banners
7. Masking taps
8. Drafting pads and ball points
9. Power generator
10. Viewer cards
11. Mapping colors
12. Green leaves

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4.2 The session plans

Session plans were developed for the various session of
the training content. These plans provided the rationale
and objectives of every topic of the workshop. Again, for
every topic, the plan suggested the time, content,
methodology and a summary of basic expectations. The
plan of the session also provided time for evaluation and
judgment of the participants.

4.3 Pre-training assessment

Before the training commenced, all participants were required to introduce, level fears and
expectations and complete a Pre-training questionnaire (AppendixII). This sought to
investigate the background of participants with regards to their educational levels, trainings
component, their experiences of working with participatory methodologies especially CLTS and
other WASH methodologies, terms, WASH concepts and an overview of their expectation from
the workshop. This form of assessment gave a quick overview of the knowledge and experience
levels of participants and helped the trainers re-confirm the training content. In addition, the
trainers hold session to discuss the issues raised in the questionnaire in order to have a better
communication and facilitation work and how the training shall help to enhance it.

4.4 General approach to training and contents delivery

The trainers generally adopted a participatory approach
towards every aspect of the trainings. Decision-making
on session times, house-keeping issues, training
content, delivery style, participants level of input and
practical activities, were done with participants. In
delivering and processing the training content, the
trainers used a variety of learner centered approaches
including interactive presentations, discussions,
demonstrations, group work, community stories and
field activities. The medium of expression was basically the use of the Pushtoo, Urdu and
English languages. However, to ensure that certain issues were properly clarified or expressed,
local languages that the participants were familiar with were used for better understanding.
Trainer presentations on the plenary were made using the Power Point computer application.

The interactive facilitation style ensured that all participants were actively involved in the
various workshop sessions. Four main groups were formed for each round of training. These
groups were formed along the districts represented. They conducted learning activities,
developed and refined plans and strategies. Each participant was a part of at least one group.
Participants group presentations were conducted using plenary and gallery styles through the
use of Flip Charts. In many cases these were done in the session hall.
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4.5 Validation of training activities

Validation activities were conducted on daily basis i.e.
recap of previous day, minutes, group work and group
views. Note takers in the groups were responsible to
develop reports on daily activities and present them
each morning as the activity before the next thought for
the day had been shared. These daily discussions were
collated and summarized and the key issues
incorporated into this report. Reporting responsibility
was assigned to the training coordinator. In addition to
the daily reporting and discussion, all day sessions were
recapped one by one by the trainees under facilitation of the trainers. Aside the comments,
participants were offered the opportunity to express their views on the following contents on
daily basis in the beginning as recap and at end as closing.

General Workshop Content
Participants understanding of the topics discussed
Participants understanding of the CLTS approach
Participants ability to facilitate the CLTS Approach
The input of participants
The input of facilitator
Workshop organization
Meals provided

It was best understood by the facilitators that field activity exercise and its validation outcome
would serve as a good basis to measure the training impact, once the field activities start.

4.6 Provision of handouts and other materials

Participants were provided with adequate and relevant handouts for them to be able to
facilitate the approach effectively in their Districts. All training materials were distributed on
first day of the workshop including the agenda and contents of the training.

4.7 Training Content

The training content was to the best of training purpose and meaningful for understanding of the
participants. Contents detail is given in the following table.
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Time in hrs Session Contents and expected outcomes Methodology
Resource
Person/
Facilitation
DAY 1
08:3009:00 Regist rat ion of part icipant s
The part icipant s will regist er t hemselves on t he
provided regist rat ion f orms available at t he regist rat ion
desk.
Regist rat ion Forms Mazhar Ali
Khan NRSP
09:0009:05
Recitat ion f rom The Holy
Quran
One of t he Part icipant s will recite verses f rom t he Holy
Quran.
Recitat ion Ist ikhar Ahmad
09:0509:45
Int roduct ion of t he
f acilit at ors and part icipant s
/Ice breaking (Expectat ion
& f ears of t he part icipant s)
This session will help part icipants t o know each ot her
and will help in t he upbringing of int er personal
communicat ion among t he part icipant s.
The expect at ions of t he part icipant s will be not ed
down and t hese will be mat ched wit h t he t raining
object ives, t he left over will be included by t he
resource persons in order t o meet t he expectat ions of
t he part icipant s.



