Ground - IRC

AboveGround

A Training Manual on Water Supply and Sanitation

Philippine Center for Water and Sanitation -The International Training Network (ITN) Foundation

United Nations Children's Fund (UNICEF)

Above GroundA Training Manual on

Water Supply and Sanitation

Philippine Center for Water and Sanitation -The International Training Network (ITN) Foundation

United Nations Children's Fund (UNICEF)

Manila1998

LIBRARY IRCPO Box 93190, 2509 AD THE HAC

Tel.: +31 70 30 689 8CFax: +31 70 35 89S 6<

BARCODE:LO:

Preface

Each morning, about fifteen thousand Filipinos, mostly livingin poor communities, worry about water for drinking. Many of thesecommunities do not even have safe sources of water supply. On theother hand, communities that already have existing water supplysystems are troubled with problems of sustained operation andmaintenance of such facilities and keeping their supply of water safefor domestic use. To address these problems, various efforts havebeen laid, by both government and non-government institutions alike,to implement water supply and sanitation projects in the differentcommunities in the country. The government, doing its part, obligatesthe organization of Barangay Rural Water and Sanitation Association(BWSA) as a requirement for the construction of level 1 or 2 watersupply system. All other efforts have been geared towards increasingthe capabilities and capacities of the people to take charge of theirwater supply systems. This is in recognition of the fact that, after all,the sustainability of systems for tapping groundwater for domesticconsumption lies on the communities and people who are AboveGround.

In view of these, the development of an appropriate trainingcourse that would support the efforts for stengthening the people'scapacities on availing, owning and managing a water supply andsanitation system is imperative. This training manual is a responseto such need.

Above Ground, both serves as a training course and afacilitator's guide in conducting a training program for present andpotential leaders of existing and about to be formed BWSAs.

The Guide, in itself, does not attempt to be prescriptive andfinal. Instead, through use, it ought to be subjected to continuousreview and modification to make it more adaptable to particular needsand situations of the different communities or BWSAs.

Introduction

As a guide, Above Ground seeks to assist the personnel of local government units,trainers and other development workers in facilitating the training course for existing and aboutto be formed Barangay Rural Water Supply and Sanitation Associations (BWSAs).

As a training course, Above Ground covers a wide range of activities for enhancing thehuman resources at the community that will endeavor to operate and manage a water supply andsanitation systems. These activities are specifically intended for communities that have an existingor still planning to put up and operate level 1 or level 2 water supply system. However, the course,may also be applied for areas with community-managed level 3 water supply facility.

The whole training course, which is expected to run over a period of several days, isenvisioned to:

* Identify problems and issues related to water supply and sanitationthat confront the community;

* Establish a committed BWSA through teambuilding activities; and

* Develop the skills of the community to plan and manage their water supplyand sanitation systems.

The course covers five training modules, namely: (1) EFFECTIVE LEADERSHIP ANDTEAMBUILDING; (2) FRAMEWORK FOR SUSTAINABLE COMMUNITY-MANAGED WATERSUPPLY AND SANITATION PROJECTS; (3) HEALTH AND SANITATION; (4) OPERATION ANDMAINTENANCE; and (5) FINANCING. Structured learning experiences, simulation exercises,and other participatory training activities comprise the above-mentioned modules. Significantportions of the modules tackle Key Learning Points, which serve as the highlights of the activities.

The modules are designed in such a way that they may be conducted all together as acomplete training course. Numerous activities were developed for each module. However,each of the modules may stand on its own and can be conducted as a separate single course. Atrainor may opt to choose the kind of activities that will tailor fit the training participants. Anassessment of the training needs of target participants is therefore necessary to determinewhich among the modules are appropriate for specific groups. For potential leaders who are justabout to form a BWSA, it is suggested that all the five modules be conducted in the order set bythis Guide.

As facilitators for the training, aim for a minimum of 10 to a maximum of 25 participants.This number is ideal for the efficient management of the activities and also for encouraging moreactive participation from individual trainees. To effectively use this Guide, attendance to anOrientation for Above Ground Users is encouraged. The orientation will provide would-befacilitators a better understanding of the contents and the methods.

Table of Contents

Preface

Introduction

Module 1:

Module 2:

Module 3:

Module 4:

Effective Leadership and Team Building

Body of Water 3Scratch My Back, I'll Scratch Yours 5TheBWSA 6The BWSA Leader 7I in My BWSA: A Role Play 11Water and Sanitation Puzzle 14Problems and Solutions 20Facilitation and Presentation 24

Framework for Sustainable Community-ManagedWater Supply and Sanitation Projects 27

35

Gap Between People and Planners 29Sustainability Aptitude 32Water and Sanitation Artworks and Key WordsHardware and Software Mix , 38Objective Setting 41Impertinent Pert Chart 42Go to the Next Chapter 44Water Walk 46Mural on Community Participation 48Good, Bad and In Between 50Women, Water Supply and Sanitation 53

Health and Sanitation 57

Workshop on the Local Health and SanitationSituation 59

Workshop on the National Health andSanitation Situation 60

The Interrelationship Between Water Supplyand Sanitation 61

Operation and Maintenance 63

What Can We Do With Well Troubles? 65Disinfection of Pump Well: Why and When 71Chlorination of Pump Well: An Actual Demonstration 73

Module 5: Financing 77

Funds for Operation and Maintenance:Where Must They Come From? 79

Fund Collection and Management 82

References 85

Module i: Effective Leadership and TeamBuilding

Body of Water

Scratch My Back, I'll Scratch Yours

The BWSA

The BWSA Leader

In my BWSA: A Role Play

Water and Sanitation Puzzle

Problems and Solutions

Facilitation and Presentation

Body of Water

Learning objectives: To share one'scharacteristics, experiences,aspirations and frustrations;

To emphasize the importance of self-awareness and group sharing.

Time required: One hour

Materials needed: Bond papers, pens,crayons

Procedure:

1. Orientation

Some people are shy to expressthemselves in words. We are also oftentold that a picture speaks a thousandwords. Tell the participants that thefollowing exercise will give a person achance to reflect on "Who Am /"beforesharing it to a group.

2. Activity proper

2.1 Give each participant a sheetof bond paper and a pen orcrayon.

2.2 Instruct the participants to formgroups of 5 or 6, finding peoplethey do not know.

2.3 Give each participantabout 10-15 minutes to "drawa body of water" (e.g. lake, river,irrigation canal, spring, etc.)which symbolizes someexperience in their past andpresent life, their aspirationsand frustrations as well.

2.4 When they have finished, tell theparticipants that each personwill introduce her/himself to theothers in the small group. Tellthem also that in introducingone's self, they have toemphasize on why did theychoose a particular body ofwater to symbolize her/himself.

2.5 Instruct each person to takeresponsibility for introducingone other person from theirsmall group to the whole group(e.g. A introduces B, Bintroduces C, C intoduces D,

etc.). When they come to thelarge group, each person has1 minute to introduce thatperson to the whole group.

3. Discussion Points

Ask the participants these questions:

3.1 What made it easy/difficult foryou to choose a particular bodyof water to symbolize yourself?

3.2 How did you feel when youshared your experience,aspirations and frustrationswithin the small group?

3.3 How did you feel while listeningto other people's sharing?

3.4 What new things about yourselfdid you discover?

3.5 What lessons did you learnfrom the activity?

3.6 What will happen if people areaware of themselves and arewilling to listen to otherpeople's experiences in life?

4. Synthesis and Integration

4.1 Summarize learnings andelaborate on the Key LearningPoints.

Key Learning Points

Looking back at our ownexperiences in life makes usmore aware of ourselves andenable us to evaluate ouractions and leam from them.

Sharing of experiences makespeople understand each otherand helps foster a moreharmonious relationship amongthem.

Scratch My Back, I'll Scratch YoursLearning objective: To practice giving

effective feedback.


Materials needed: Papers, pens, tape

Procedure:

1. Orientation

1.1 Tell the participants that poorlygiven feedback can breakone's heart while an honestand positive one can warm it.

1.2 Ask if they have already foundsomething good about their co-participants.

1.3 Tell them that this activity willallow them to give positivefeedback to others.

1.4 Review briefly characteristicsof effective feedback.

2. Activity Proper

2.1 Provide each participant with apaper and a pen.

2.2 Instruct them to stand up andtape the paper they are holdingat the back of the person nextto them. Then make them movearound and choose at least fourother persons they would wantto give positive feedback to.Ask them to write their

feedbacks and put theirsignature on the paper pastedat the back of the persons theyhave chosen. Time: 10 minutes.

2.3 When time is up, let them getback to their seats withoutremoving the paper at theirback for at least 15 seconds.

2.4 Then let them read silentlythe feedback given to them.


3.1 How were you able to writeyour feedback toothers?

3.2 What did you feel whilesomeone was writing afeedback at your back? whilewriting a feedback atsomebody's back?

3.3 What did you feel while waitingfor the instructions to read thefeedback written at your back?

3.4 What feedback striked youmost?


4.1 Ask about ways of givingpositive feedback within theirfamilies or communities.

4.2 Summarize the activity.Emphasize the feelingsinvolved in giving and receivingeffective feedback.

TheBWSA

Learning objectives: To clarify the meaningof BWSA and thepurpose of organizing it;

To share experiences inmanaging the BWSA.


their understanding of theBWSA.

Materials needed: Blackboard, chalk, twosets of cartolina cutinto pieces with wordscomprising the BWSAdefinition, maskingtape, and sheetsof paper

Procedure:

1. Orientation

1.1 Tell the participants that onething brings them all togetherin the workshop and that is theBWSA. Ask them what theyunderstand about the realmeaning of BWSA.

1.2 Tell them you are going to test

2. Activity Proper

2,1

2.2

2.3

2.4

2.5

2.6

Divide them into two groupsand assign designated seats.

Distribute the piecescartolina to each group.

of

Instruct them to form themeaning of BWSA taped in asheet of paper.

