PAN in the VAN:

An Innovative Approach for Inclusive WASH

Ajit Saxena

Sailesh Majumdar

Pinaki Desarkar

9 October 2012

Energy Environment and Development Society (EEDS), R—12 GTB Complex, 2nd Floor, New Market, T.T. Nagar, Bhopal – 462003 (M.P.),

eeds@rediffmail.com

Acknowledgements

We thank Institute of Rural Research and Development (IRRAD) who have given us due opportunity to

submit this paper at the National Conference on Women-led Water Management: Strategies towards

water sustainability in rural India. We are very thankful to UNICEF Bhopal and Zilla Panchayat Dhar,

Khargon, Khnadwa for the field testing of eighty 3-day camps as per the approach in four districts of

Madhya Pradesh. We owe thanks to the community, representatives of Panchayati raj institutions,

government officials and functionaries in the study districts for extending support and sharing their views.

Ajit K Saxena

Executive Director

Energy Environment Development Society (EEDS)

Bhopal (MP) India

PAN In the VAN—an Innovative Approach for Inclusive WASH, 9 Oct 2012

Ajit Saxena, M. Tech, PGDEM, Executive Director, Energy and Environment Development Society (EEDS), R—12 GTB Complex, 2nd Floor, New market, T.T.

Nagar, Bhopal–462003 (M.P.), eeds2012@gmail.com

Sailesh Majumdar, M.Sc, PGDEM, PGHRD, Director, Energy and Environment Development Society (EEDS), R—12 GTB Complex, 2nd Floor, New market, T.T.

Nagar, Bhopal–462003 (M.P.), eeds2012@gmail.com

Pinaki Desarkar, PGDRD, Project Officer, Energy and Environment Development Society (EEDS), R—12 GTB Complex, 2nd Floor, New market, T.T. Nagar, Bhopal–

462003 (M.P.), eeds2012@gmail.com

Abstract

The paper discusses a new method/approach ‘PAN in the VAN- an innovative approach of inclusive

WASH’ designed with a format to keep the women in center. The paper shares learning of eighty 3—day

camps organised in three districts of Madhya Pradesh in 2011 as a part of its second tier.

The PAN denotes hardware and Van is onsite software. The ‘PAN IN THE VAN’ is a mobile van

(vehicle) equipped with material technological options and specially designed twelve IEC tools to invoke

women and children participation and cater to the needs of the different actors in a village scenario,

particularly for demand generation, capacity development, team building, governance improvement,

demonstration of technological options, and strengthening of supply chain.

Based on the learning and input from the PAN IN THE VAN approach, new dimensions are incorporated

in the Madhya Pradesh IEC Strategy document of Government of MP to accelerate Total Sanitation

Campaign (TSC).

PAN in the VAN approach has following inherent qualities to highlight:

Participation of women in governance: Women got to know their role and powers and made

eighty village plans for WATSAN in a transparent manner.

Improved awareness in WATSAN resulted in improved drinking water, sanitation and hygiene of

villages by cost-effective sanitation models.

Inculcation of good habits and propagation of behaviour change through better retention of

message.

Successful testing of tools/approach in BCC showed: improved participation of women by

invoking interest, separate opportunity for each group of women through separate tent, women

time friendly schedule—they could participate as per their free hours without affecting their work

or livelihood, retention of messages found satisfactory during the evaluation

Supply chain system improved in the remote villages

About EEDS

Energy Environment and Development Society (EEDS), Bhopal is a registered secular, not for profit

organization working in Madhya Pradesh, Chhattisgarh & Himachal Pradesh for 12 years. EEDS has got

2nd

Prize of Women’s rio+20 good practice award, for ‘PAN in the VAN’ under water & sanitation

category in rio+20: the UNITED NATIONS high level meeting on environment and sustainable

development at Rio De Janeiro, Brazil1. It had taken up several assignments with

organizations/agencies like UNICEF, Government of MP, Water Aid, DFID /IPE, PSI, IGSSS etc Context:

Safe water, sanitation and hygiene (WASH), fundamental to human development, is still not available to

majority of population. Eighty percent of the diseases affecting mankind are either water—borne or

excreta related especially affecting women and children2. WASH in India continues to be inadequate with

only 31 percent population having access to improved sanitation (2009) and more than half of the world’s

open defecation (665 million people)3. 700,000 Indians die each year from diarrhea

4 and national

economic losses on WASH is equivalent to 6.4 percent of GDP in 2006 at US $53.8 billion5.