Brainst orming
M. Younas
Ms.Abda
09:4510:00
Norms set t ing

Part icipant s will set t he norms f or t he workshop so
t hat t he t ime available f or t he t raining is ut ilized in an
ef fect ive and ef f icient manner.
Brainst orming Part icipant s
10:0010:20
Pre-Training Evaluat ion

Part icipant s will give a pre t raining assessment on t he
provided f ormat s. Result s of pre-t est will be displayed
in graphical present at ion.
Test f ormat s M.Younas
10:20-10:45
Welcome Speech and Role
of NRSP in t he project
This will be a f ormal welcome t o t he SOs/SMs and
views will be provided on t he object ives of t he t raining
in relat ion t o it s relevance wit h the program highlight s
t he role of t he SOs/SMs .
In addit ion t o t his t he object ives of t he project and it s
approach will also be shared with t he part icipant s.
Present at ion/
Discussion
Mr. Saeed Raza
RPO NRSP
10:45- 11 Tea Break (15 min)
11:00- 12:00
Int roduct ion t o Sanit at ion

The underst anding of t he part icipant s will be
enhanced wit h regards t o sanit ation covering t he
f ollowing t opics i.e.
What is sanit at ion
Sanit at ion Ladder Approach
Current Sanit at ion Scenario in Pakist an
Issues of Sanit at ion

Present at ion

M.Younas
12:00- 12:45 Pakist an Sanitat ion
Sit uat ion and PATS
Programme
An overview on t he sanitat ion sit uat ion in Pakistan and
PATS will be given.
Present at ion M.Younas
Ms.Abda
12:4513:15 Training video
document ary on PATS
The part icipant s will be brief ed through PATS video Video present at ion
/Discussion
M.Younas
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13:15- 14:00 Prayer & Lunch Break
14:00- 15:00
Act ivit y f low- sequencing
of act ivit ies
The part icipant s will underst and t he f low of act ivit ies Role play M. Younas
15:00- 15:30
Int roduct ion t o CLTS,
Principle and pract ices
The part icipant s will underst and t he CLTS, it s hist ory
and pract ices in Pakist an.
Present at ion M. Younas
15:30- 16:15
Social Mobilizat ion t ools
and t echniques f or
t riggering CLTS
The f acilit at or will share learning and ask part icipant s
about best experiences wit h regard t o CLTS t ools i.e.
t ransact walk, calculat ion of f aeces, f low diagram of
oral f ecal cont aminat ion rout e, glass of wat er
demonst rat ion, calculat ion of medical expenses,
ident if ying solut ions, Community Act ion Plan CAP
on PATS
Group
Discussions,
power point
present at ion


M. Younas
Ms. Abda
16:15-16:45 Video Documentary on
CLTS
CLTS Video Documentary of Kamal Kar
Mult imedia Mazhar Khan
16:45- 17:00 Learning of t he day and
mood baromet er
Part icipant s will discuss t he learning of t he day
Discussion Part icipant s
DAY 2
09:00- 09:05 Recitat ion f rom The Holy
Quran
One of t he Part icipant s will recite verses f rom t he Holy
Quran.
Recitat ion Part icipant
09:05- 09:30
Recap of t he day 1
The part icipant s will brief ly discuss t he day 1
proceeding
Group discussion
and role play
Part icipant s
09:30:11:00
Tip on t riggering CLTS in
communit ies f or f ield work
Seasoned learning f rom successful CLTS t riggering in
t he past will be shared wit h part icipant and t he
part icipant s will be asked t o share similar examples
f rom t heir experiences
Role Play &
Discussion
Part icipant s
11:00- 11:15 Tea Break
11:00-11:30 Int roduct ion t o SLTS The part icipant s will be brief ed about t he concept and
object ives of t he School Led Total Sanit at ion and
develop underst anding about SLTS implement at ion.
The part icipant s will be explained about t he
mechanism of est ablishing ODF verif icat ion commit t ee
(SMC, PTA) f or schools and it s mergence wit h VSC.
Present at ion
Discussion
M. Younas
11:30- 13:00 Format ion of WASH Clubs
in Schools & Wash Club
act ivit ies planning
Underst anding of t he part icipant s will be developed
about f ormat ion of WASH Clubs in schools along wit h
select ion crit eria club members (st udent s), roles and
responsibilit ies and ident if icat ion of schools catchment
area.