Give at least 5-10 minutes forthe task depending upon theirknowledge level.

Rearrange the words to formthe meaning of BWSA.

Ask the following questions:

How did you form thewords in your group?

What causeddisagreements and howdid you manage them?

2.7

2.8

2.9

2.10

2.11

Explain the definition of BWSAby elaborating on the meaningof the key words in thedefinition.

Explain the purposeorganizing the BWSA.

of

Brainstorm on the issuessurrounding the BWSA, itsorganizational and technicalaspects.

Connect the responses witharrows showing whichresponses are the effects ofanother. Ask volunteers to drawthe arrows. The output willshow which among theresponses is the root of mostof the issues given.

Emphasize the importance ofproper management of theBWSA, including the collectionof monthly dues, in order toachieve better water supplyand sanitation systems.



3.1 What lessons did you learnfrom the activities?

3.2 How is your understanding ofthe BWSA now compared towhat it was before?


4.1 Summarize briefly the wholetopic.

4.2 Ask the participants:

Among the issuesenumerated earlier, which ofthem can you or your fellowofficers so something about?How?

4.3 Thank the participants andproceed to the next topic.

The BWSA Leader

Learning objective: To discuss the qualitiesof a good BWSAleader.

Required time: One hour and 30minutes

1.3 Explain that a BWSA, being anorganization or a team, needsa set of leaders. Ask about thecharacteristics of a goodBWSA leader. Record all theresponses on the board.

Materials needed: Black board and chalk, 2. Activity Propersheets of Manila paper,crayons, and at least 10pictures or cut outs oflocal and internationalleaders

Procedure:

1. Orientation

1.1 Instruct the participants to standup and move around to checkthe pictures posted on thewalls.

1.2 Ask them who among those inthe pictures they admire most.Get their reasons why. Askthem what those people havein common.

1.2 Reviewthe meaning of BWSAby asking some volunteers todefine it.

2.1 Divide the participants intosmall groups consisting of atleast five members each.

2.2 Distribute the materials to eachgroup. Give these instructions:

a. Drawtwo crossing linesto divide the Manilapaper into fourequal quadrants.

b. In each quadrant, drawa person resemblinga BWSA leader inaction, depicting thecharacteristics of anideal BWSA leader.

c. Write the characteristicor description of goodleadership belowthedrawing.

2.2

d. Post outputs on theboard.

e. Choose a reporter topresent the groupoutput. Each group willreport fourcharacteristics.

Get back to their ideas of agood BWSA leader givenearlier and compare to the justreported outputs.



3.1 How did your group decide ona set of outputs?

3.2 What made it easy/difficult foryou to choose thecharacteristics of a goodBWSA leader?

3.3 Being present or future BWSAofficers yourselves, what do youfeel about the expectationsfrom you being leaders?


4.1 Elaborate on the Key LearningPoints and give appropriateexamples.

4.2 Instruct the participants to writethe following in their workbooks:

a. The names of at least fiveindividuals in theircommunity who may bemembers/officers ofBWSA whom they strongly

feel are or will become goodleaders.

b. Opposite the names ofthose persons should bethe characteristics thatthey possess that makeor will make them goodleaders.

c. If those people they listedare potential leaders of theBWSA, ask the participantsas to howthey can convincethe former to display theirleadership.

4.3 Tell the participants that somepersons they have listed mayhave already been serving asBWSA leaders and are actuallyattending the present training.In this case, instruct them toshare before the group thenames of those personshighlighting the characteristicsthat make them good BWSAleaders.

4.4 Instruct the participants to writetheir own personalcharacteristics that make orwould make them good BWSAleaders. Ask for a fewvolunteers to share.

4.5 Summarize the whole activityunderscoring the participants'important role as leaders inowning, maintaining andmanaging the BWSA.

Key Learning Points

LEADERSHIP is a pYocess of stimulatingand aiding groups to determine or acceptcommon goals, and to carry out effectively themeasures leading to the attainment of thesegoals.

A LEADER is ... a person who leads agroup in attaining a set of goals andobjectives.

A BWSA LEADER is .. a person wholeads his or her members in the managementof the BWSA. He/she easily gives assistancewhen needed but may withdraw when groupmembers are able to provide the neededleadership themselves.

A good BWSA leader must be.

A good B WSA leader must have skills in:

Communicationhas the ability to expresshimself/herself and listeneffectively;

Organizationcan easily mobilize peoplesystematically to performtasks for the BWSA;

Problem-Solving and Decision-Makingcan analyze carefully theissues and give quickdecisions; and

Planning and Evaluationcan plan effectively and setclear indicators for evaluation

a respected member of thecommunity;

Roles of a BWSA Leaderaware of the community needsand issues; Motivator- encourages members to

participate in activities;genuinely willing to servepeople, specifically the BWSA Initiator- takes the lead in implementingmembers; useful activities for the BWSA;

capable of getting his/hermembers to recognize him/her,to understand what he/she istrying to do and to follow his/heradvice; and,

a person with a coherent set ofhuman values which seeseach person as an individualwith dignity.

Facilitator- aids in the developmentof ideas among BWSAmembers in the spirit ofparticipation and cooperation;

Organizer - systematically organizespeople and events thatcontribute to the attainment ofBWSA objectives.

10

In My BWSA: A Role PlayLearning objective:

Time required:

Materials needed:

Procedure:

To practice giving andreceiving effectivefeedback.

One hour and 30 minutes

Black board, chalk andat least two extra chairsas props

Before the start of the session, select twopairs of role players. Brief them about howthey are going to portray their characters.Refer to Scenarios 1 and 2.

1. Orientation

1.1 Ask the participants to share about a com-ment or criticism they received that most af-fected them adversely. If they cannot shareany, ask what made it the worse for them.

1.2 Ask them on what conditions can they giveor receive feedback.

2. Activity Proper

2.1 Review the meaning of effective communica-tion emphasizing the importance of feedback.

2.2 Refer to the Key Learning Points for the mean-ing of feedback and the proper ways of givingand receiving them.

2.3 Explain that they are about to witness ascene where feedback giving and receivingare demonstrated. They are supposed toobserve and comment on the conditions bywhich feedback are given and received. Addthat the following scenario can happen in thecommunity especially within the BWSA.

2.4 Brief the participants about what to observe.

For both scenarios, the participants shouldobserve the following:

a. The atmosphere at the start andduring the discussion among thecharacters;

b. Facial expressions, tone of voice andbody language of characters;

c. Type of feedback given; and,

d. How the confrontation ended.

2.5 Call on the role players for scenario no.1and give a short background. Start therole play.

Note: Process one scenario after the otherusing the discussion points. Synthe-size only after both scenarios havebeen played.

2.6 After presenting each scenario, ask the par-ticipants about their observations.



3.1 For the role players : What made you actthe way you did? How would you have re-acted in real life?

3.2 For the observers: What could you have doneor said if you were the characters?

3.3 What did you learn from the role plays?

List down the responses.



4.1 If you are to look back to your BWSAs now,

who is the person you need to give effectivefeedback to? How are you going to do it ?

4.2 Summarize the whole activity and proceed tothe next topic.

Training Tools

Scenario 1

Characters:

Mang Fernando -Mang Rick

Aling Cely

BWSA PresidentCaretaker and MangFemando's kumpadreBWSA Treasurer/Collector

Mang Fernando has been the president of theBWSA for more than a year. Their BWSA was orga-nized by the group of people from the municipal gov-ernment but the former never underwent any trainingabout managing the organization. Nonetheless, theofficers are enthusiastic to run it by themselves. MangFernando went to Manila for one month to visit hisdaughter, and when he came back to his barangay,he learned from some members of the associationthat:

1. One of the two handpumps of the BWSA hasbeen dysfunctional for two weeks already. Not

enough water cornes out of the pump andstrange sounds can be heard from it whenused. They called Mang Rick the Caretakerto check it out but he refused to repair it be-cause, according to him, he has no tools andthe Barangay Captain should do somethingabout it instead.

2. The treasurer, Aling Cely, has not been col-lecting service fees from the members fortwo months already. Mang Fernando calledon both BWSA officers to clear the matterwith them.

HOW WILL GIVING AND RECEIVINGFEEDBACKTAKE PLACE AMONG THEM?

Scenario 2

Characters:

Three BWSA membersMang Ernesto

Problem:

BWSA President

About a BWSA President whose character-istics are not suitable for a head of an organization.The members have decided to confront him about hismisgivings. In this scenario, the burden of giving ef-fective feedback rests on the three BWSA members.

12

Key Learning Points

FEEDBACK is information given or received from another person that is meant to:

Clarify issues or correct misconceptions or wrong perceptions.Keep relationships healthy and growingEnhance work behavior

Why is Feedback Important?

It expands awareness.Verifies self-conceptIncreases one's sensitivity of impacts on othersStrengthens relationshipsEnhances group productivity and efficiency.

FEEDBACK CAN BE...

CONSTRUCTIVE DESTRUCTIVE

Motive is positive: to help, assess or build.

Touches on behavior or performancethat is modifiable

Something that concerns the giver;solicited, expected by the receiver.

It is descripted. Behavior is specificallywhat, when, how, how often, where.

Specific.

Uses "I" messages: more of one's feelingsand reactions rather than a judgmentor accusation.

Given at the right time and place.

Fairly recent.

Maintains the worth and self-esteemof the person.

Allows time for clarification.

Motive is negative: to embarrass, put downor get even; to meddle or win an argument.

Touches on something that receiver canhardly or cannot do anything about..

You have no business being involved, sayinganything that does not concern you.

It is judgmental, evaluative, described asimpressionistic

General.

Uses "YOU" messages: blames, accusesor pinpoints the receiver.

Given at an inappropriate time and place.

It is in the distant past.

Lowers the self-esteem of the receiverthrough verbal and non-verbal messages.

It is one-way, imposed, told and givenfor one's compliance.