Women and girls place higher value on the need for WASH facilities than men. Despite numerous

programmes (like Total Sanitation Campaign) and huge investments, the failure in WASH can be

attributed to passive attitude of the stakeholders towards demand and supply. Moreover, the prevailing

approaches for improving WASH are monotonous and perhaps not designed to address the strategic needs

of women i.e. their key role in planning, management and monitoring. There are chances of exclusion of

women as most of the strategies are offsite. The approaches do not strengthen forward and backward

linkages at community level. The governance, institutions (schools) and supply/service aspects are not

addressed in a synchronised way.6

The approaches mostly adopt off—site path where inputs are provided to some select representative with

the expectation that they would disseminate the skills/information in their areas/villages. But factors like

classroom based and monotonous training modules, varied level learning capacity of the representatives,

failure to mobilise people’s attention, failure to retain community participation and most importantly, the

lack of support after the trainings limit the effectiveness of the ToT approach7.

The challenge of the hour is to bring innovative ways for awareness, capacity building and support

systems to transform these stark figures in the light of varying topographical, climate, culture and

economic backgrounds of the communities to be addressed.

1http://www.wecf.eu/english/press/releases/2012/06/rio—awards.php 2 http://www.aiias.edu/ict/vol_28/28cc_001-017.htm 3http://www.who.int/water_sanitation_health/monitoring/jmp2012/fast_facts/en/index.html 4http://www.globescan.com/pdf/WaterViews_GlobalWaterPoll_GlobeScan.pdf 5http://www.wsscc.org/resources/resource-publications/inadequate-sanitation-costs-india-rs-24-trillion-us-538-billion 6http://www.solutionsforwater.org/wp-content/uploads/2011/11/PAN-IN-THE-VAN-APPROACH-eeds-Bhopal-Nov-2011-2.pdf 7http://www.communityledtotalsanitation.org/resource/favourable-and-unfavourable-conditions-community-led-total-sanitation

The Approach:

The paper discusses the new methods/approach ‘PAN in the VAN- an innovative approach of inclusive

WASH’ designed with a format to keep the women in center. It shares learning of eighty 3—day camps

organised in three districts of Madhya Pradesh (2011).

The ‘Pan in the Van—an innovative approach for inclusive WASH’ is developed by EEDS in

collaboration with UNICEF and with the support of various Zilla Panchayats. The aim was to accelerate

TSC and to address gaps prevailing in behavior change communication efforts in WASH. It is based on

onsite principle with a format and potential for women-centric processes. It has inbuilt spaces and

strategies for women, suitable to their context and lifestyle and it encourages women to take leadership

roles. The approach was also shortlisted as one of the promising approaches by World Water Forum

during its 6th Conference held in Marseille, France, 12

th—17

th March, 2012.

8

The PAN denotes hardware and Van is onsite software. It is a comprehensive basket of 12 IEC tools

specially designed to invoke women participation and cater to the needs of the different actors in a village

scenario, particularly for demand generation, capacity development, team building, governance

improvement, demonstration of technological options and strengthening of supply chain. It not only

facilitates action planning and community review but also supports decision making by women in the post

trigger phase.

The tools/methods developed offer opportunity to women and children to participate in creative and

joyfully. The features like round the clock stay for three days of PAN in The VAN team/unit at the camp-

site, flexible camp schedules, on—site training facilities, exhibition of options, IEC tools, production

machines, separate meeting arrangements and community review enables different sections of the society

especially women to learn and contribute as per their pace/routine.