Present at ion
Group Work and
Discussion


A. Salam
13:00- 14:00 Prayer & Lunch Break
14:00-14:30 Format ion and capacity
building of Village
Sanit at ion Committ ee
(VSC)
The part icipant s will be briefed about t he mechanism
of VSC f ormat ion and it s roles and responsibilit ies
along wit h select ion of communit y Resource Person.
The part icipant s will be developing underst anding
Present at ion
Discussion

M. Younas
19

about t he concept of achieving ODF communit ies.
14:30- 16:00
Low cost sanitat ion
opt ions and part icipat ory
lat rine design development
Part icipat ory lat rine design concept
Lat rine opt ions (advant ages & disadvant ages)
Group work
Present at ion

M. Younas
16:00-16:45 Planning f or f ield work
The f acilit at or will brief t he part icipant s on next day
f ield exercises f or conduct ing PRA f or Triggering
CLTS i.e. village name, t ravel arrangement s, roles and
responsibilit ies

Group Discussions
Assigned Groups
NRSP
16:45- 17:00
Learning of t he day and
mood baromet er
Part icipant s will discuss t he learning of t he day
Discussion Part icipant s
DAY 3
08:30- 09:30 Travel t o f iled visit The part icipant s will t ravel f or f ield work Travel NRSP
09:30- 12:30 Filed work at t he village
level
The part icipant s will t rigger CLTS t riggering t ools in
t he communit y.
Field work Part icipant s
12:30-14:30 Travel back , Prayer & Lunch
14:30-16:00 Review of f ield act ivit y Part icipant s will discuss t he learning f rom f ield
act ivit y; t hey share t heir experiences regarding f ield
work.
Group work Part icipant s
16:00- 16:30 Video documentary on
CLTS, Eat my Shit
The part icipant will wat ch t he video and share t heir
observat ion
Mult imedia Part icipant
16:30- 17:00 Planning f or f ield work,
and review of t he day
The part icipant s will develop st rat egy f or f ield visit Group work Part icipant s
DAY 4
08:30- 09:30 Travel t o f iled visit The part icipant s will t ravel f or f ield work Travel NRSP
09:30- 12:30 Filed work at t he village
level
The part icipant s will t rigger CLTS t riggering t ools in
t he communit y.
Field work Part icipant s
12:30- 14:30 Travel back and lunch and prayer break
14:30- 15:30 Review of f ield act ivit y Part icipant s will discuss t he learning f rom f ield
act ivit y; t hey share t heir experiences regarding f ield
work and discuss t he dif f erence bet ween f ield work
on day 1 ad 2.
Group work Part icipant s
15:30- 16:30 Linkages development and
role and responsibilit y of
SO, CRP, VSC, Mason
Proper maint enance of
record
The part icipant s will be brief ed about est ablishing and
maint aining act ive working associat ion bet ween SO,
CRP, VSC and Mason
Group work and
discussion
M. Younas
16:30- 17:00 Learning of t he day
The part icipant s will recall t heir memory and share
t heir learning about t he t raining.


20














DAY 5
09:00- 09:05 Recitat ion f rom The Holy
Quran
One of t he Part icipant s will recite verses f rom t he
Holy Quran.
Recitat ion Part icipant
9:0510:15 Int roduct ion t o Hygiene
promot ion/BCC-. Hygiene
promot ion at schools and
communit y level wit h
f ocus on 3 key messages.
The part icipant s will be divided int o 2 groups and
share t heir learning on hygiene promot ion at school
and communit y level.
Present at ion and
Discussion
M. Younas
10:15- 11:30 Sanit at ion market ing
4Ps of market ing
The underst anding of t he part icipant s will be
developed on t he diff erence between market ing and
sale along wit h import ance and implementat ion of 4 Ps
of Market ing i.e. Product , Place, Price, Promot ion
along wit h product placement
Present at ion
M. Younas
11:30- 11:45 Tea Break
11:45- 12:30
ODF declarat ion and
verif icat ion mechanism
The Part icipant s will be brief ed about ODF declarat ion
and verif icat ion mechanism f or communit ies
Present at ion
Discussion
M. Younas
12:30-13:00
Developing human int erest
st ory/ case st udy f or
knowledge management
The part icipant s will underst and about writ ing human
int erest st ory/ case st udy
Present at ion
M. Younas
13:00- 13:45 Prayer and Lunch Break
13:30-14:00 Post t est The part icipant s knowledge will be evaluat ed and will
be compared wit h pre test
Post rest f ormat A. Salam
14:00-14:30 Review of t he t raining Part icipant s will cont ribut e t heir learning about whole
t raining t opics
Discussion Part icipant s
14:30-15:30 Cert if icate Dist ribut ion
Ceremony and closing
Remarks
The part icipant s will be awarded wit h cert if icat es and
f acilit at or will present t he closing remarks
NRSP

21

5. KEY RESENTATION

During the five days training for SOs and project staff CLTS,
PATS, SLTS and Hygiene related issues were fully highlighted,
explained and discussed. These issues were presented and
discussed under the themes of the above agenda contents.
These sessions discussed the main emerging issues from
each topic and global lesson learnt. The key issues covered
during presentations were,

5.1 Knowledge development for effective CLTS facilitation

Topics on CLTS, SLTS, PATS, Hygiene and sanitation were thoroughly discussed. The outcomes and
emerging issues discussed during the session are mentioned below.