13

The WATSAN Puzzle

Learning objective: To demonstrate theimportance of teamworkin building effectiveteams


Materials needed: Picture puzzles on watersupply and sanitation;blackboard and chalk

Procedure:

1. Orientation

1.1

1.2

1.3

1.4

Ask the participants what theythink are important factors inowning, managing andmaintaining the water supplyand sanitation systems in thecommunity. List downresponses.

2. Activity Proper

2.1 Divide the participantsaccording to the number ofavailable puzzles.

2.2 Provide each group with apuzzle placed inside anenvelope but instruct not to startyet until told. Allowthe groupsto view the picture for 30seconds and one minute todiscuss what to do.

2.3 Instruct the groups to startworking on the puzzles byputting the pieces together onthe walls.

2.4 Judge which puzzle is bestformed at the shortest timepossible.

Add that if the BWSA is 3. Discussion Pointscomposed of people with theobjective of effectively Ask the participants:managing the BWSA, "what dothey need?". Brainstorm on the 3.1responses until teamwork orcooperation is given.

What was your plan to achieveyour objective in the shortestpossible time?

Ask about ideas regarding ateam and teamwork.

Tell the participants that they areabout to experience beingmembers of a team.

3.2

3.3

3.4

What actually happened?

What did you feel about yourperfor-mance? Why?

(For the concerned groups)What were the factors thatfacilitated or hindered you in

14

3.5

solving the puzzle on time?

What did you learn aboutteamwork in this activity?


4.1 Discuss the Key LearningPoints.

4.2 Ask the following questions:

- In' what activities in thecommunity or in the BWSA isteamwork needed?

- What will you do as a BWSAofficer to enable your membersto cooperate in the activities ofthe BWSA?

Key Learning Points

A TEAM is

a group of people working together towards the achievement of a taskor sets of objectives

A TEAM IS EFFECTIVE IF THE FOLLOWING ARE PRESENT:

Mutual Trust

Trust takes a long time to build and can be destroyed quickly.

Trust enables team members to feel free to express their opinions, feelingsabout issues and to ask questions for the good of the team

Mutual Support

This results from group members having genuine concern for each other's jobwelfare, growth and personal success.

A member need, not waste time and energy protecting himself or his functionfrom anyone.

All will give and receive help to and from anyone.

All will give and receive help to and from each other in accomplishing the team'sobjectives.

15

Genuine Communication

Communieation has two dimensions: the quality and openness and authenticityof the member who is speaking, and the quality of non-evaluative listeningby other members. It happens when mutual trust and support are so well-established where no member feels he/she has to be guarded or cautiousabout what he/she says.

Members of the team don't "play games "with each other such as by asking"trap" questions or suggesting wrong answers to test the other's integrity.

Listening is very important in effective communication.

Effective Conflict Management

Conflicts may frequently happen in a teamand it is normal.

Conflict is normal, natural and an asset, since it is from conflict that mostgrowth and innovation are derived.

Conflict resolution is a group process, not just a task for the leader ormanager.

Mutual Respect for Individual Differences

A good team will not demand unnecessary conformity of its members.

The individual member should be free to ask advice from the other memberswho, in turn, will recognize that he/she is not obligated to take the advice.

A good.team delegates within itself.

In a well-established team with a high mutual trust and support, the leader ormember will be able to make a decision which commits the team.

A GOOD TEAM LEADER IS SOMEONE WHO SETS A GOOD EXAMPLE TO HIS/HER MEMBERS AND BELIEVES THAT HE/SHE IS NOT SUPPOSED TO DOTHE JOB ALONE NOR MERELY GIVE ORDERS ABOUT WHAT SHOULD BE

DONE BUT SHOULD ENCOURAGE COOPERATION. HE/SHE SHOULDBELIEVE THAT TRUST, SUPPORT, RESPECT AND GOOD COMMUNICATIONAND EFFECTIVE CONFLICT MANAGEMENT MAKE UP AN EFFECTIVE TEAM.

16

17

18

79

Problems and Solutions

Learning objective: To increase theanalytical ability ofparticipants to solvetheir own problems.

Time requirement: Two hours

Materials needed: Ten drawings depictingproblem or non-problem situations onwater and sanitation,Manila paper, pentelpens, blackboard, chalk 1.2

Procedure:

1. Orientation1.3

1.1 Ask the participants whetherthey agree that in implementing

water and sanitation activities,as well as in managing theBWSA, there will always beproblems along the way. Forparticipants who answerpositively, ask them a b o u texamples of problems that theymay encounter (or have alreadyencountered) regarding waterand sanitation in theircommunities.

Brainstorm on the meaning of"PROBLEM". Refer to KeyLearning Points for thedefinition.

Tell the participants that you aregoing to showthem a set ofpictures and they have to

20

decide which among them areconsidered problems on waterand sanitation in a community.

2. Activity Proper

2.1 Show the picures one by one,allowing the participants to labeleach whether it depicts aproblem on water andsanitation or not Ask for theirreasons for saying so.

2.2 Post the pictures which themajority considered asdepicting problems.

2.3 Call on the small groupsformed earlier on the topicCharacteristics of a GoodBWSA Leader. Give the smallgroups the followinginstructions:

Objective:

To describe a problem onwater and sanitation and enu-merate correspondingcauses, effects and solutions.

Instructions:

1. Choose one amongthe posted "problem"pictures.

2. Discuss and enumerateall possible causes andeffects of the problem(preferably in order)and the ways how canthe BWSA solve it.

Have the Manila paperdivided into threecolumns. Label eachcolumn accordingly asPossible Causes,Effects andSolutions.Write the results of thegroup discussionunder correspondingcolumns.

Choose a reporter topresent group output.Discussion:

20 minutesPresentation:5 minutes per group

Key Learning Points

Just what is a PROBLEM ?

A problem is ... basically adilemma with no apparent way out;

an undesirable situation without asolution;

a question that cannot be currentlyanswered or explained.

21

Training Tools

Agreement thatan issue needsresolution.

An agreed-uponstatement of the problem.

Unanimous identification ofthe root cause of the problem.

Outline for Effective Problem-Solving and Decision-Making

Process Result

I. Problem Definition Process

1. RecognitionDiscuss and documentindividual views, provenfacts, and symptoms untileveryone involvedaccepts there is a problem.

2. LabelClearly document bothsides of the conflictyou want to resolve.

3. AnalysisFind and agree on thefundamental sourceof the problem.

II. Solution-Decision-Making Process

4. OptionsList all alternativestrategies that havethe chances to solvethe problem and itsroot cause.

5. Decision-makingChoose the best solutionon your list by objectivelyevaluating the optionalstrategies.

6. Action PlanOrganize systemic stepsof tasks, timing, andresources to implementthe decision in thereal world.

A complete listof possiblesolutions.

A firm jointdecision on thechosen solution.

A completestep-by-steproad mapto translate thedecision to reality.

23

Facilitation and PresentationLearning objective: To demonstrate

effective presentationand facilitation skills inmobilizing thecommunity, solvingproblemsand/orproviding information.

Time required: Three and a half hours

Materials needed: Indigenous materialsfound within thepremises of the trainingvenue, colored pens,lead pencils, crayonsand sheets of paper

Procedure:

1. Orientation

1.1 Ask the participants about thequalities that they like aboutspeakers or facilitators.

1.2 Ask who among them have hadthe experience of presidingover meetings or conducting alecture anywhere. Those whohave, ask them about theirdifficulties and ease in doingso. For those who have not yettried, tell them that beingBWSA leaders, part of theirresponsibilities are interactingwith the members, presidingover meetings, facilitatingdiscussions, planningactivities, etc.

1.3 Explain that effective

1.4

performance of suchresponsibilities requires skillsthat could be acquired throughpractice.

Tell them that the succeedingactivity will enable them all topractice speaking before agroup.

2. Activity Proper

2.1 Divide the participants intofour groups.

2.2 Give the following instructions:

1. Draw lots to present thefollowing topics:

a. In a barangay assembly,you are instructed byyour barangay chairmanto discuss theimportance of forming aBWSA.

b. You are addressing allthe BWSA members toencourage them to paymonthly dues.

c. You are tasked toeducate the BWSAmembers on the properuse and maintenance ofthe water supplyand sanitation facilities.

d. Your BWSA is not yetformed but as potential

24

leaders, you are leading 3.2 What did you feel whilethe planning session for facilitating the group?its formation.

4. Synthesis and Integration2. Tell each group to discusshow they will present their topic 4.1 Ask the participants about theusing simple visual aids and lessons they learned from thetips on effective presentation activity.and facilitation.

4.2 Instruct them to write in their3. Non-presenting groups workbooks any issue they feelshould comment on the ways they need to discuss withthe topic was prepared and their respective communitieshandled by the group. orBWSAs. Tell them to

develop an outline for3. Discussion Points presenting the issue/s they

thought of.Ask the following questions:

3.1 How did you come up withyour sub-topics and speakingassignments?

25

26

Module 2: Framework for SustainableCommunity-Managed Water Supplyand Sanitation Projects

Gap Between People and Planners

Sustainability Aptitude

Water and Sanitation Artworks and Key Words

Hardware and Software Mix

Objective Setting

Impertinent Pert Chart

Go to the Next Chapter

Water Walk

Mural on Community Participation

Good, Bad and In Between

Women, Water Supply and Sanitation

27

28

Gap Between People and Planners

Learning objective: To create an awarenessof the need to encouragegreater participationfrom BWSA members.


Key Learning Points

Materials needed: Six large illustrationsabout the implemen-tation of water supplyand sanitation projects

Procedure:

1. Orientation

Ask the participants:

1.1 Have you ever activelyparticipated in the planning ofa certain project? How haveyou participated?

1.2 In what ways can you activelyparticipate in theimplementation of a watersupply and sanitation project?

1.3 Why should you be part of theplanning process?

Summarize the answers and emphasizecommon points brought out. Define brieflythe meaning of participatory planning byreferring to the Key Learning Points.