Apart from community and school interventions, it has dedicated tools/methods to involve women to

address their strategic needs. It creates institution, change agents and also institute follow up mechanism.

Mahila Toli a group of women formed to extend support in leading and spearhead the WASH

interventions. WASH Promoter is a self sustainable model for WASH services. ‘ek pe ek gyarah’ strategy

involves girls innovatively in School Led Total Sanitation.

Two tier approach – The first tier: WASH enterprise is set up at block level equipped with help—line

(telephone), WASH store, mobile unit (Van) and production center (optional). Second tier: network of

local WASH promoter families and interventions in the Gram Panchayats. WASH promoter is from

within the village, linked with helpline and facilitates processes to bring to logical end.

The approach is a four step process: first; a participatory hygiene analysis to understand the local

situation. Second; an onsite 3—day camp to create community awareness, institutions capacity building,

focus on women, children/school sanitation and hygiene and prepares the village WASH plan. Third;

strengthen the institutions, train enterprises and prepare water security plans. Fourth; sustainability by

regular community review.

Out of the four steps, Second step (tools and camps) tested in eighty Gram Panchayats with encouraging

results. The proposal is to implement the approach in project mode. In addition to the different steps of

the Pan in the Van approach, a proper baseline, orientation of the key stakeholders and grassroots

facilitators and M&E activities were also taken up to ensure the results and to capture learning.

_____________________________________ 8http://www.solutionsforwater.org/solutions/pan-in-the-van-%E2%80%93-an-innovative-on-site-approach-for-inclusive-wash

Photo 1

Four steps of the ‘PAN in the VAN’ approach

Source: Photograph from EEDS

Objectives of approach:

PAN IN THE VAN has following immediate objectives:

1. Demand generation through awareness and triggering participation:

To mobilise/involve key stakeholders: target community, youth, women and children, Panchayat

and Government service providers around the issue of sanitation.

To enhance community awareness to accelerate Total Sanitation Coverage (physical & usage),

programmes/schemes and entitlements.

To promote inclusion of marginalised groups in urban/rural areas in development efforts related

to WASH.

2. Team building for local collective actions:

Capacity development of the key duty bearers (like VLWSCs, SHGs, schools, etc.) to enhance

their knowledge, skills and attitude so that they can play their roles effectively.

Strengthen the supply chain and enhance skills of service providers (masons, plumbers) and local

CSOs.

To initiate the process of school led total sanitation (SLTS).

3. Mechanism for action Planning (WASH) and community review:

Facilitate the action planning to achieve WASH/TSC targets at the Panchayat level

To constitute and facilitate a sustainable community based monitoring system

Strategy

The camps focus on process to create spaces for dialogue among the stakeholders, especially

women for coordinated and planned efforts.

For reducing the transmission losses and distortion of messages, on—site capacity building is

conducted to reach the target groups/participants directly.

It enables women and different sections of society to learn and contribute as per their pace and

routine. For this, features like round the clock stay of team/unit at the camp site, flexible camps

schedules, on—site training facilities, exhibition of options, etc are adopted.

It institutes a simple, transparent and joyful format for regular community review.

It avoids creating new/parallel institution. Instead it develops capacity of exiting

institutions/groups i.e. Tadarth committees, Schools, PRIs, SHGs, etc.

The actions emerged during the camps do not need additional financial resources. It promotes

convergence to meet out financial needs at the Panchayat level.

It taps the potential of children as effective change agents.

Process in the Approach:

The ‘PAN IN THE VAN’ has a team of five skilled persons to facilitate the process. It is supposed to

implement the steps in following way:

Baseline and Hygiene analysis (PAN IN VAN approach in the field for 1—day event):

To understand the target groups/local situation (in WASH) baseline information is collected in the

Panchayats in the light of the objective. For the purpose a proper plan, formats and participatory rural

appraisal (PRA) is adopted with training of field team. Based on the field survey a Panchayat status report

on WASH is prepared.