5.2 Understanding participation and participatory
methodologies related to CLTS/WASH

The purpose of this session was to put the workshop in
the right context and the participants in the perspective
for them to assimilate the key topics of the WASH and
CLTS approach. The sessions introduced the concept of
participation and assessed participants understanding and
experience with participatory development. Participants
shared how they have been involved in participatory
development and related their experiences with the
presentations that were made under this initial session.
This introductory session and discussion formed a good
basis for the introduction of the background of the
concept of CLTS. Under this presentation, how CLTS
emerged as an approach in tackling rural sanitation was
presented and thoroughly discussed. The session also
showed how CLTS was similar and also different from
other participatory approaches used by the WASH Sector
projects by UNICEF, WSP, PATS, USAID, and Plan-
International. It also made clear how CLTS was initiated History of CLTS, Dr. Kamal Kar role, History
and background of PATS and the methodology and then focused on the principles underpinning the
approach and how it works and the concept and principles of triggering during WASH
implementation projects.

5.3 The CLTS process tools and how to use them effectively

Participants were introduced to the standard and co-opted CLTS tools and how to use them
effectively. The Tools, including the rapport building and ice breaking, participatory meeting, social
mapping showing open defecation areas, walk of shame, flow diagram, diseases, and feces
22

calculation, calculation of medical expense, glass water demonstration, faeco-oral transmission
routes and their Barriers were thoroughly discussed. The important thing here was to get
participants to know the tools and be able to use them effectively. The presentations were clear in
its purpose and followed a step by-step process in the display of how these tools work and a
sequenced. Best understanding of the participants came after they applied the tools practically
during two days of field exercises.

Participants learnt how these tools worked and how they fitted into the CLTS triggering analysis. It
is noteworthy that not all the CLTS tools were discussed at this stage. Discussions on the tools for
post-triggering were deferred to the final days following the logical arrangements of the themes.
The concentration at this stage was presentations and discussions on the pre-triggering and
triggering tools.

5.4 Important knowledge matters for CLTS

In order to disseminate the CLTS knowledge in a full swing the session identified the various
knowledge areas that was important for CLTS related project staff particularly the SOs to be able to
facilitate CLTS more effectively. All key knowledge areas were identified as important for
participants if they are to facilitate the approach effectively. These are listed below:
Fecal-oral transmission routes
Local language for the village
Social, environmental and health information for the village
History of sanitation interventions for the village
CLTS concept, how it is different than typical approaches, the Dos and Donts
How to use CLTS tools
Overcoming challenging scenarios
Simple low-cost latrine models, for materials available in the community
Experience level and strengths of team members to divide roles appropriately

5.5 CLTS participatory development

Generally participants previous understanding (according to the pre-training assessment) and
appreciation of the concept of participation and participatory methodologies was optimum. In that
light, these initial sessions came as critical first activities that put the participants in the right frame
to understand the CLTS and other participatory approaches. Participants experience with
participatory development was worthwhile. From the experiences that participants shared, it came
to front that they believed in participation as an important concept in the development of their
community, especially with regards to Water, Sanitation and Hygiene (WASH). Participants
experience-sharing also revealed that they had been practicing participation (involving
communities) at various levels and in one way or the other. They understood participation and how
it helps in WASH services delivery in their various districts. A few were of the opinion that involving
people in their activities also has its own problems which they thought could be avoided by keeping
them out of the process at this stage and use mind set next time.


23


5.6 Origins of CLTS and other WASH methodologies

The process of understanding the origins of CLTS and how it emerged revealed important lessons
about participatory methodologies and how they linked up with one another. Video documentaries
made the situation much clear. It became clear to participants that CLTS was similar to other
approaches like PRA and actually found its root in them. They realized however that there were a
few differences which bothered on the principles underpinning them, especially with regards to
how CLTS concentrates on improving sanitation whilst PRA or others did not have any special focus.