In the participatory planning ofcommunity-managed water supply andsanitation projects, local people:

identify their problems andneeds and make informeddecisions regarding whatshould be done and how itshould be done.

undergo a process of workingtogether to overcome problemsand to gain control of their lives.

recognize conflicts of interestsboth inside and outside theircommunity.

understand that realparticipation is a partnershipapproach which involvessharing of information,consultations, discussions andnegotiations. Externallydeveloped ideas are notimposed.

2. Activity Proper

2.1 Tell the participants that you areabout to show them differentillustrations about the

29

Training Tools

30

implementation of water supplyand sanitation projects.Proceed to show them thelarge illustrations from theTraining Tool.

2.2 After each picture has beenshown, ask each participant ifthe community was involved inthe planning process.

2.3 Ask the participants to furtherexplain their answers.

For example:

In illustration 1, do yousee people working on a waterproject? Who do you think arethey? Are there other peoplein the picture? Are they doingsomething? Can you furtherexplain your answer?

3. Processing


3.1 As leaders and members of thecommunity, how did you relate

to the illustrations and thecharacters presented?

3.2 What hinders people fromparticipating in planning andimplementing a water supplyand sanitation project?

3.3 How can people be moreinvolved?


4.1 Review briefly the definition ofparticipatory planning byreferring to the Key LearningPoints

4.2 Ask the participants how bestthey can enhance theparticipation of communitymembers in activitiesconcerning water supply andsanitation.

4.3 Summarize briefly the wholetopic. Emphasize the learningsand their practical applications.

31

Siistailiability Aptitude

Learning objective: To be able to define themeaning of sustainabi-lity of a water supplyand sanitation project.

Time required: 45 minutes

Materials

Procedure:

needed: Copies of theSustainability Aptitude Test,pencils, black board and chalk

1. Orientation

1.1 Tell the participants that thesucceeding activity will makethem evaluate whether or not aproject, condition ora reality willlast. Give some definitions ofsustainability. Refer to the KeyLearning Points.

Key Learning Points

Sustainabilityis the continuation of benefitsto people with or without theprograms or organizations thatstimulated those benefits in thefirst place.

Sustainabilityis a continuous process whichinvolves organizational

strengthening of a unit or anentity managing it where thereis coordination at various levelsand strong support from variousstakeholders.

Sustainable developmentrefers to the ability to meet theneeds of the presentgeneration without jeopardizingthe ability of future generationsto meet their own needs.

2. Activity Proper

2.1 Tell the participants that you aregoing to give them an aptitudetest on sustainability. Refer tothe Training Tool.

2.2 Distribute the test papers andgive the participants 10 minutesto answer the questions.

2.3 After completing the test, asksome participants about theiranswers to each question.

2.4 Summarize the answers.



3.1 When do you say that a projector an event is sustainable?

32

3.2 As officers or members of thecommunity, can you relate thedefinitions of sustainability toyour projects?

3.3 What are the factors thatcontribute to the sustainabilityof a project?

3.4 What realities do not contributeto the sustainability of your

project? How can these beaddressed?

3.5 How can the communitymembers work towardsmaking their water supply andsanitation services moresustainable?

Summarize the answers and discuss theFactors Affecting Sustainability byreferring to the Key Learning Points.

Key Learning Points

O

JWONWAnot*??

Factors Affecting Sustainability

* Perception of stakeholdersregarding water supply andsanitation. (Water supply andsanitation is not just aconstruction facility but moreof a service delivery system.)

* Availability of skills at the locallevel to manage the watersupply and sanitation facility.

* Critical support from thestakeholders.

* Availability of spare parts ofwater supply facility.

* Relationship of the communitywith national and localgovernment agencies.

* Systems and processes thatthe community can make useof to sustain the water supplyand sanitation services.

33


4.1 Review briefly the definition ofsustainability of water supplyand sanitation services.

Training Tool

Sustainability Apitude Test Questionnaire

In a scale of 1 to 5, rate the following items (5 being the most sustainable and 1 theleast sustainable). In the space provided after each item, state your reason for givingthe corresponding rating.

__ 1. A movie house in the municipality

_ 2. A park in the población

_ 3. A water delivery business in the community

_ 4. A paid banca ride (P10.00) in your municipality

_ 5. A rain water catchment beside the municipal hall

_ 6. A municipal market where vendors pay a monthly fee of P500

Note:Depending on the realities of the community, the facilitator may adoptother conditions to be rated.

WATSANArt Works and Key Words

Learrning objective:Jo present key con-cepts on sustainablecommunity-managedwater supply andsanitation services


Materials needed: Blackboard and chalk,crayons, coloredpapers, old newspa-pers, bond papersand other materialsreadily available in thetraining site

Procedure:

1. Orientation

1.1 Tell the participants that wateris a finite and vulnerableresource and needs to bemanaged property.

1.2 Ask the participants thesequestions:

What comprise a watersupply system?

How can you manageyour water supplysystem properly?

1.3 Summarize the answers.

2. Activity Proper

2.1 Tell the participants that they willhave opportunity to summarizeconcepts learned in relation tosustainable community-managed water supply andsanitation (WATSAN).

2.2 Divide the participants intogroups composed of fourmembers. Allow each groupto have enough space.

35

2.3 When the groups have settled,tell them to make an art workusing available materials toshow their concept ofWATSAN.

2.4 After 20 minutes, ask eachgroup to post their work infront. Ask another group tointerpret the creation of theother groups.

2.5 Match the concepts with theeffective interpretation of theartwork.



3.1 What are the factors thatcontribute to sustainablec o m m u n i t y - m a n a g e dWATSAN based on theartworks?

3.2 What are the realities in yourcommunity that promoteWATSAN?

3.3 What factors hinder achievingc o m m u n i t y - m a n a g e dWATSAN?

Summarize the answers of the participantsand present the aspects required for asustainable community - managedWATSAN by referring to the Key LearningPoints.

Key Learning Points

Water Supply Systems

Level 1 (point source)

A protected well, a rainwatercollector or a developed spring withan outlet but without a distributionsystem. Adaptable for rural areaswhere houses are thinly scattered.Generally serves an average of 15households not more than 250 metersfrom the point source. The capacity isusually 20 liters/capita/day.

Level 2 (communal system faucetsor standpipes)

A system composed of asource, a reservoir, a pipeddistribution network, and communalfaucets. Usually one faucet serves 4-6 households. Suitable for rural andurban areas where households areclustered densely enough to justify asimple piped system. Designedaccess is normally restricted to housesnot more than 25 meters from thecommunal faucet. The capacity isusually 60 litres/capita/day.

Level 3 (waterworks system,household connection)

This water system has asource, a reservoir, and a pipeddistribution network for householdtaps. Generally suited for denselypopulated areas. Households haveindividual service connections from thesystem. The capacity of this watersystem is usually 100 litres/capita/day.

36

Sustainable Community-ManagedWATSAN Strategies

Integrated Water ResourcesDevelopment and Management (IWRM)

considers the entireecosystem, its resources andtheir interrelation with otherresources;

attaches a value to water andensures that people haveaccess to it, that it is protectedagainst exploitation, overextraction, pollution and otherforms of abuse;

involves people, especiallywomen, who play a central rolein water management.

Community Organizing (CO)

educates people to understandtheir existing situations;

organizes people to actcollectively and efficiently ontheir problems and needs;

mobilizes people to developtheir capabilities and readinessto respond and to take actionon their immediate needstowards solving their long termproblems.

Essential Resources from the Community

Materials:ensure that spare parts are availablein case of breakdowns;

Mind:knowledge and skills to managethe water system in a viable manner;

Manpower:the right people to execute thedifferent tasks required in theoperation and maintenance ofthe water system;

Means:Are community members willing andable to pay for the water supply?

Moment (time):Are people willing to provide time toexecute the different tasks requiredin the operation and maintenance ofthe water system?


4.1 Briefly review the maincomponents of WATSAN.

4.2 Summarize briefly the wholetopic. Emphasize thelearnings and their practicalapplications.

37

Hardware and Software Mix

Mm MWI *QU«* «MlVHMUMM.

Learning objectives: To create awarenessof the value of indudingsoftware concerns inhardware plans and viceversa;

To emphasize the needto promote people'sparticipation in theimplementation andmanagement of watersupply and sanitationprojects.


Materials needed: List of hardware andsoftware components,individually cuthorizontal board,scotch tape andscissors

Procedure

^. Orientation

1.1 Tell the participants that watersupply and sanitation have bothhardware and softwarecomponents.

Key Learning Points

Two Components of a WaterSupply System

Hardware

Software

refers to the infrastructure orthe system itself.

pertains to the organizationand themanagement of thesystem.

38

2. Activity Proper

2.1 Divide the participants into fourgroups. Balance thecomposition of the groups withthose who have and do not haveknowledge of both hardwareand software components ofWATSAN.

2.2 Let each group list activitiesassociated with WATSAN.Each activity is to be listed in apre-cut cartolina. Tell theparticipants that the group withthe most number of activitieslisted wins. Have the groupspost the list of activities on theboard or on the wall.

2.3 Check the list of activities forcorrectness and completeness.You can do this together withthe participants.

g.

reconcile their sequence ofsteps to produce one hardwaresequence. Software groupsshould do the same

Ask the groups to paste thelarger newsprint strips ofhardware and softwarecomponents on the board orwall in the same order in whichthey arranged their cut-upstrips.

Each of the sections (hardwareand software) should form ateam to decide at which pointsthe hardware and softwaresequences could best beintegrated.

Facilitate the plenarydiscussion in which all the listsare compared and integratedas much as possible.