A skilled team visits the Panchayats prior to the camp. After initial rapport building with the local

leader/opinion makers, it carries out exercises like water testing and heath check—up of the select

population. A doctor facilitates the FGD on the findings of the survey and initiates the process around the

WASH issues. Preliminary planning is also made for the 3—day camps.

3—Day Panchayat level Camps (PAN IN VAN approach in the field 3—day event):

The Pan in the Van team stays in Panchayats and conducts a proper 3—day camp with schedule and clear

objectives. A typical camp will cover following:

Create community awareness/triggering for action on WASH in their Panchayat.

Capacity development of institutions like VLWSC, SHG & masons, other key persons.

Introduction of school sanitation and hygiene education.

WASH action plan preparation and introduction of community review system.

Table 1: Mobile Van Components

Hardware components in the mobile Van

12 seated AC Van with (with modular

carriers/cupboards).

Folding canopy, display tables & tray,

display boards, etc.

Dias/podium and a tent (for 15—20

persons).

Audio- video equipments & public address

system.

IEC materials (Print Games, Videos, Plays,

folk songs, games, recorded Key massages,

etc.)

Models on sanitation facilities (Various

sanitation options).

Equipment for producing sanitary items

(PAN).

Generator for providing power back up.

Chairs, carpets, dari, etc.

Awards & Certificates to encourage

participants.

Strengthening local delivery mechanism/institutions:

After few days of the 3—day camps, the Pan in the Van along with the team again visits to the same

Panchayat for capacity building of different key stakeholders/groups as under:

Strengthening local institutions—Tadarth committees: During this round expert conducts training

with a proper course and sessions.

Strength of supply chain management: imparting skills to the masons and orients the service

providers/suppliers in WASH to ensure quality and timely services.

School sanitation and hygiene education (SSHE) for SLTS in which children act as messengers of

WASH to households and influence community to adopt good hygiene practices.

Community Review/Follow up Mechanism: Panchayat level WASH plans prepared during the

earlier camp are reviewed in each month by the community.

To initiate the review process tools like ‘kick to kitanu (a football based game), extempore, cases stories,

song, poetry, etc. are used to reinforce the messages and also to attract the community to participate. The

Pan in the Van team facilitates the review process initially (up 5—6 months) and later the same is

entrusted to the Panchayat and community.

Activities and Schedule: 1. The Activities:

There is proper schedule with objectives and timeline of 3—day camps which is aligned as per the local

situations. During the camp following activities are organised:

Table 2: Tools of PAN in VAN

SN Tool Objective Details Participants

1 Langdi Game To sensitise

community about

open defecation

Game involving making a village map using

rangoli colours. Open defecation (OD) is

shown in different colour. Participants are

asked to cross the village map without

touching OD colour.

Women. girls

2 Ring Game to raise interest and

communicate

messages

New use of popular game, useful for

reinforcement. Rings are thrown by

participants on a chart showing dos and donts.

Participants explain the point where ring falls.

Women, girls.

Children

3 Chair game To raise interest and

communicate

messages

Popular musical chair game played with 15

chairs with messages of WASH.

Women.

Children

4 Songs To raise interest and

communicate

messages

Messages and advertisements in the form of

popular film songs

Community

5 Mallasure Ki

Khahani—

Story

The scientific facts

packed in the story

form to sensitise

A role play, stage show (nukkad natak),

banners and mascots are combined to form a

WASH message for villagers. The mascots

play as a brand ambassador of WASH. Also,

the villagers participate in the nukkad natak.

Community

6 PRA To know the

WATSAN situation

of village

The PRA concept customised for the

WATSAN situation analysis and planning.

Community,

women

7 Dandi yatra—

Village march

Field exposure to

identify clean places/

houses

Rallies by students with banners and posters

on WASH issues.

Children

8 Joker Orientation on the

WATSAN in joyful

manner

Mascot and brand ambassador of cleanliness

and hygiene.

Mascot

9 School kit To learn and monitor Provided to the schools in form of study

material and a tool for monitoring.

Children

10 Pan

production

‘Produce your

PAN’

Demonstration of

low cost options

Demonstration of options with the technical

details for the masses.

Masons,

Community

11 Foot ball

match (Kick

to kitanu)

Monitoring and

environment

creation

Children play foot ball match between team of

Swachhata (cleanliness) and KITANU (Virus).

Commentator broadcasts the WASH messages

along with the game events.

Children.

Youth

12 Videos and

Movies

Awareness

generation

Showing the message to masses through films. Community

2. The Schedule:

Day—1: After inaugural session, the programme starts with a ‘Dandi March’ by school students

and community helping in rapport-building.

Photo 2: Dandi March

Source: Photo taken in 3—day camps Photo 3: Dandi March

Source: eeds 3—day camps

This is followed by community group visits to different places in the village for activities like interaction,

status analysis, discussion on history of disease, etc. This exercise helps in identifying clean and dirty

places, open defecation locations and village sanitation map preparation. The team also interacts with

teachers and makes preparation for school events.

After the activity, village mapping is facilitated to sensitise women and girls on the aspects of hygiene

and cleanliness. ‘Langdi’ game is conducted to explain the critical elements like seven components of

hygiene and fecal oral path.

Photo 4: Women playing ‘Langdi’

Source: Photo langdi game in Khadwa camp buy eeds Discussion and debates take place in the evening around issues to identify groups and active champions

among the children, youth and women. Film shows are organised on the relevant topics.

Photo 5: Movie show

Source: Photo taken in 3—day camps

Day—2: The day begins

with a central program for the

community where all the exhibits

are displayed. The team shares

various social and scientific aspects

of sanitation with the help of plays,

stories, songs and various edu—

entertainment aids like Fly, Jokers,

Mallasure, etc.

Photo 6: Joker–Mascot of Cleanliness

Source: eeds

It followed by training of Village-level water and sanitation committees/field functionaries to motivate

them to work collectively and their role clarity. Separate interactions with women is organised to address

specific problems related to them.

Photo 8: Discussion with women and children

Source: eeds Photo 7: Mallasur: Brand ambassador of open defecation

Source: eeds

The post lunch sessions involve school students.

Lectures and competitions are organized for awareness and selection and training of team for ‘Kick to

Kitanu’ is done.

Photo 9: School competition

Source: eeds camps

Evenings are full of enjoyment and education, quiz; experience sharing and cultures events, on the issues.

Children play a game of ‘MALLASUR’ (one gram Fecal—how it becomes an evil). Technical session is

also organised as per the convenience of the community during the camps covering following:

Produce your pan: For those who want use production machine and produce the sanitary pan for

their toilets.

Photo 10: Produce your PAN

Source: eeds

P—trap fitting: To inform

mason about the technical

aspects.

Photo 11: P—Trap fitting

Source: eeds 3—day camps,Khnadwa

Option in Toilets: For masons and community to learn how to make a toilet, particularly the leach

pit and its advantages

1. Day 3: Day three begins with ‘Kick to Kitanu’ a football match between student teams ‘Kitanu’

(bacteria) vs ‘Swachata’ (cleanliness). Villagers are invited to watch the mach. It is full of

information and action. The commentator broadcasts various massages related to WASH during the

match. The match creates a solid ground for preparation of collective sanitation action plan.

Photo 12: Certificates and Awards to children

Source: Photo 3—day camps in Khargone.

After the match the VLWSC with the help of the community and stakeholders discuss and prepare an

action plan to achieve a Nirmal Gram status. The plan is shared with community and feedback is

collected.

Photo 13: Chart used in Ring game

Source: Photo 3—day camps in Dhar by eeds

The programme is concluded with an oath taking ceremony by community. In this event opinion leaders

share their views and experience. Best houses, clean family, active children, best mason and youth team

are honoured to steer the process in a right direction

Key outputs:

Out of the four steps, second step (tools and 3—day camps) tested in 2009—10 more than eighty

Panchayats of MP with encouraging results. It emerged that the PAN IN VAN is an approach, not only

triggers the demand but also builds the team and sustains the programme and taking the area towards

inclusive sanitation. It has benefited people in seeking their entitlements, access to dignified sanitation

and created space for the excluded groups to be informed and seek active participation.

Based on the learning and input from the PAN IN THE VAN approach, new dimensions are incorporate

in the Madhya Pradesh IEC Strategy document of Government of MP to accelerate TSC (refer IEC

strategy of MP for TSC).

The tool ‘Kick to Kitanu’ (a football game) is instrumental in monthly monitoring by the local

community. The State government is encouraging district water and sanitation committees to use the

similar approach.

3—day camps organised were reviewed by the experts after six months of the events. The purpose was to

understand the impact/achievements of the intervention i.e. on—site capacity building camp at Panchayat

level. The excerpt of the review is as follows:

Key messages

1. Advantages:

The solution is scalable to any programmatic/national level by establishing more numbers of units in

desired number of districts/Blocks where sanitation coverage is poor and is not a priority of the

community.

Table 3: Why PAN in VAN approach is better than regular training programmes:

SN Reasons behind low participation of women

in training programmes

How ‘PAN in VAN’ approach achieves active

participation of women

Reason Detail

1 Lack of

information

Often information is passed on

from man to man.

Information is passed on to the woman member

of the family through children.

2 Illiteracy Women literacy in rural areas is

much lesser than average national

literacy. They are unable to read

descriptive handouts given in

trainings.

Involves pictures, videos, drawings and

activities. Involves activities which can be

followed inside house.

3 confine to one or few aspects such as triggering,

supply or marketing, hand washing, toilet

construction, etc.

Complete solution for WASH covering all seven

components (including menstrual hygiene),

supply/services (not construction alone),

governance/ institutions in a coordinated

manner.

4 Training involves only one type of mass at one

time.

It believes to work with community, households,

school children and physically challenged

persons with distinct strategies/methods

simultaneously.

5 Venue far

from

household

Trainings are held at block

level/cluster level/Panchayat

bhavans.

The whole village is training hall. Equipments

are mobile and activities are performed where

the community resides rather than class rooms,

panchayats bhavans, etc.

6 Theoretical Trainings are in class room style.

They involve theoretical learning

only.

The tools and methods involve community in

simple and joyful way. Audio—visual aids help

building skills amongst community reducing

dependency on skilled technicians.

7 Ill

scheduling

Rigid time schedule do not allow

marginalised to participate and

are generally conducted off—site.

It is an onsite approach, unit/team stays and

functions from the village to encouraging

women & daily wage earners to participate as

per their convenience. Community participates

in various events and also learns from the

trainings.

8 Men centric

exercises

Exercises are not women centric. Activities do not require strength and are

adopted from regular plays played by

women/girls. Easier to adopt by women, even

by physically challenged.

9 Men centric issues – water for irrigation,

construction of latrines, etc. only

Training related to household chores such as

drinking water, washing utensils and food,

keeping self clean, washing clothes, bathing, use

of latrines, kitchen garden, livestock waste, etc.

10 Designs are not based on local needs and are

expensive

The approach is economically viable and

compatible to PPP and entrepreneur models.

11 Myths remain myths Myths about various aspects are removed with

thorough discussion and demonstration. For

example: p—trap does not let smell reach the

house.

12 No involvement of issues related to individual

health of women and adolescent girls

Separate tent for issues related to women and

adolescent girls

13 Cultural

reasons

Head of family is often a man

only

Women can follow the messages without

hurting any cultural ideologies.

14 Objective is distribution of kits not message Even school kit is full of activities such as 5—

step hand wash process demo, family card,

assignment and recognition such as kick to

kitanu dress, certificate for cleanliness, etc.

Mascots are used as brand ambassadors of

cleanliness and faecal matter

15 Involves men training women Involves inter training of women and women

WASH promoters from within the village.

16 Do not involve women in decision making Involves women for action plan development of

village for achieving Nirmal Gram Puraskar.

Fig 1: Effectiveness of PAN in VAN Tools (marks out of 10)

Achievements:

Fig 1: Retention of message (marks out of 10)

During ToTs, risk of loss of information during transmission is higher.In eighty 3—day camps in 80

villages of four districts of Madhya Pradesh (organised by EEDS and UNICEF), an estimated 12000

women and girls, 400 schools, 100 anganvadi workers, 300 duty bearers and 700 school teachers

participated along with other men members of the community. The camps gave special attention to

physically challenged and old age persons as well as adolescent girls.

With 60 percent retention of messages, it has reached atleast 7000 families.

With 40 percent adoption of good habits, 5000 families have adopted good habits of WASH. Also, if

these good habits are adopted by other families after observing then it will increase to 7000 families.

Thus, we can say 80 3—day camps brought change in behavior in many whole villages rather than just

families. We hope these villages achieve Nirmal Gram status very soon.

In all cases

in most of the cases

in considerable cases

Sporadic

Pen

etra

tio

n o

f M

essa

ges

8

7

6

4

Community identify the message

Retention of the message ( narration)

Understanding of the concept ( related Benefits/ harms)

Behavior change ( Sincere Try )

Fig 3: Contribution of PAN in VAN in various fields (result out of 10)

2. Review at a Glance:

Table 4: Various dimensions of the Approach

Dimensions Highlights

Governance Transparency: role & responsibilities discussed in public/at common

places

Team spirit created among VLWSCs

Women got to know their role and powers

Collective problem analysis

Reason and direction to work in collective manner

Firsthand experience on planning and analysis (village WATSAN

plan)

Awareness on

WATSAN Collective deliberation on the ‘so called dirty issue’

Know the details related to TSC and entitlements in details

Know interrelation of the behaviour, hygiene, health and governance

Collective thought process with initiation of action

Students got opportunity to learn on critical issues like hand washing,

school cleanliness, toilet construction etc.

Improved drinking water storing practices

Improved awareness on the cost effective sanitation models

Community demanding/approaching the duty bearers for the

entitlements

Capacity development Capacity development of the various groups leading to sense of action

and responsibility

Community based monitoring system in TSC

Mason trained in new technology and quality aspects

Service providers got new ways of reaching community

Supply chain system for toilet construction in the remote villages

Successful Testing of

tools/approach in BCC Tools provided space for participation and invoked interest

Tools promoted inclusion due to designated opportunity for each group

Target population (consumer friendly) could participate as per their

schedule without affecting their work or livelihood

The retention of the messages was found satisfactory during the

evaluation

Demonstration of

alternatives The EEDS provided its innovative patented design of ECOSAN,

without additional cost

Sub-community toilets provided an alternative approach to address

many social issues

Prepare your PAN (demos) for the community

Other Benefits Facility for separate meetings for women and girls so that they can

discuss and learn in privacy

Earn visibility and invoke public debate on the issue

Dissemination of Bio—fertilisers concept in villages

Programmes implemented by other agencies got new energy

Partners capacity development on new approaches of BCC

Conclusion

‘PAN in the VAN – an innovative approach for inclusive WASH’ is a tested way to involve women in

issues of WASH. This approach includes twelve tools and various methods to involve women joyfully in

governance. It shows how women and children can be an integral part of development process through

playful awareness and exercises. The field testing of eighty 3-day camps show improvement in message

retention, behavioural change, involvement of women in action planning of village WASH and children

participation in school led total sanitation. It is time when our training methods become women centric

inculcating special features for special groups.

--------

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