Participants also learnt that the tools accompanying these methodologies were also similar with
slight variations depending on the approach. Lessons were learnt, but most importantly,
participants learnt that all participatory methodologies go with a body of tools, which give meaning
to the methodology and make them functional. Without the tools, the methodologies do not work.
This is so for CLTS too. Participants were of the opinion that how the tools work was not too difficult
to understand. They however wondered how they would actually be able to practice them. There
were fears raised by participant keeping in view the cultural norms and traditions of the area.
Concerns were raised about how successful the previous methodologies have been in addressing
their various focuses, the constraints raised were discussed and solution made.

PATS approaches to sanitation and obtaining MDGs by the year 2015 were fully described. Though
these concerns were clarified, it seemed participants were poised on seeing the impact and
successes of CLTS themselves in order to accept that the CLTS approach is not that much different
from PRAs in other projects. Overall, participants learnt that gaining knowledge was critical for
facilitators in their quest to facilitate CLTS effectively. The knowledge areas were extensive and
varied as shown above. That notwithstanding, participants were of the opinion that acquiring this
body of knowledge would not be difficult. It only needed commitments to learn and also to develop
the culture of researching and reading. Under this theme, three main topics were thoroughly
discussed. Summary of CLTS approach is given below
To be able to help people understand and be motivated to act
To engage and interface with communities without lecturing
To be a clear, concise and engaging speaker.
To be an attentive and observant listener.
To engage in think and learn
To be a good observer
To analyse and respond quickly to modify facilitation
Style to suit community participation and reactions.
To build rapport and trust very quickly with the community
To be creative, especially when challenged
To be a good judge of people, so that the facilitator would be able to select community
champions and natural leaders
To be able to identify ignition moments during the CLTS triggering process
Provide leadership to communities


24


5.7 Attitudes for CLTS Facilitation

Closely accompanying the skills for facilitating the CLTS approach is the issue of attitudes that are
required for participants to be able to facilitate the approach. Just like the skills, this was also seen
as crucial for participants. Here, participants shared their experiences on how their attitudes have
affected their work with communities. Through the experience sharing, many issues came up and a
list of critical attitudinal issues were drawn and seen as critical for participants. In effect, the
following were seen as important as far as the attitudes of the participants on the field are
concerned:
Patience. The ability to be patient enough to let the community come to an understanding of
the sanitation situation of their own.
Confident and Courageous enough to push the community out of their comfort zone during the
triggering especially to really trigger them at the ignition moment.
Humble enough to let the community decide for themselves what to change, and how to do it
Be able to provide Fun to keep everyone interested, and willing to participate
To be a team player to work effectively with fellow facilitators
Accommodative and adaptable to modify facilitation style on the spot
To have a learning Spirit. Genuinely visit to learn from them

5.8 Lessons on skills for facilitating CLTS

Participants learnt that it was critical for the CLTS facilitator to be skillful to be successful in
facilitating the approach. They came to the realization that over the years and with all the
experiences that they have gathered over the years, they have not been able to build the requisite
skills to be able to engage communities. Participants were aware that they needed all the skills to
be able to ensure participation by all stakeholders and at the same time achieve their results. To
some level, they knew they could ensure participation. At another level, they knew they could
achieve their tasks by whatever means. But the ability to balance participation and tasks came forth
as their main challenge. The realization was that over the years, they have always ensured that they
achieved their tasks without paying heed to ensuring participation by all stakeholders. They knew
they lacked the skills to do this effectively and this was important for facilitating the approach.

They also realize that they needed the requisite skills to be able to use the body of tools relevant for
facilitating CLTS. They realized that acquiring the skills to sequence the tools was as important as
having the skills to use them. This they found very challenging at the beginning but as the days
rolled, they became comfortable. Here too the realization was that the tools were not too different
from the body of tools involved in facilitating the PRA approach. Overall, participants were in
agreement with the trainers that building the skills for the use and sequencing of the tools in CLTS
would need some time and practice. But they envisaged that with they were well able to acquire
the requisite skills for facilitating the approach with all the necessary things in place.

5.9 Lessons on attitudes for facilitating CLTS
It came to the front that many things have to change about facilitators attitudes and behaviors. The
areas are listed below:
25

Their view of community people: here, participants in engaging communities have
constantly adopted the posture that
Community members cannot think and member are ignorant of issues that are around
them, and that they always have to teach them everything
Community members cannot undertake simple activities during the analysis of their own
sanitation situation. Therefore they have to do things for community people
The way facilitators ask questions their body language when they are engaging community
people. their patience in handling community responses
The way they look down on community people, which is reflected in their response to
invitations to meals and gifts from community members
Their dress-code

Aside the things they realized they needed to change, the main lesson learnt was that, if
participants dwell on the acquisition of knowledge and skill and de-emphasize the development of
the right attitudes and behaviors, the facilitation of CLTS would fail.