Note: A variation of this activity is to 3. Discussion Pointshave participants do the following:

a. Distribute the typed lists to thefour groups. Allow time for themto read the instructions. Referto the Training Tool.

b. Explain that the two hardwaregroups should cut apart not onlythe typed hardware list but alsothe software list.

c. Ask them to rearrange the itemscut apart in logical order,showing the sequence in whicheach step would be undertakenin an actual community setting.

d. Have the two hardware groups

Note: You may include this portion ortackle it as a sub-topic of the wholeactivity.


3.1 As members of the communityand future officers of theBWSA, what are your roles andresponsibilities in relation to theactivities you have cited?

3.2 In your BWSA or community,what was/will be your primaryresponsibility in the WATSANproject? What do you thinkshould be your participationaside from those which you

39

3.3

have actually done?

What insights on WATSAN implementatioaand management did you learnfrom the activity?


4.1

4.2

Review briefly the main components of WATSAN. Highlight the role ofcommunity participation in both components.

\

Summarize briefly the whole topic. Emphasize the learnings and theirpractical applications.

TRAINING TOOL

Hardware Components Software Components

Arrange for supply of spare parts.Conduct geological survey.Hold planning meetings.Evaluate use of water source.Conduct pump trial.Brief the municipal engineer.Select site for pump.Plan the use of the area around the pump.Establish the drilling.Purchase drills and other supplies.Ensure delivery of pumps.

Create a BWSA fund.Promote women's participation.Compile village filesForm committeeswithin the BWSA.Hold community meetings.Discuss agency and community roles.Orient committee members.Meet with local leaders.Orient the BWSA members.Register the BWSA.Open BWSA bank account.Sign land agreement for placing the pump.Collect fees from BWSA members.Select and train water source caretakers.Conduct hygiene education.

40

Objective SettingLearning Objective: To be able to clarify the

objectives of the BWSA.

Time Required: 20 minutes

Materials Needed: Manila paperpentel pens

Procedure:

1. Orientation

Give a brief lecture on problem solving byreferring to the Key Learning Points.

Key Learning Points

2.2

2.2

Key Learning Points

Qualities of a Good ObjectiveSimple RealisticMeasurable Time BoundAttainable

Give examples of correctlystated objectives.

Group the participantsaccording to BWSA. Havethem undergo an exercise onobjective setting by listing downobjectives to be achievedcovering a six-month period.

Steps in Problem Solving 3 Discussion Points

1.1

1.2

1. Problem Identification2. Problem Analysis3. Objective Setting4. Planning5. Implementation of the Plan6. Monitoring and Evaluation

Using the Key Learning Points,focus on objective setting. Askthe participants what theyunderstand about an objective.

Write the answers on the boardand summarize the answersgiven.

2. Activity Proper

2.1 Discuss the definition ofobjective and the qualities of agood objective by referring tothe Key Learning Points.

Ask the participants these questions:

3.1 How did you find writing downyour objectives? Tell us moreabout it.

3.2 What factors did you considerin writing down yourobjectives?

Summarize their answers. Highlight thequalities of a good objective by referringto the Key Learning Points.


4.1 Review briefly the points toconsider in setting objectives.

4.2 Summarize the discussions.Emphasize learnings and their

41

Impertinent Pert Chart (IPC)

Learning objective: To acquire the skills inplanning an activity.

Time required: Two hours

Materials needed: Newsprint or any largesheet of paper, pentel pens,pencils and tape

Procedure:

1. Orientation

Ask the participants the followingquestions:

1.1 Do you follow a system foraction planning?

1.2 What are the steps in planningan activity?

Write their answers on the board thensummarize. Tell the participants that thissession will familiarize them with thedifferent steps in project planning.

2. Activity proper

2.1 Make participants think of orchoose a community problemto be addressed.

2.2 Divide the participants intosmall groups. Ask each groupto discuss the full implicationsof the problem they haveselected by concentrating on

the following questions:

a. What is the nature of theproblem?

b. Who is/are affected?

c. What are some ways toresolve it?

d. What constraints standin the way?

e. What resources areavailable?

2.3 Make them write specificobjectives related to theproblem which can beachieved within a set timeframe. Let each groupbrainstorm on the number ofactions required to achieve thatobjective.

2.4 Instruct them to evaluate theideas generated and select themost pertinent or feasible. Tellthem to write each action ideaselected on a card or slip ofpaper.

2.5 Let them decide on three or fourcategories under which actionsteps can be grouped.Tell themto Use these categories asheadings in preparing the left-hand side of the IPC.

42

2.6 Give the small groups thefollowing directions in preparingthe IPC:

a. Take a large sheet of paperand divide it horizontally intoas many spaces as thenumber of categoriesidentified. Write thecategory headings on theleft-hand side. For eachcategory, review the stepsand stick them on the right-hand column in a logicalsequence beginning withthe easiest and the mosturgent steps to take. Allowparticipants to arrange oradd steps after discussion.

b. Review each step byconsidering the following:time, resources needed,and cost. Post the cards inleft- and right-hand comers.

c. Determine the time frameby dividing the top of thechart into the number ofmonths the activities will bea c c o m p l i s h e d . I nsequencing the stepscorresponding to eachcategory, consider whichsteps under each categorywould have to beundertaken before, after, orsimultaneously with othersteps. Space themaccordingly to show howaction will proceed alongseveral fronts in acoordinated manner. Divide

the horizontal space on thechart1 into time segments(e.g.months), adding up tothe total time available foractivities. Then arrangeactivities that have beenpreviously sequencedabove so that they arerealistically spaced and staywithin the total timeavailable.


3.1 Ask the participants thefollowing questions:

a. What did you feel about theactivity you had justundertaken?

b. Why did you feel this way?

c. Did the experience give youan insight on how you cansytematically plan for yourwater and sanitationprojects? Why?


4.1 Briefly review the outputs ofthe small groups.

4.2 Summarize the whole activity.Emphasize learnings and theirpractical applications.

43

Go to the Next Chapter

Learning objectives: To elicit thecommunity's e x p r e s s e dneeds in relation to water.

To envision a desired (ideal)community and to identify goalsand resources needed forattaining that desiredcommunity.

Time required: Two hours

Materials needed: Old newspapers,colored papers, pentel pens,pencils, and indigenousmaterials found in the area

Procedure:

1. Orientation

Get the participants in a relaxed state bygiving a five-minute relaxation exercise.Refer to the training tool.

Training Tool

Let the participants find acomfortable position. Tell them to relaxwith their eyes closed and follow whatyou say:

1. Breath deeply. One, inhale; two,exhale; three, inhale; four, exhale(and so on till you notice that theparticipants are breathingrhytmically).

2. Contract feet muscles slowly.Relax.

3. Contract knee muscles slowly.Relax.

Do this for the other parts of the body:thighs, buttocks, abdomen, chest,shoulders, neck and the whole body.

After 10 seconds of silence, tell theparticipants to empty their minds - tothink of nothing, and just experience ageneral state of relaxation. After 10more seconds, let them open theireyes.

2. Activity Proper

2.1 Divide the participants intosmall groups.

2.2 Distribute the materials. Tellthe participants that out ofthose materials, each grouphas to make an imaginedcommunity that they would liketo be in.

2.3 Ask them to make a map ofthat community, indicating thegeneral sanitation condition aswell as its water resources!

2.4 After doing the map, ask thegroups to compare them withtheir respective real

44

communities by: a. How did you find theactivity?

a. Listing the resources foundboth in the real and in the b. What are the roles of thedesired or imagined leaders and the memberscommunity; of the community in

arriving at their desired orb. Listing the goals and the imagined community?

needed resources.4. Synthesis and Integration

2.5 Ask the groups to develop a setof criteria for prioritizing their 4.1 Review briefly the outputs ofgoals. each group.

2.6 Tell them to put the goals in 4.2 Summarize the whole topic,order of priority according to Emphasize the learnings andthese criteria. their practical applications.


3.1 After the activity, ask theparticipants the followingquestions:

45

Water WalkLearning objective: To understand the

different processes involvedin the use of water.

Time required: Three and a half hours

Materials needed: Pictures/drawingsdepicting various activitiesinvolved in the use of water,pencils and pieces of paper

Procedure:

1. Orientation

1.1 Ask the participants what arethe activities involved in the useof water, particularly drinkingwater.

1.2 Summarize their answers.

2. Activity Proper

2.1 Divide the participants intogroups of five.

2.2 Tell the participants that they willbe shown different pictures andthat they have to arrange themin a chronological order.

Note: The pictures should be related tosourcing, collecting, transportingand using water.

2.3 Tell each group to identifypossible problems in relation towater use as can be noted inthe pictures and discussamong themselves the proper

ways of using water.2.4 Instruct the participants to go

around the community (ingroups) to observe how wateris used. Tell them that they haveto note down theirobservations in the community.Give the participants about twohours to accomplish this activity.

2.5 After the field observation, tellthe small groups to choose areporter among their membersand present their reports to thebig group.

2.6 Summarize the reports.



3.1 How did you find the activity?

3.2 What is happening in thecommunity that is similar to thepictures you have earlier seen?

3.3 Did you observe possibleproblems related to sourcing,collecting, transporting andusing water?


4.1 Briefly summarize the activity.

4.2 Highlight the observations andconclusions of the participants.

46

Training Tool

Water Collection

Transporting Water Utilizing Water

47

Mural on Community Participation

Learning objective: To define communityparticipation in theimplementation of waterand sanitation projects.


Materials needed: Bond papers, leadpencils, pentel pens,colored pencils, pasteor adhesive tape

Procedure:

1. Orientation

1.1 Explain that before discussingthe concepts of communityparticipation, it is important forthe participants to first shareindividual and group ideas onthe meaning and forms ofcommunity participation toreconcile different views andreach agreements.

2. Activity Proper

2.1

2.2

Divide the participants intothree small groups of no morethan ten members each.

Explain that this activity is tohelp the whole groupunderstand how each memberfeels about communityparticipation.

picture illustrating their conceptof community participation.They have 10 minutes tocomplete the task.