5.10 Practical Sessions

Practical session under the training was centered on,
In-house practice/ facilitation of the CLTS tools and
methods
Field practice/ facilitation of the tools and methods
and
Briefing exercises and drawing of lessons

5.11 In-house Practice/ Facilitation of the Tools/ Methods

The trainer offered the groups ample opportunity and time to practice the tools that they have
learnt in the class sessions. This was intended to help the participants to practice and begin to get
used to these tools in order to build the appropriate skills. Under a strict guidance of the trainers,
every participant was offered the opportunity to undertake a practical activity at this level. No
participants absented themselves from these exercises.

5.12 Field Practice/ Facilitation of the Tools/ Methods

Field sessions were organized for the two groups of trainees
on day 3
rd
and 4
th
of the training. Respective villages in UC
Toru and Bakhshali were visited (2 for the first group and 2
for the second) where the CLTS approach facilitated by
trainee SOs and management staff the trainers facilitated
the male and female groups respectively. The villages visited
for application of triggering tools were,



26

Group 1: Village Bodal kalay UC Toru Day 3
rd
of training
Village Aziz Abad UC Fatma Day 4
th
of training.

Group 2: Village Sheikh Abad UC Bakhshali Day 3
rd
of training.
Village Piraman UC Toru Day 4
th
of training.

Participants had full sessions in preparations for the field exercises. Two teams were formed by
each group and they were assigned their communities. The various facilitation roles were also
assigned to members of the teams. These were done in such a manner that every member had
something to do. In addition, the teams were guided to develop their strategy for facilitating the
approach in their respective communities. They therefore firmed up their preparations by
organizing their own materials. NRSP regional office played its part by organizing the communities
and the requisite logistics for the fieldwork. The trainers also organized themselves in such a
manner that they were always available to supervise each team whilst they conduct triggering
moments in the selected communities.

5.13 Exercises and drawing of lessons

In the conduct of the practical sessions in the classroom
situation and also in the communities, the trainers
created the space for debriefing and drawing lessons.
These activities took the form of flip chart presentations
at plenary. This created the platform for open
discussions on what went well and what needed to be
improved with regards these practical sessions.
Participants approached the conduct of the in-house
practical sessions with all seriousness and this portrayed
the fact that they were serious in developing their skills
in the use of the process tools. These sessions were
conducted in the training room. At the initial stages, and as was expected, participants fumbled in
rolling out the tools. This was due to the normal initial tensions associated with being careful about
not making mistakes. As the sessions were repeated, more mistakes and on-the spot corrections
were made, participants polished their skills and built their confidence.

5.14 Lessons on the field and community practical sessions

The triggering exercises conducted in the selected
communities showed different result. All the four possible
ignition outcomes were realized in the field exercises:
Matchbox in a Gas Station, where the whole community
comes to the realization that they need to change their
sanitation situation, Promising Flames, where majority of
the community members wants to change their sanitation
situation, Scattered Sparks, where a few community
members want to change their sanitation situation, and
Damp Matchbox, where the whole community is not
27

interested in changing their sanitation situation. It became real to participants that it was a fact that
the triggering outcomes could be any of the four described above, as was reiterated in the training
session. Another important situation was that though the issues that were raised in the classroom
with regards to what to expect was real, the field situation was more challenging than they had
expected. It became clear that facilitators needed to use their best judgment at all times.

5.15 Content for CLTS & Post-triggering follow-up activities

The trainers discussed in details what Post-triggering
follow-up entails. The session stressed on the fact that
post-triggering efforts were important in order

For communities to be empowered to solve their
own sanitation problems
To encourage communities to take their planned
actions with regards to solving their own issues
To enable communities analyse their strengths
and weaknesses in solving their own problems and
To create a sustained community-led behavior change arrangement in the community

With the above as a basis, the presentations (confirmed by experiences shared by participants)
summarized the fact that post triggering efforts basically entails
Setting total sanitation targets
Using specific tools to achieve certain targets
Selection, training and providing support for Natural Leaders and CRPs to augment scale-up
of the approach

5.16 Tools for the conduct of CLTS Post-triggering efforts

The training team made a presentation of the tools and strategies for conducting post
triggering activities and follow-up. It was made clear to participants that this strategies and tool
package was based on a collation of actual workable tools and strategies used elsewhere and
also tried during the pilot implementation of WASH projects in the world. These tools involve

The Establishment of Household Visit Plans, where facilitators would have to zone communities,
form teams, determine the frequency of household visit and strategies for the negotiation of
improved sanitation practices in the households.

The Establishment of Leadership Teams, where facilitators would form and support leadership
teams (Natural Leaders and CRPs) at the various zones to take charge of the zonal sanitation issues,
arrange and organize meeting to discuss and mobilize to achieve zonal sanitation targets and
monitor households level of achievements on their doable actions.
28

The Establishment of Community Review Meetings, COs, VO SCs and LSOs will meet monthly to
review progress of work, make presentations on their targets, old targets are reviewed and new
ones set, review their operational strategies
The Establishment of a Periodic Sanitation Clean-up Campaigns, where the facilitators would agree
with the community on suitable periods for general clean-ups organize the use of social events
during this activity and campaign during Global hand washing day 15
th
October, world toilet day 19
th

November and world water day 22
nd
March.
5.17 Community based action plans
The trainers allotted ample time in planning to implement the approach in the various participating
districts. The activities undertaken included:
Planning for facilitating the approach in ONE community in the respective districts; and
Planning for scaling-up the approach in the respective districts.

5.18 Inventory of training and facilitation materials provided

The five-day training workshop churned out materials that are important for the implementation of
the CLTS approach. These included handouts developed from several training manuals and
handbooks regarding the approach. Some of them were pre-determined and others developed
during the training. Find below, an inventory of materials provided for participants. Training
materials in the form of training package was also provided to individual trainee by the trainers.

Post training test was taken by the trainees with high scoring marks as compared to pre test.
29

6. CONCLUSION
All Participants completed the Evaluation Forms. A careful study of these showed that they were
very satisfied with the general outcomes of the workshop. They agreed that the objectives of the
workshop and their expectations were largely met. They thought they had understood the
workshop topics but with regards to the building of skills and effecting changes in some attitudes,
they thought they needed a bit of time to affect these. They were happy the way the workshop was
organized and run. They also felt their level of contribution largely contributed to the success of the
training. That notwithstanding, they thought that there was still room for improvement.
The trainers were of the opinion that the participants had the potential to contribute to scaling-up
of the approach in the project areas of Districts Mardan and Swabi. Their contribution to the overall
training was immense and their level of appreciation of the workshop issues was satisfactory. They
came prepared to learn and did so. This energy needs to be channeled to the field.
It is hoped that the above gains outlined would be enough to gather the needed momentum to
push the implementation of the CLTS approach in the Districts of Mardan and Swabi and would
ripple to affect the other district in the Region as a whole. This would contribute positively towards
the national efforts and make the Approach nationally meaningful and a worthwhile venture for
PATS objectives for obtaining the millennium development goals (MDGs) by the year 2015.

























30

Appendices

Appendix I : List of participants
S.NO Name Designation Organization Contact number
1 Mr. Istikhar Ahmed District Coordinator NRSP 03468552201
2 Mr. Mir Ali Shah District Coordinator NRSP 03468552206
3 Mr. Syed Jamil UR Rahman M&E Officer NRSP 034685502209
4 Dr. Ikram Ur Rahman Training Coordinator NRSP 03468552213
5 Mrs. Nabia Nisar SO NRSP 03005723979
6 MR. Wali Bahadar SO NRSP 03439069314
7 Mr.Roshan Khan SO NRSP 03468552207
8 Mrs. Nosheen SO NRSP
9 Ms. Azra SO NRSP
10 Ms. Zakia SO NRSP
11 Mrs. Ambreen Nazli SO NRSP 03005734577
12 Mrs. Shabina SO NRSP 03156145007
13 Mr. Hayat Khan SO NRSP 03006088797
14 Mr. Rahat Khan SO NRSP 03009051131
15 Mr. Zaeem Khan SO NRSP 03459456951
16 Mr. Afzal Khan Admin & Finance NRSP 03468552216












31


Appendix II

Self-assessment Questionnaire SO training

Date: _____________ Venue:_______________
Name of the trainee Designation

Organization District

Trainers Name

1.
2.