2.4 Ask the small groups to have asharing of individual drawingsamong their members and tocombine them into one display.Ask them to choose aspokesperson who can explainthe group's drawing to the largegroup. Give each group 20minutes for sharing andpreparation of murals.

2.5 Give each group five minutesto present their mural to thelarge group.

2.6 With the help of an artist, ifavailable, all the drawings canbe combined and transformedinto a mural on communityparticipation.


After the presentations, ask thesequestions:

3.1

3.2

2.3 Ask the participants to draw a 3.3

What are the groups' commonconcepts of communityparticipation?

What are the differences in thegroups' concepts?

What definition of community

48

participation can the groupsdraw from their murals?

Write the participants' definition ofcommunity participation on the board andintegrate this with the meaning ofcommunity participation by referring to theKey Learning Points.


4.1 Review briefly the meaning ofcommunity participation andemphasize the key points aboutthe role of the community inwater and sanitation projectmanagement.

4.2 Ask how they can develop andincrease communityparticipation in the projects.

4.3 Summarize the topic.Emphasize the learnings andtheir practical applications.

Key Learning Points

Community- composed of individuals andfamilies belonging to various groups, butsharing common environment, beliefs,practices, problems and needs.

Community participation happens whenmembers...

identify their problems andneeds;

make decisions on what has tobe done;

implement their decisions andcollective action;

share in the benefits of suchdecisions and actions; and,

evaluate the results of theirdecisions and actions.

49

Good, Bad and In-BetweenLearning objectives: To be able to identify 2.2

problems and causes ofproblems.

To be able to findalternative ways ofsolving a problem.

Time required: 30-45 minutes

Materials needed: a set of cards with 2.3illustrations on health,sanitation, and watersupplythat could beinterpreted as GOOD,BAD, or IN-BETWEEN.

Procedure:

1. Orientation

Ask the participants the following 2.4questions:

1.1 Have any/ofyou undergone aplarininif process or undertakenatfainingon planning?

1.2 What is planning? Whatactivities are done when youplan?

Summarize the answers and explain themeaning of planning for water supply andsanitation.

2. Activity Proper

2.1 Ask the group to form a circle.

Invite 2 or 3 volunteers to cometo the center of the circle. Givethem a set of cards to study andinstruct them to sort these outinto three piles: Good. Bad, orIn-Between. Use good health,sanitation, water supply orother development conditionsas criteria.

Encourage participants toreconsider their choices inconsultation with othermembers of the group. If someaspects have been missed,feel free to raise questionswhich would help the groupthink further, and if ne-cessary,change their classification ofthe card concerned.

If desired, have participantsselect one or more cards fromthe BAD category and developa list of action steps to resolvethe problems presented. Theyshould then decide who shouldbe responsible for each step,i.e. the government, thecommunity, the NGOs, thewomen.

Some action steps that maybe suggested:

* Install pumps.

* Build more toilets forcommon use.

50

Training Tools

51

* Take preventive actionagainst typhoid fever.

* Start vegetable gardens usingwaste water.

* Repair the pump.

* Ensure that spare parts areavailable.

* Monitor the proper use of water

* Pay cost of maintaining thewater system.

* Ensure the cleanliness of theenvironment.

* Ensure that women have a sayin the decisions.



3.1 How does your BWSAgo aboutplanning to solve a problem?

3.2 How would you go aboutplanning for activities of theBWSA?


4.1

4.2

Review briefly the steps inproblem solving by referring tothe Key Learning Points.

Summarize the whole activity byemphasizing learnings andtheir practical applications.

Key Learning Points

Steps in Problem Solving

1. Problem Identification

2. Problem Analysis

3. Objective Setting

4. Planning

5. Implementation of the Plan

6. Monitoring and Evaluation

52

Women, Water Supply and Sanitation

Learning objective: To acquire skills forincreasing women'sparticipation in thecommunity.


Materials needed: Blackboard and chalk;drawings of bees andfrogs

Procedure:

1. Orientation


1.1

1.2

Who are the groups in yourcommunity that are in need ofwater and sanitation facilities? 3. Discussion Points

2.4 Discuss the outcome byhighlighting what tasks wereeasy to categorize and whattasks were difficult tocategorize.

2.5 Discuss which roles are bestperformed by women in themanagement andmaintenance of water supplyand sanitation.

2.6 Have the participants react tothe conclusions drawn.

2.7 Point out the strategies forenhancing women'sparticipation in water supplyand sanitation programs.

What do women do during theimplementation of water supplyand sanitation projects?

2. Activity Proper

2.1 Show large drawings/picturesof: a female bee; a male frog;and a female bee with a malefrog.

3.1 As members of the BWSA andof the community, how can youenhance women's participationin water and sanitationprojects?

3.2 How can women be involved inthe planning and managementof water supply and sanitationprograms?

2.2

2.3

Give the group 12 cards 4. Synthesisshowing women beesperforming daily tasks. 4.1

Ask the small groups to sort out 4.2the tasks as either male,female or common to both.

Summarize the topic.

Emphasize the learnings andtheir practical applications.

Training Tools

54

Training Tools

A FEMALE BEE A MALE FROG

A FEMALE BEE WITHA MALE FROG

55

56

Module 3.- Health and Sanitation

Workshop on the Local Healthand Sanitation Situation

Workshop on the National Healthand Sanitation Situation

The Interrelationship Between Water Supplyand Sanitation

57

Workshop on the Local Health andSanitation Situation

Learning objective: To discuss the local 2.4health and sanitation situation.

Time required: Three hours 2.5

Materials needed: Manilapaperpentel pens

Procedure:

1. Orientation

Tell the participants that before presentingthe national situation on health andsanitation, it is important to have a graspof the present health and sanitationsituation of their area. 3.1

2. Activity Proper

Divide the participants into groups of five. 3.2Ask the groups to answer the followingquestions:

What health and hygieneprograms are undertaken inyour barangay?To what extent have theseprograms helped yourcommunity?

Ask the groups to write the summary oftheir discussion in a Manila paper andpresent their outputs to the whole group.



What were the most commonsituations discussed by thegroups?

How did each communityaddress the issue of ensuringclean and potable watersupply?

2.1

2.2

2.3

Where are the sources of waterin your community? 4. Synthesis and Integration

What does the community do 4.1to ensure that the sources ofwater are clean?

What problems are 4.2encountered in ensuring thatthe water is clean?

Review briefly the main pointsreiterated in the presentation ofthe different groups.

Summarize the topic.Emphasize the conclusions andlearnings.

Workshop on the National Healthand Sanitation Situation

Learning objective: To discuss the nationalhealth and sanitationsituation.


Materials needed: Overhead projector,transparencies ofstatistics and other dataon the national healthand sanitation situation,Manila paper orblackboard and pentelpen or chalk

Procedure:

1. Orientation

Link the relevance of your presentation tothe training course.

2. Activity Proper

2.1 Present the national situationon safe water supply.

2.2 Present the national situationon sanitary toilet coverage.

2.3. Discuss the incidence of water-borne diseases.

2.4 Present the environmentalsanitation situation.

2.5 Discuss the variousinterventions done for healthand sanitation.


3.1 Ask the participants to relatethe situation of their respectivecommunities to the nationalhealth and sanitation situation.


4.1 Review briefly the main pointsof the presentation anddiscussion.

4.2 Summarize the whole topic.Emphase the clarifications andconclusions drawn from thediscussion.

60

The Interrelationship Between WaterSupply, Sanitation and Health

Learning objective: To define theinterrelationship between watersupply, hygiene and health

Time required: 1 hour

Materials needed: Three illustrations/pictures depicting: two womengetting water at a pump; aman or child drinking a glass ofdirty water; and, another manor child drinking a glass ofclean water.

Procedure:

1. Orientation

Tell the participants that they are about toundergo an experience where they canbetter appreciate the interrelationship ofwater supply, sanitation and health.

2. Activity Proper

2.1 Divide the participants intothree small groups.

2.2 Attach the pictures to the board.Let participants examine thepicture of the women gettingwater from the pump. Makethem describe what ishappening.

2.3 Have the participants study thepicture of the person drinkingthe dirty water. Trainer explainsthat this is (one of the women's

names) husband or childdrinking the water she broughthome from the pump yesterday.The picture is attached to theboard at some distance fromthe pump. Put an arrowbetween the two pictures.

2.4 Ask the participants what couldhave happened between thefirst and second picture tocause the water to becontaminated.

2.5 When all the possible reasons(events) have been described,attach the first and secondpicture of the person drinkingdirty water and explain that thisis the husband/child of thesecond woman at the pump.An arrow is drawn between thepump picture and the cleanwater picture.


3.1 What has this woman done tokeep her drinking water clean?

3.2 What can be done in a villageto help people keep their pumpwater clean?


4.1 Synthesize points and issuesraised. Emphasize thelearnings.

61

Training Tools

62

Module 4: Operation and Maintenance

What Can We Do With Well Troubles?

Disinfection of Pump Well: Why and When

Chlorination of Pump Well: An ActualDemonstration

63

64

What Can We Do With Well Troubles?

Learning objectives: To discuss the resultsof improper operation andmaintenance of pump wells;

To identify the most commonpump well troubles in theirrespective barangays;

To identify what the barangayfolks usually do to remedy saidpump well troubles; and,

To discuss the most commoncauses of pump well failuresand their remedies.

Time required: One hour and 30 minutes

Materials needed: Manila papers, pentelpens, masking tape, postersor handouts on basic welldesign and pumpwell troublesand their remedies

Procedure:

1. Orientation

1.1 Tell the participants that thissession will provide them abetter understanding of themost common causes of pumpwell failures and the ways toremedy them.

2. Activity proper

2.1 Divide the participants intothree groups.

2.2 Distribute Manila papers,pentel pens and masking tapesto the groups.

2.3 Tell the groups to come up witha list of the most commonpump well troubles that theyobserve in their respectivebarangays. Tell them to discussamong themselves what theythink could be the causes ofsuch troubles and whatremedies are usually done bythe barangay residents. Givethe groups 20 minutes fordiscussion and writing theiroutputs in the Manila paper.

2.4 Have the small groups presenttheir respective outputs to thelarge group, allowing 10minutes per presentation.

2.5 Integrate the results of smallgroup presentations.

2.6 Aided by posters, ortransparencies, or hand-outs,present and discuss: BasicWell Design and Functions;Results of Improper Operationand Maintenance of PumpWells; and, Pump Well Troublesand Their Remedies. At anypoint during the presentation,encourage the participants tocomment and ask clarificatoryquestions.

65



3.1 How do you find the session,did it help you understand betterthe most common causes ofpump well failures and thecorresponding remedies forsuch? Explain.

3.2 Do you think you can explainwell to the people in yourbarangay what you havelearned just now ? Explain.


4.1 Briefly review the main pointsdrawn from the presentationsand discussion.

4.2 Summarize the whole activityfocusing on the conclusionsand learnings gained.

\-\1

o

6U

66

Pumpwell Troubles and their RemediesDisconnection Troubles

Disconnection of any of the above parts willresult in no water. If it is the pumprods, drop pipeor cylinder that is disconnected, no resistance willbe felt on the handle when it is being worked.

FWIPWID

REMEDY: Reconnect the disconnected parts. Ifthe disconnected part(s) is below ground, the partshould be pulled out. If it is the drop pipes orcylinders that were disconnected, it will often dropto the bottom of the well and you have to fish it out.

Leakage Problems

1. Leakage problems such as holes in the droppipe(little or no water will come out even with lots ofpumping). Remedy is to replace the cylinder.

2. Worn-out piston seals causes little or no waterto come out. Water leaks from above and belowit during operation Remedy is to replace worn-out piston seals.

3. Leaking foot valve. Its symptom can be noticedevery morning. It will take a long time (manypump strokes) before water comes out.Remedy: replace leaking rubber gaskets in thefoot valve.

Borehole Problems

A. Sand pumping: Pump water is laden withsand, causing piston seals to wear out fastIts remedy is to have the well cleaned out ofany loose sand and debris. Maintain at least3 feet of clearance between pump intakeand well bottom; and at least 5 ft above thescreens.

Stea&l -

Some ways of cleaning out wells

2 cylinders ofwood with rubberwasher in between,bolted together andattached to the endof the pumprod.

67

Sand bucket (shortpiece of pipe witha one-way valvefor bailing outdebris at wellbottom.

Keeping pump intake clear of well bottom andscreen

Well collapse (cave-in):Surrounding formation has cavedinto the well) litue (muddy or sandy)water is coming out Remedy is toredevelop/clean/or re-drill the well.

HM.•T

xbMNX*/

Water level has gone down belowthe pump intake. No water comesout. Remedy: extend the pumpintake to below the water level. Ifwell depth is not enough, for theextension, deepen it.

pump intake

screened airvent withelbow

68

Water Quality Problems

1. Disease-causing organisms:a Disinfect regularlyb. Boil/disinfect water (2-20 minutes)c. Get drinking water from safe sources.

2. Hard water (increases soap consumption forbathing and washing; leaves sticky feeling onhair and skin): There is no remedy exceptconsider other sources of water like rainfall.

3. Iron and manganese in water (rust-like smell,increases soap consumption for bathing andwashing).

Try the following:

a. Make an air hole for the casing sowater in the well can "breath".

b. Chlorinate well so any iron-eatingmicrobes will be eliminated

c. Make an iron filter.

4. Presence of sulfates (makes water tasteastringent): try remedy stated in number 3, exceptchlorinatioa

5. Saline watera. consider other sources.b. Redesign well so that only fresh water can

enter it.c. Regulate use of water from well so it will

not be overdrawn.

6. Presence of nitrates (Usually arises fromexcessive agricultural use of fertilizers. Highnitrate intake can cause some cancers). There isno remedy except regulating useof nitrates andassuring that the well is sufficiently grouted forprotection against entry of surface waters.

7. Presence of other pollutants like oils and greases,pesticides and other organic toxins and

chemicals. This is difficult to treat. Preventivemeasure is proper disposal of solid and liquidwastes.

Pumpwell Maintenance

1. Keep all pins oiled or greased.

2. Keep all connections ti ght except connectionslike some bolts that are intended to be loose.Replace worn bolts, couplings.

3. Keepthepumpplatformfrombeingunderminedby erosion by repairing undercut portions.

4. Direct all sullage from pump use to seep intothe ground at least 20 meters away from thewell.

69

Pump Well Design and Function

How a reciprocating pump works

Piston moves up, valve closes due topressure of water above it; water above pistonis lifted up, vacuum is created between pistonand foot valve, water opens foot valve flap andenters the pump cylinder; piston goes down,water opens piston valve and passes up.

Shallow Well Pump (Jetmatic)

PUMP

¿r*n

&TR-

o&n&ieas

70

Disinfection of Pump Well:Why and When?

Learning objectives:!*) discuss theimportance of pumpwell disinfection.

To discuss when pumpwell disinfection shouldbe done.


Materials needed: Blackboard and chalk,poster or hand-outshowing various caseswhere and whendisinfection of pumpwell is necessary

Procedure:

1. Orientation

1.1 Explain to the participants thefollowing:

a. Disinfection is a process ofkilling pathogenic bacteriafound in drinking waterinside pipes, pumps,reservoirs and othercomponents of the watersupply system.

b. Disinfection is carried outwith the use of chemicals,usually chlorine.

1.2

c. The Code of Sanitation isa basic law which providesfor the treatment of water torender it safe for drinking.It also states that thedisinfection ofcontaminated water sourceshould be done at leastonce every six months.

Tell the participants that thissession will deal on theimportance of disinfectingpump wells. Cases wheredisinfection is necessary willalso be discussed.

2. Activity Proper

2.1 Ask the participants to give theiropinions as to why they thinkpump wells should bedisinfected.

2.2 Write their responses on theblackboard.

2.3 Underline all relevant and validresponses.

2.4 Elaborate on the most salientpoints elicited (underlinedresponses), highlighting healthimplications such as: If water isnot disinfected, the end user

71

might suffer from diarrhea orother water-borne or waterrelated diseases.

3.2 How will you explain to them theimportance of disinfectingpump wells?

2.5 Aided by transparencies, or 4. Synthesis and Integrationposters, or drawings on theblackboard, discuss when 4.1disinfection of pump wellsshould be done.


3.1 Do you think the people in yourbarangay are aware of thenecessity to disinfect pumpwells?

Give a brief summary of thediscussion by re-emphasizingwhy and when disinfectionshould be done.

Training Tool

Two Kinds of Disinfection:

A. Disinfection of the water system (the well, the pipes, the reservoirs).

This is done during commissioning of the system and after every repair.

B. Disinfection of the water itself.

This is done continuously where water tests positive for bacterial contamination.

It is recommended to undertake disinfection several times a year even for systemswhere water is normally safe. Disinfection of water should be done during:

1. the start and the end of the rainy season;2. soon after the pump or well has been submerged in floodwaters;3. before and after occasions when there is an influx of people into

the community, such as fiestas, athletic meets, jamborees,evacuations and refugees.

72

Chlorination of Pump Well:An Actual Demonstration

Learning objectives: To review theimportance of pumpwell disinfection.

To acquire skill in pumpwell chlorination.

Time required: Two to four hours

Materials needed: For the discussion atthe session room:Handouts, or othervisual aids, or actualsamples of materialsneeded for disinfection,particularly chlorinedosing.

For the actualdemonstration duringthe field activity:Chlorine powder orliquid, plastic pail with3 gallons of water,empty plastic pail orwash basin, and anearby pump wellscheduled forchlorination

Procedure:

1. Orientation

1.1 Aided bysession'sregarding

the previoustraining toolCases Where

Disinfection Is Necessary,review the importance ofchlorinating a pump well.

1.2 Tell the participants that thegreater part of this particularsession will be an actual de-monstration of pump wellchlorination t o be conductedin the field.

2. Activity Proper

2.1 Ask the participants if anyoneamong them had actuallyconducted water disinfectionby himself/herself. If there isone, ask him/her to share withthe whole group how he/she didit.

2.2 Aided by the posters, ortransparencies, or hand-cutson Materials for WaterDisinfection and ChlorineDosing, discuss the materialsneeded and the steps in pumpwell chlorination.

2.3 Encourage the participants toask clarificatory questions at

\ any point during the discussion.

2.4 Instruct the participants to getready for actual fielddemonstration of pump wellchlorination.

73

2.5 In the field, reiterate the step bystep process of waterdisinfection simultaneous withthe actual conduct of thechlorination.

2.6 After the demonstration, leadthe participants back to thesession house for thecontinuation of the discussion.




3.2 What new t hings did you learn

from it?

3.3 Is there anything in the processof chlorination that you thinkthe people in your respectivebarangays would not agree to?Explain why.

3.4 Could you impart well to thepeople in your respectivebarangays the chlorinationprocess you just havelearned?


4.1 Summarize the whole activity.Focus on the new learnings.

Training Tool

How Much Chlorine to Use

A. For disinfecting wells

Amount of chlorine (laundry bleach granules) in tablespoonsDiameter of well (in inches)Depth of water in well (in meters)

For a 6-meter deep well with a 2-inch diameter: 112 TABLESPOON chlorine granules3-inch diameter: 1 TBSPchlorine granujes4-inch diameter: 2 TBSP chlorine granules6-inch diameter: 2 &1/2 TBSP chlorine granules40-inch diameter: 4 & 1/2 TBSP chlorine granules

For a 12-meter deep well with a 2-inch diameter: 1 TBSP chlorine granules3-inch diameter: 1 TBSP chlorine granules4-inch diameter: 1 & 1/2 TBSP chlorine granules6-inch diameter: 2 & 1/2 TBSP chlorine granules

40-inch diameter: 5 TBSP chlorine granules

74

For an 18-meter deep well with a 2-inch diameter: 1 & 1/2 TBSP chlorine granules3-inch diameter: 2 TBSP chlorine granules4-inch diameter: 3 & 1/2 TBSP chlorine granules6-inch diameter: 5 TBSP chlorine granules40-inch diameter: 9 & 1/2 TBSP chlorine granules

B. For Disinfecting Reservoir and Pipes

1. Fill the tank with water.2. For every cubic meter of tank capacity,

mix in 50 level tablespoonfuls or 1/4 kilo of laundry bleach granules.3. Let stand for thirty minutes.4. Release the water into the pipeline network.

Inform the users before hand not to open their faucets.5. Go around opening each faucet until the chlorine smell is noticeable;

after which, shut it off immediately.6. Tell users not to use the faucets for 30 minutes.

75

76

Modules: Financing

Funds for Operation and Maintenance:Where Must They Come From?

Fund Collection and Management

77

78

Funds for Operation and Maintenance(O&M): Where Must They Come From?Learning objectives: To identify common

problems regarding fundingfor operation and maintenanceof water supply system in thebarangay;

To identify and discuss thesteps (methods) commonlyused by the people in thebarangay in solving saidproblems; and,

To discuss suggestedcommunity financing and cost-sharing schemes (amongneighborhood organizations orBWSA members) for theoperation and maintenance ofwater supply systems in thebarangay.


Materials needed: Manila paper, pentelpens, masking tape,blackboard and chalk

Procedure:

1. Orientation

1.1 Tell the participants that whilefinancing for the installation ofwater supply systems has beena major problem in severallocalities, the need for funds foroperation and maintenance hasalso become a major concern

in barangaysthat already havewater supply systems.

1.2 Tell the participants that thissession will attempt to identifyand discuss the most commonproblems and solutionsregarding funding for operationand maintenance of watersupply systems in theirrespective barangays.Suggested communityfinancing schemes will also beelicited from them.

2. Activity Proper

2.1 Divide the participants intosmall groups of five or six.

2.2 Instruct the small groups toanswer the following questions:

What are the commonoperational and maintenancetroubles that you observe inthe water supply system inyour barangay?

How much are the usualestimated costs for repair?

What do the people in yourbarangay usually do incasesof breakdown of their watersupply systems?

Where do the funds formaintenance and repair come

79

2.3

from?

Are people voluntarilycontributing for the cost ofmaintenance and repair?

What are the people's feelings(attitude) towards givingcontributions?

What financing scheme/s canyou suggest for improving theoperation and maintenance ofthe water supply systems inyourbarangay?

Give the groups two hours for

answering the abovequestions. Ask them to writethe results of their discussionin the Manila paper providedthem.

2.4 Have the small groups presenttheir outputs to the large group.Give 10 minutes perpresentation.

2.5 Integrate the small groupoutputs. Highlight thesuggested financing schemesdrawn from the small groupoutputs.

BWSA OPERATION

BWSA provides water services

BWSA members pay

4-

1. Secttes expenses for O Be. M, Honoraria, othc*r&2. Reserves funds for capital depreciat ion, interest and others

80

2.6 Elaborately discuss theimportance of communityfinancing and cost-sharingschemes. Emphasize thefollowing points:

Users need not only expresswhat they want but alsodemonstrate their commitmentto taking action. - From:Participatory Evaluation. Tools forManaging Change in Water andSanitation

We can never overemphasizethe fact that the resources of thegroup and the community itselfare the most influential factorsin improving the quality of life.Land, water, .... air, light......labor force, know-how and localinvestment are among themany resources that contributefar more to the success of avillage scheme than money

coming from the outside.Outside funds are only effectiveif they complement villageresources. - From: Land and Life.Vanishing Land and Water.Organizing for Action




3.2 Give your personal reaction onthe suggested communityfinancing and cost-sharingschemes drawn from the smallgroup presentations.


4.1 Summarize the activity.

4.2 Highlight the learnings drawnfrom the discussions.

81

Fund Collection and Management

Learning objectives:Jo identify the common 1.2problems in the collection andmanagement of funds for theoperation and maintenance ofexisting water system/s in thebarangay; and,

To elicit suggestions for asimple, adaptable, transparentand cost-effective method offund collection andmanagement in the barangayor BWSA.

Tell the participants that thissession will help them inidentifying and analyzing thecommon problems in fundcollection and ma-nagement intheir barangay or BWSA andthat, based on the results oftheir analysis, suggestions forimproving their present systemof fund collection andmanagement will also begenerated.

2. Activity Proper

Time required: Three hours 2.1

Materials needed: Manila paper, pentel 2.2pens, blackboard and chalk,hand-out on bookkeepingprocedures, and samples ofbookkeeping forms

Procedures:

1. Orientation

1.1 Tell the participants that fundmanagement differ in individualand communal water supplysystems. Explain that in thelatter system, it is veryimportant that the methods ofcollection and management offunds are made simple enough,transparent and cost-effectiveto ensure community financing.

82

Divide the participants intogroups of five or six.

Instruct the small groups toanswer the following questions:

- Are there communal watersupply systems in yourbarangay?

- If yes, are there rules andregulations regarding feecollection, management andresponsible use? What arethey?

- Are there systematic andtransparent accounting andfinancial managementsystems with which peopleare satisfied?

- What common problemsexist regarding fund

collection and management?Why do you think they exist?

- What can you suggest toimprove your present fundcollection system andmanagement?

2.3 Give the groups one hour foranswering the questions andwriting the results of theirdiscussion in the Manila paperprovided them.

2.4 Have the small groups presenttheir respective outputs to thebig group. Allow 15 minutes

per presentation.

2.5 Integrate the outputs of thedifferent groups. Highlight thecommonalities of problemsand suggestions for improvingtheir systems of fund collectionand management. Drawconclusions from thediscussion.

2.6 Ask the participants if thereare BWSA bookkeepers inattendance. If there arebookkeepers, invite at leasttwo of them to come in front. Ifthere is no one, invite at least

ACCOUNTING PLAN

TRANSACTION DOCUMENTS BOOKS REPORTS

Cash- In(Cash Receipts)

•*• Official Receipts

Cash-Out —————(Cash Disbursement)

Non-Ca&tiTransaction

CashDisbursementVoucher

Billing Forms

Statement ofAccounts

I

^Statement ofOperations

Cash Position

Financial-SummaryReport

Schedule of-*• ReeelvaWe

^Schedule ofPayments

83

two participants who have 2.7some knowledge ofbookkeping procedures oftheir respective BWSAs.

2.6 Instruct them to explain the • - - -bookkeeping procedures intheir respective BWSAs andto illustrate on the blackboardformats of the books ofaccounts, vouchers, officialreceipts, and financial 3.1statement forms that theycurrently use.

[NOTE: In case there are noBWSA bookkeepers inattendance and nobodyamong the participants isknowledgeable about thesubject, distribute the hand-outs and show the samplebookkeeping forms. If 4.1transparencies of these areavailable, project them soparticipants are able to see.]

Instruct the rest of theparticipants to comment onth'e procedures and forms thatwere presented. Asksuggestions for simplifying theprocedures and the forms.



How will your BWSA ororganization make sure thatthe collection and managementof funds for the operation andmaintenance of the communitywater supply system is simple,adaptable, transparent andcost-effective?


Summarize the main points anddraw conclusions from thediscussion.

84

References

References

1. Lyra Srinivasan. Tools for Community Participation. A Manual for Training Trainers inParticipatory Techniques. PROWESS/UNDP Technical Series Involving Women in Waterand Sanitation. Lessons Strategies Tools. New York, 1990.

2. Teun Bastemeyer and Jan Teun Visscher. Maintenance Systems for Rural Water Supplies.Occasional Paper Series No. 8. IRC International Water and Sanitation Center, TheHague, 1990.

3. Water Supply, Sewerage and Sanitation Master Plan of the Philippines 1988-2000.Department of Public Works and Highways Project Management Office for Rural WaterSupply. Manila, 1988.

4. Workshop on Goals and Indicators for Monitoring and Evaluation for Water Supply andSanitation, June 25-29, 1990, Geneva, Switzerland.

5. Community Participation and Hygiene Education in Water Supply and Sanitation (CPHE).Sustainability and Effective Use. The Case for Community Participation and HygieneEducation in Water Supply and Sanitation. CPHE Series No. 1. October, 1989. DeutscheGesellschaft fur Technische Zusammenarbeit (GTZ) GmbH. Eschbom TechnicalCooperation, Federal Republic of Germany.

6. Deepa Narayan. The Contribution of People's Participation. Evidence from 121 RuralWater Supply Projects. Environmentally Customable Development (ESD) OccasionalPaper Series No. 1. The International Bank for Reconstruction and Development/TheWorld Bank. Washington, D.C., 1995.

7. Manual on BWSA Bookkeping Procedures. BWSA Package Phase 3, Book 3. SecondEdition. First Water Supply, Sewerage and Sanitation Sector Project (FW4SP). DPWH,DUG and DOH. Manila, 1992.

8. Orientation Course on Environmental Health Programs, Rules and Regulations for LocalHealth Officers (Training Guide). Environmental Health Service - Department of Health.Manila, 1996.

9. Trainers' Training Kits for Sanitation. UNDP PHI/93/010 Institution Building forDecentralized Implementation of Community-Managed Water Supply and SanitationProjects. DILG-WSSPMO, WB-RWSGEAP, UNDP. Manila, March, 1996.

10. Training Guide and Manual on Community Organizing and Organizational Development.Kabalikat ng Pamilyang Filipino Foundation, Inc., Makati City, 1994.

11. Dumpit, Francisco D. and Sambo, Arador, R Manual on Water Rates and RelatedPractices. LWUA Manual MO 1 First Edition., Quezon City, October, 1994.

87

Documents

Ground - IRC