1. The goal of rural sanitation promotion is
Womens dignity
Clean village environment
Latrine construction
Prevention of diarrheal diseases

2. Currently in Pakistan, 52 % of population does not have access to sanitation facility.
True
False

3. Childs feces is less harmful than that of an adult?
True
False

4. Sanitation marketing is a concept about selling sanitation goods

True
False

5. School Management Committee and Parents Teachers Association should be taken on board before
starting the SLTS activities in school
True
False
6. Community Action Plan is made to finalize the plan for collectively go for supply sanitation material.
Instructions

Please tick answers from the choices given under each question.
Maximum time allotted is 20 minutes
32

True
False

7. Previous large scale toilet construction programs in Pakistan did not eradicate open defecation
because of
Lack of a felt need for sanitation
Not enough latrines constructed
Insufficient subsidies
Poor implementation

8. What should be the minimum distance between a toilet and a drinking water source?
10-20 ft.
30 ft.
40 ft. or more.

9. The key to generating demand for rural sanitation is
Increased subsidy
Individual house to house contact
Collective behavior change
Improved technology

10. Who has the main responsibility for constructing household toilets?
Ministry of Health
Ministry of Public Health & sanitation
Community
NGOs

11. Which are the critical times for hand washing to prevent water-borne diseases?

Before eating food
After handling childrens feces
After defecating
All of the above

12. Teaching families how open defecation spreads disease is the only most effective way to get
them to change their sanitation practices.
True
False

13. How much does it cost to construct a latrine?
Zero
500-3000
Between 5000-10000
More than 10000

14. Mass Information, Education and Communication (IEC) campaigns through TV, radio, street
theatre and other mass media alone is the best way to get people to adopt safe sanitation.
True
33

False

15. In a village where diarrhea epidemics are frequent, which of the following actions will
be most effective?
Improving quality of water supply
Improving sanitation practices
Increasing the amount of water available to each household

16. What is the most important indicator for assessing the effectiveness of total sanitation?
Number of toilets constructed
Amount spent on subsidies
No of people not practicing Open defecation
Number of Open Defecation Free Villages

17. What is the meaning of BCC?

1. Blind Carbon Copy
2. Bristal community Collage
3. Behavior Change Communication
4. None of the above

18.. Which of the following are water borne diseases?
(a) Headache (b) fever (c) Hepatitis A (d) dysentery (e) Schizophrenia (f) diarrhea
(a) Malaria (h) Leukemia (i) Cholera
19.. What the following stands for
a) CLTS
b) WASH
c) PRA
d) ODF
e) PATs
20. Name of the concerned Government Departments which is responsible for provision of Water and
sanitation services.
a) PHED
b) Education department
c) TMA
d) C & W

________________________
Signature of SO:


34

Appendix-III: Result of Pre & Post assessment
S.NO Name Pre-Training Score Post-Training Score
1 Mr. Istikhar Ahmed
2 Mr. Mir Ali Shah
3 Mr. Syed Jamil UR Rahman
4 Dr. Ikram Ur Rahman
5 Mrs. Nabia Nisar
6 MR. Wali Bahadar
7 Mr.Roshan Khan
8 Mrs. Nosheen
9 Ms. Azra
10 Ms. Zakia
11 Mrs. Ambreen Nazli
12 Mrs. Shabina
13 Mr. Hayat Khan
14 Mr. Rahat Khan
15 Mr. Zaeem Khan
16 Mr. Afzal Khan















35


Appendix IV: Training Evaluation form

Name of the trainee Designation

Organization District

Trainers Name

1.
2.

Section A Training Session
Please encircle the appropriate answer
1. What do you think about the content of Training Workshop in relevance to the activities of the
project?

Excellent Good Satisfactory Non satisfactory
2. Do you think that you have gained the required expertise to carry out this project successfully?

Yes No Average Dont Know
3. Do you think after attending this workshop your over all knowledge about the sector and its issues
have enhanced?

Yes No Average Dont Know
4. What do you think about the knowledge and capacity of the trainer for conducting this kind of
trainings?

Excellent Good Satisfactory Non satisfactory
5. Are you satisfied with the resource material provided during this workshop?

Yes No Average Dont Know
6. List down 3 negative aspects of the training
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
36

7. Do you think refreshers training sessions should be organized while implementation of the project is
being carried out in field?

Yes May be Not required Dont Know
8. Any Suggestion
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________

Section B Workshop Evaluation
S. No. Qualities / Items Grade
A B C D E
1. Delivery of sessions
2. Clarity
3. Relevance
4. Applicability
5. Methods Employed
6. Supply of Material
7. Working Hours

Section C Organization of Workshop
S. No. Items Grade
A B C D E
1. Contact and Correspondence
2. Travel and Transport Arrangements
3. Food and Snacks etc.
4. Accommodation
5. Location and Atmosphere

Any Other Comments: