Participatory Planning and Communication Swajalswachhsangraha.gov.in/sites/default/files/Swajal_Manual...the outsider is that of a catalyst, a facilitator of processes used for participatory

BOOK 2: PARTICIPATORY PLANNING AND COMMUNICATION

Participatory Planning and Communication Swajal

Participatory Planning and Communication Swajal

PARTICIPATORY PLANNING AND COMMUNICATION

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Abbreviations

BCC Behaviour Change Communication

SBCC Social and Behaviour Change Communication

CBO Community Based Organisation

FGD Focused Group Discussion

GP Gram Panchayat

IEC Information Education Communication

IPC Interpersonal Communication

O&M Operation and Maintenance

PHED Public Health Engineering Department

PRA Participatory Rural Appraisal

PWS Pipe Water Supply

VWSC Village Water Sanitation Committee

AWW Anganwadi worker


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2.1 Participatory Approach and PRA 5

2.2 Social and Behaviour Change Communication in the Context of Swajal 10

2.3 Village Level Process and PRA Tools 20

2.4 Village Communication Action Plan 30

Index


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Participatory Approach and PRA

2.1.1. What is communication

Communication is the exchange of information and ideas, whether written or verbal. Effective communication skills are about conveying your message to others clearly. Communication is an important skill for building relationships by influencing interactions. Effective communication engages the choice and use of an effective communication channel and presentation of information to the target audience. The different categories of communication include –

• Spoken or Verbal Communication: face-to-face, telephone, radio or television and other media.

• Non-Verbal Communication: body language, gestures, how we dress or act.

• Written Communication: letters, e-mails, books, magazines, the Internet or via other media.

• Visualizations: graphs and charts, maps, logos etc.

2.1.2. Objectives of communication

• To be understood: The main aim of communicating is to pass

information so that other people may know about what you are talking off .This can be

through facts or even feelings.• To be accepted: It means to accept the message fully .This may

be through listening to somebody seriously. Thus the message being conveyed is received and understood.

• To get something done: This can be done through explaining,

convincing and following up the message being conveyed. This may be done through asking questions or by talking.

• To understand others: You can understand others by knowing

the attitude of the person who is receiving the message. Establishing the ideas they have in mind and knowing the best way of approaching them.

2.1.3. Components of Communication process

A message or communication is sent by the sender through a communication channel to a receiver, or to multiple receivers. The sender must encode the message (the information being conveyed) into a form that is appropriate to the communication channel, and the receiver(s) then decodes the message to understand its meaning

Message

Feedback

Sender Recipient/s

Encode

EncodeDecode

Barriers

Channel

Decode

Fig. 1. Communication Process

2.1


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and some topics may be completely ‘off-limits’ or taboo.

• Lack of attention, interest, distractions, or irrelevance to the receiver.

• Differences in perception and viewpoint.• Language differences and the difficulty in

understanding unfamiliar accents.• Expectations and prejudices which may

lead to false assumptions or stereotyping. People often hear what they expect to hear rather than what is actually said and jump to incorrect conclusions

• Cultural differences. The norms of social interaction vary greatly in different cultures, as do the way in which emotions are expressed. For example, the concept of personal space varies between cultures and between different social settings.

• A skilled communicator must be aware of these barriers and try to reduce their impact by continually checking understanding and by offering appropriate feedback.

2.1.5. Basic concept of PRA and its relevance

Participatory Rural Appraisal (PRA) is an approach, a thought process supported by tools and methods to facilitate demand-led

and significance. An effective communicator understands their audience, chooses an appropriate communication channel, hones their message to this channel and encodes the message to reduce misunderstanding by the receiver(s). They will also seek out feedback from the receiver(s) as to how the message is understood and attempt to correct any misunderstanding or confusion as soon as possible.

2.1.4. Barriers to Effective Communication

There are many barriers to communication and these may occur at any stage in the communication process. Barriers may lead to your message becoming distorted and you therefore risk wasting both time and/or money by causing confusion and misunderstanding. Effective communication involves overcoming these barriers and conveying a clear and concise message. Some of the common barriers are as follows -

• The use of jargon. Over-complicated, unfamiliar and/or technical terms.

• Emotional barriers and taboos. Some people may find it difficult to express their emotions


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development process and ensure community ownership. It is ‘an approach and method for learning about rural life and conditions from, with and by rural people’. The role of the outsider is that of a catalyst, a facilitator of processes used for participatory rural appraisal. PRA is an effective tool for community capacity building for analysis, planning, implementation and O&M of the water supply facilities. It is also a proven method for two way communication with the community and ensuring community ownership.

Community involvement in project cycle from planning to implementation and O&M is non-negotiable for sustainability of projects and processes. It is an established fact that the local community has the best knowledge and insight about their natural resource base, which needs to be integrated while designing the water supply scheme and arriving on an informed choice about the water supply scheme option.

Participatory Rural Appraisal (PRA)

• Way of learning from and with community.

• It is an intensive, systematic but semi- structured learning experience.

• It is used to investigate, analyze and evaluate constraints, opportunities and make appropriate timely decisions.

• This helps to involve marginalized groups in planning and implementation process.

• It is facilitated by multidisciplinary team and community members.

It is about Attitude, Behavior and Communication (ABC)

PRA can be a mechanism for selecting appropriate options for water supply schemes by the community with the support of technical experts.

2.1.6. Principles of Participatory Rural Appraisal (PRA)

There are certain principles of PRA which need to be followed while facilitating the process. These principles are elaborated below-

A. Learning with the villagers

Many times preconceived notions of schemes by the external actors or agencies do not work in specific context of the village.

Community has been surviving in the villages for generations and has acquired knowledge about the surrounding environment and resource base.

Actually villagers are capable and well-informed about the situation in the village, it’s strengths weakness and also the potential ways. The facilitators should respect the local knowledge.

It is very important that facilitators should have humility, open mind and respect for the community and their local knowledge.

The first principle of PRA is to learn from the community.

B. Use of effective communication skills

Effective communication with community is the first step in PRA process. It is not just sharing what you know and what are your


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ideas. It is more important to listen to them and understand. It is a two way communication. Ensuring the use of proper language and having common terminologies which community will understand is necessary.

Facilitator should use commonly understood language and also suitable media for interaction. If articles like papers, pen, pencil, stones, leaves, flowers are used along with maps, pictures, graphs or models, then communicating with literate as well as illiterate people is possible at the same time.

C. Dealing with own biases

Many times people responsible for facilitating the design and implementation of water supply scheme are very experienced persons. Over period these experts develop certain biases about what will work and what will not work. The experience is valuable. But this bias sometimes becomes an impediment in evaluating new ideas and also objectively analyzing if this will work in that particular village situation. Therefore it is important for facilitator or expert to know own biases and deal with it with openness in the context of a specific village.

D. Appreciating reactions and responses of various community groups

PRA process leads to better understanding of the village situation. It is important to ensure that their understanding is a common understanding amongst all sections of the communities. During the process the facilitators should carefully understand the reactions and responses of various community groups and ensure that all have an opportunity to express themselves. It is delicate process especially in the specific socio cultural context of the villages. Facilitator should first trust the communities and carefully encourage women and marginalized groups to present their views. Women in rural areas are most affected by lack of safe and adequate water supply at their door steps. They need to be purposefully involved in all the decisions related to source, system and service level. In each of the planning steps women should be actively engaged. Similarly in many places voice of the marginalized group in the village are not always considered in designing, implementing and maintaining the scheme. The process should create an opportunity for these groups to express the views and to get involved in decision making.

In this process the diverse views will be captured making the process inclusive and ensure more holistic picture to generate robust information for option selection

E. Exchange of information

Generally, information collected is recorded in a register. Very few literate and educated people amongst villagers will be able to understand this information. Most of the illiterate will never know about this written information. Therefore, information gathered during PRA should be presented in the form of pictures, maps, graphs, illustrations, visuals etc. It is necessary to exchange the information with all villagers in this form. It helps all people to come forward to discuss the issues involved and try to remove any lacunae if any. The facilitator group also needs to discuss the issues between them. Such discussions will raise new but important issues and will generate a realistic picture of the village.


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F. Verification of information/ triangulation

Open and participatory planning will obviously verify / triangulate the information collected. Participation of social groups of the village like men and women from different religions, castes and age groups can provide inputs for triangulation. Future activities should be based on this triangulated information. The inputs and insights of experts and the secondary data should also be used for triangulation of information to make it more realistic.

2.1.7. Do’s and Don’ts of PRA

DO’s• Use your own best judgement • Be self aware and self-critical• Introduce yourself• Triangulate• Establish rapport • Be honest and improvise• Respect community • Be flexible

• Be nice to people • Be sensitive • Try new things and be bold • Watch listen & learn • Take risks• Learn from mistakes • Share & relax• Empower & support • Handover the stick

Don’ts• Rush • Lecture• Criticize• Interrupt• Dominate• Sabotage• Take yourself too seriously• Avoid collecting unnecessary data

2.1.8. Various tools of PRA

Following table presents the key PRA tools. These tools are described in detail in the respective sections of this manual.

S.No. Tools Descriptions

1. Preliminary Meeting Rapport development with the community member’s, GP and village level officials.

2. Social Mapping Social mapping tool is used to visualize and situate the location of households and other social facilities/infrastructure in a village. It helps us to learn about social structures and institutions found in the area and social and economic differences between the households. It serves as a baseline for planning.

3. Resource Mapping The objective of resource mapping is to learn the villagers’ perception of which natural resources are found in the community and how they are used.

4. Water Budget Drinking water budget is an effective tool to assess drinking water availability in the village and its use by community. The difference gives surplus or deficit of water availability from the sources. Therefore it helps to plan for effective management of available water more resourcefully.

5. Seasonality Seasonal diagram is used for temporal analysis across annual cycles, with months or seasons as the basic unit of analysis. It reflects the perceptions of the local people regarding seasonal variations on a wide range of items.

6. Scheme Transect Scheme transect helps to observe the facts directly on the field and assess ground level practices and issues of the key components of the scheme in a participatory manner.

7. Documentation Documentation of processes, maps and Issues identified during participatory assessment. Preparation of action plan.

8. Option selection Meeting (FGD)

Option selection Meetings are an effective tool where the entire community is involved in prioritizing needs and development initiatives.

9. Grama Sabha approval

The aim of this tool is to seek official approval to the final option and developing a sense of ownership and commitment among villagers.


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Social and Behaviour Change Communication in the context of Swajal

2.2.1. Social and Behaviour Change Communication:

To facilitate positive change in behaviours for the demand and management of safe drinking water among individuals and communities it is critical to develop a well-planned advocacy and communication strategy. The strategy can also influence the responsiveness of service providers

and institutions for their commitment and action for the scheme.

It is important to understand that individual behaviour change does not occur in isolation. Factors at multiple levels affect human behaviour and it is essential to understand and address barriers and constraints to behaviour change at different levels. Addressing the barriers to

Socio Ecological Model

PHYSICAL ENVIRONMENTStructures and infrastructure

PUBLIC POLICYNational, state, local laws

INSTITUTIONALOrganizations, local institution

COMMUNITYSocial networks & cultural norms

INTERPERSONALFamily & friends

INDIVIDUALKnowledge, attitude, skills

Key implications of the model for behaviour change Ą Factors at multiple levels affect human behaviour and it is

essential to understand and address barriers and constraints to behaviour change at different levels

Ą Interventions for planned change should address all levels to be effective: individual, community, social networks, institutional and policy environment

Ą Communication interventions can overcome barriers at each level and facilitate change.

Figure 5

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Fig. 2. Socio Ecological Model

Key implications of the model for behaviour change:• Factors at multiple levels affect human behaviour and it is essential to understand and address barriers and

constraints to behaviour change at different levels.• Interventions for planned change should address all levels to be effective individual, community, social networks,

institutional and policy environment.• Communication interventions can overcome barriers at each level and facilitate change.

2.2


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demand and management of safe drinking water supply is a complex process and will not result from merely focusing on increasing individual’s knowledge on the issue. Along with empowering individuals and families with correct information, change entails creating a supportive environment within the immediate social networks and the broader community. A supportive environment also includes policies that improve access to quality services and committed leaders that promote and support the change. It includes community members contributing to solve the problem and support the implementation of the solutions. The role of communication is to create a positive change at all levels by using a combination of approaches including advocacy, community mobilization and interpersonal communication.

The Socio Ecological Model (SEM) provides a framework to look at the individual’s environment at different levels, from the household and community, to the institutions responsible for support and also the policy framework. The model stresses that most issues, especially those related to individual behaviours

are usually linked to a web of other behaviours. Individual behaviours are determined by close social networks, socio-cultural norms of the community and physical environment that the person lives in. Each of these levels influences how an individual behaves. Interventions for planned change should address all levels to be effective: individual, community, social networks, institutional and policy environment.

2.2.2. Group work:

A. Mapping of existing practices and key desired behaviours for drinking water safety and security

The objective of developing social and behaviour change communication interventions for the scheme is that all individuals/ families adopt correct hygiene behaviours with regard to safe drinking water at household level and as part of the community collectively and actively participate to take complete responsibility and ownership of protecting and managing water sources with the understanding that it is for their own benefit and well-being. To achieve that it is first important to identify what actions are

Indicative list of desired behaviours:

Key behaviours at HH level Key behaviours at community level• Safe collection and transportation• Safe handling of drinking water• Safe storage of drinking water• Water to be kept in clean containers (covered)• Washing water storage utensils• Covering stored drinking water• Demand for testing and water quality status• Safe water knowledge• Take water from safe sources• Do not take water from red painted sources

(contaminated)• Timely payment of water tax

• Safe parameters for water sources (BIS is a MUST)

• Management and maintenance of water sources

• Conservation, recycle and reuse• Testing- FTK/Volumetric/Lab etc.• Ownership of the system• Village water security planning• Management of O&M• Do not use unsafe sources ( regular testing) • Classification of sources• Good sanitary conditions (O&M) to be

maintained around sources• Ask for quality water source tapped by service

provider• Check sanitary condition around source and

take action


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required by families at home and at community level.

To make it a participatory process the session will be conducted through a group work where participants themselves identify the key actions.

B. Identification of barriers and enablers

The participants will be taken through a behavioural analysis process where they themselves will identify the key barriers and enablers to adopt the desired practice.Tentative template for the group work.

Behavioural Analysis

Key BehaviourParticipant group: (HH or community)

Ideal Practice Actual Practice Feasible Practices Barriers Motivations and Supports

Behavioural Analysis

Ideal Practice Actual Practice Feasible Practices

Barriers Motivations and Supports

Treat water you want/plan to drink by boiling

Majority in rural areas do not treat/boil drinking water.

People are used to drinking untreated water (not boiled)

Boiling water for drinking is common practice when a child/family member is ill

Myths regarding safe water.

People believe water is safe to drink if it is clear/sweet/odourless

Limited awareness/knowledge of chemical and bacteriological contamination and health linkages

Time and cost of collecting or buying firewood

Time and cost of boiling water

In water scarce area the primary concern is ensuring water availability. The demand is for provision of water. The issue of safe water does not figure in the people minds

Boiling water prevents sicknesses like stomach aches and diarrhea

Family members believe treating water is most important for young children

EXAMPLEBehavioral Analysis (Household level)Key Behavior: Treatment of drinking water Participant Group: Mothers and Family members


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Ideally the facilitator should not use an example of the behaviours that are identified by the participants so that they are able to do the exercise.

2.2.3. Key barriers to the demand and usage of safe drinking water1:

A. Availability of water is a key concern

Availability of water is one of the key challenges of the rural water supply sector. Several parts of India face water shortages due to seasonal water scarcity and unsustainable water-use behaviours (agricultural, industrial and domestic). In such situations the need to ensure water availability takes precedence over quality. Research in India highlights that people are forced to use unsafe sources of water even when there is piped water supply. This is because water is either scarce during the summer months or the availability of water depends on intermittent electricity supply.

B. Misconceptions and perceptions about safe water and health

People’s perceptions of safe water are based on subjective values: sweetness in taste, clarity, lack of any odour and absence of visible impurities. Yellow colored or brackish water is considered unsafe by people and not used for drinking purposes. Awareness regarding water contaminated by germs not visible to the naked eye is universally absent. Contamination of water sources, is also identified by water logging, poor drainage and inadequate practices for the disposal of garbage. Knowledge of the linkages between consuming contaminated water and risks to health is poor. Perceptions around safe water are linked to perceptions around the level of morbidity of a source as opposed to the actual quality. Persistent short term health problems such as diarrhoea are not attributed to the consumption of “unsafe water”. Furthermore there is limited knowledge on other health issues including the weakening of bone structure,

discoloration of teeth and skin problems related to consumption of contaminated water.

C. Household water treatment

There is also lack of awareness of the benefits of household water purification methods and the need to make treatment routine. Studies show that knowledge about boiling water is common but practice is limited in most rural areas. For example the drinking of boiled water is restricted to ill family members on the advice of health workers rather than the entire household. In addition the boiling of water is seen as a tedious exercise and expensive in fuel costs. Therefore awareness, availability, cost and time constraints act as major barriers to the routine treatment of drinking water at household level.

D. Drinking water contamination during water collection, transportation, storage and retrieval

Contamination of drinking water occurs at different times and points in its management. Even if safe water is provided at source, its transportation, storage and handling often leads to secondary contamination before consumption. Other activities undertaken near the water source also lead to the contamination of drinking water. These include washing water containers, washing of clothes, bathing practices and watering animals. Often public sources have no system for draining waste water hence stagnant pools risk contaminating ground water. Lack of cleanliness around the source is also due to a lack of sense of ownership because it is a shared resource.

E. Gap between knowledge and hygiene behaviours related to safe storage and handling of drinking water

Even when people know that the above practices are likely to contaminate water, their actual behaviour does not change. Research shows that people are aware of the importance of using a long handle ladle or a container with tap to draw drinking water, however, the practice is limited.

1 Reference: National Drinking Water Advocacy and Communication Strategy Framework Chapter 1.


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Schematic presentation of barriers to demand for safe water.

2.2.4. Enablers for demand of safe water

Enablers or motivating factors exist to encourage and facilitate the demand for safe drinking water. These are:

1. Regular and relevant information: Access to regular and credible information about water related issues is essential. This include information about the consequences of unsafe water, water purification techniques, redressal mechanisms and constant follow up so that people recognize their problems and can collectively find solutions.

2. Community participation and ownership: Community ownership and collective efforts

in the upkeep, maintenance and cleanliness of drinking water source is essential. The identification of positive role models and leaders at village levels is part of the process of embedding local ownership.

3. Grievance Redressal: A transparent and efficient redressal mechanism facilitated by the PRI and PHED acts as a positive step in the successful up-keep and maintenance of investments in sustainable water supply.

4. Capacity development: Sensitization and capacity building at different levels is critical for enabling planning, implementation, operation and management of safe drinking water on a sustainable basis. The service providers – the PHED, Panchayat functionaries and also the community needs to be fully informed about proposed

Figure 3: Schematic presentation of barriers to demand for safe water

Figure 3 shows the many layers of interventions required to ensure people understand what safe water is, internalise this new knowledge and then adopt water-safe behaviours within the household.

For this to happen interventions are also required at the community level to ensure water quality and safety is collectively tackled to minimise risk across the population. This necessitates working together in functional village water and sanitation committees to ensure safe, adequate and sustainable water supply.

Limited awareness of the right to safe water

The lack of, or limited availability of quality drinking water is sadly accepted as ‘normal’ by too many rural communities. Apathy both at the individual and community levels has created a sense of passivity around the issue and this is of grave concern to overall public health.

The role and responsibility of service providers is to work with the community to instill the need for local action to ensure that all drinking water is safe. This entitlement is attainable if service providers and communities work hand in hand.

This process includes working with communities to understand:

▪ What ‘safe drinking water’ is, and is not;

▪ The need to see water quality as a basic right so that all community members benefit from safe drinking water;

▪ The limits on service provision and what can, and cannot be achieved in respect of round the clock availability; and

▪ The urgent need to take local actions to protect water supplies.

Lack of resources to construct the water source, unaware of alternatives

Individually exhaustive, collectively

hesitant

Lack of awareness regarding

“safe drinking water”

VWSC is defunct in

most of the villages

Limited capacity of the

PRI’s to constructively work on safe drinking water

Unsafe drinking water source

PHED

ANMs/ASHA

In few cases Sarpanch approach PHED

The drinking water resource is far away from the village/habitation

People u

se un

safe w

ater s

ource

Prov

ide

info

rmat

ion

abou

t hy

gien

e an

d sa

nita

tion

Villagers approach Sarpanch for new water resourceNo response from the Sarpanch

No or delayed response

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Fig. 3. Schematic presentation of barriers to demand for safe water

Figure shows the many layers of interventions required to ensure people understand what safe water is, internalize this new knowledge and then adopt water-safe behaviours within the household.


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government plans, schemes and investments. This is a critical component of the NRDWP as PRIs and the rural community need to take responsibility for managing and providing safe drinking water.

5. Convergence with line departments and key stakeholders: Coordination between local government bodies and PHED remains a weak link to be strengthened. Inter-departmental coordination and greater involvement of the Panchayat and community representatives, including the Sarpanch is required for better planning and implementation.

2.2.5. Key Participants/Stakeholders

After the identification of the key behaviours it is important to group key stakeholder so that communication interventions can be tailored to their needs. Only then will it actually succeed in helping them to practice and sustain the desired behaviours. Different communication approaches, messages and content are needed for each of the participant groups. Identification of key participant groups allows for better designed, more focused and clear messages. For this purpose the participants can be segmented into primary, secondary and tertiary groups.

Primary participants are those who are being directly addressed to change their behaviour. For example, men, women and children based on correct information are motivated to adopt safe storage and handling behaviours with regard to drinking water at home. VWSC members are motivated as well as have the skills to plan, design and implement all activities related to ensuring availability of safe drinking water on a sustained basis.

Secondary participants are those whose behaviour or actions strongly influence the primary participant’s behaviour. They come from the cultural and social environment of the primary participants. For example,frontline workers, government functionaries, agencies and leaders who endorse and support the programme; and that contribute towards making an enabling environment for the easy adoption of the behaviours.

Tertiary participants are those whose actions directly or indirectly help or hinder the behaviors of other participants. Their actions reflect the broader social, cultural and policy factors that create an enabling environment to sustain desired behavior change. For example, politicians, policy makers, service providers or government officials; and religious leaders or the media.

2.2.6. Communication Approaches

To reach the key participants at different levels different channels of communication can be used for effective communication. These include-

Advocacy: to influence and engage decision makers to provide policies, funding, organizational support and commitment for safe drinking water initiatives. The aim is to raise the issue of safe drinking water higher in the agenda of key stakeholders at different levels.

Interpersonal Communication: is one of the key approaches to raise knowledge on the importance of safe drinking water among rural communities and influence the adoption of safe behaviours with regard to drinking water at household and community level.

Community Mobilization: to initiate dialogue among community members to deal with critical issues of safe drinking water and also provide a platform for community participation and ownership for protection and maintenance of water sources. The Swajal guidelines stresses on community participation and ownership for which community mobilization and interpersonal communication becomes the key approaches. PRA tools can be effectively used to mobilize communities and initiating dialogue with them to take the piped water scheme forward successfully.

Mass media, outdoor media and folk media: will be used in addition to create mass awareness on water quality issues, promote the key identified behaviours and programme information. Simultaneously information from these mediums will provide credibility and reinforcement


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to interpersonal communication and social mobilization efforts.

Capacity Building: for the effective implementation of communication activities, capacity building activities of key stakeholders needs to be carried out at various levels.

2.2.7. Messages

After stakeholders are segmented, needs mapped, designing relevant and impactful messages that reach all stakeholders is the next important element of communication interventions. Technically accurate, culturally appropriate and creatively delivered key messages are crucial for the achievement of sustainable changes. The messages should be derived from the key barriers and bottlenecks identified earlier with regard to the issue.

Creative and consistent messages can stimulate thought processes to motivate or influence action among individuals and communities by providing credible and scientific information and increasing awareness, knowledge and skills of the

benefits of adopting positive practices. Effective messaging can provide updated and correct information on programme components as well as on technological options.

Key elements of messaging-

• Content: Messages must deliver the core Swajal messages in a simple, positive and clear language that is accurate, comprehensible and relevant to the audience

• Context: Ensure that messages are identifiable and sensitive to the sociocultural context and information consumption preferences of the audience

• Organisation: Effective presentation and layout of messages in diverse media including innovative use of audio and visual aids to attract and embed messages in audiences’ mind space

• Acceptable: Messages need to model the Swajal principles of human dignity, gender and equity and not promote unsustainable practices

• Appeal: Messages should engage and motivate their audience to change their behaviours

Participants Message Themes Communication channels

Primary participants/stakeholders• Family- men, women and

children, VWSC members• Secondary participants:

PRIs, school teachers, frontline workers medical practitioners

• Correct knowledge of safe drinking water and government programmes

• Understand benefits of correct storage and handling of drinking water

• Understand linkages between water, sanitation (open defecation) and health

• Understand importance of testing of water sources and bacteriological and chemical contamination

• Know the benefits of protecting and maintaining water sources

• Know the government programme on drinking water and roles and responsibilities of VWSC

• Understanding the importance and long term benefit of community involvement and ownership for protection/O&M of water sources

• Knowledge of government programmes and capacity building of VWSC members

• Know the government programme on drinking water and roles and responsibilities of VWSC

• Understand O&M of water systems• Awareness on low cost and correct technological

options• Awareness of cost effectiveness and sustainability

of technical options

• Interpersonal communication

• Community mobilization• Multimedia campaign• Outdoor and folk media• Capacity building


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2.2.8. Social Audit

2.2.8.1. Basis of social audit

Social audit as a term was used as far back as the 1950s. There has been a flurry of activities and interests in India and neighboring countries. Voluntary development organizations are also actively involved.

Social audit is based on the principle that democratic local governance should be carried out, as far as possible, with the consent and understanding of all concerned. It is thus a process and not an event.

2.2.8.2. What is a social audit

A social audit is a way of measuring, understanding, reporting and ultimately improving an organization’s social and ethical performance. A social audit helps to narrow gaps between vision/goal and reality, between efficiency and effectiveness. It is a technique to understand, measure, verify, report on and to improve the social performance of the organization.

Social auditing creates an impact upon governance. It values the voice of stakeholders, including marginalized/poor groups whose voices are rarely heard. Social auditing is taken up for the purpose of enhancing local governance, particularly for strengthening accountability and transparency in local bodies. The key difference between development and social audit is that a social audit focuses on the neglected issue of social impacts, while a development audit has a broader focus including environment and economic issues, such as the efficiency of a project or programme.

2.2.8.3. Objectives of social audit in the context of Swajal

• Assessing the physical and financial gap between needs and resources available for the proposed water supply scheme.

• Creating awareness among beneficiaries and providers of services related to construction and O&M of water supply scheme.

• Increasing efficacy and effectiveness of the water service delivery.

• Scrutiny of various decisions, keeping in view stakeholder interests and priorities, particularly of rural poor.

2.2.8.4. Advantages of social audit

• Ensures transparency and accountability • Trains the community on participatory local

planning• Encourages local democracy.• Encourages community participation in all

phases of project cycle.• Benefits disadvantaged groups.• Promotes collective decision making and

sharing responsibilities.• Develops human resources and social capital

2.2.8.5. To be effective, the social audit committee must have the right to

• Seek clarifications from the implementing agency about any decision-making, activity, income and expenditure related to water supply scheme

• Consider and scrutinize the design scheme specifications and actual as constructed specifications

• Access registers and documents relating to the scheme.

• This requires transparency in the decision-making and activities of the implementing agencies. In a way, social audit includes measures for enhancing transparency by enforcing the right to information in the planning and implementation of local development activities.

2.2.8.6. Scheme related documents for social audit

Demographic details, scheme design, cost estimates, specifications, copies of agreements, stock register, reports, GP and Gram Sabha resolutions, etc.


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2.2.8.7. Appropriate institutional level for social audit

The most appropriate institutional level for social audit is the Gram Sabha, which has been given ‘watchdog’ powers and responsibilities by the Panchayati Raj Acts in most States to supervise and monitor the functioning of panchayat elected representatives and government functionaries, and examine the annual statement of accounts and audit reports. These are implied powers indirectly empowering Gram Sabha to carry out social audits in addition to other functions. Members of the Gram Sabha and the village panchayat, intermediate panchayat and district panchayat through their representatives, can raise issues of social concern and public interest and demand an explanation.

2.2.8.8. Social audit committees

Social audit committee members can be drawn from among program stakeholders. It should have representation from all sections of the community especially women and marginalized communities. There should also be representatives from all habitations covered under the scheme. The committee members should be selected by Gram Sabha. Care should be taken to involve local knowledgeable persons in the social audit committee.

2.2.8.9. Steps in social audit

• Deciding the specific role of social audit committee in each phase of project cycle

• Collection of the documents and records as mentioned above

• Ensure involvement of all sections of the community in planning process

• Appreciation of all design details, cost estimates to the community and sharing it with the community along with public display

• Monitor the progress of work during implementation phase as per the checklist provided in construction supervision section

• Monitoring of the steps given in trial run and exit

• Monitor O&M budget and tariff setting and ensure transparency

• Monitoring the service delivery as per the design

2.2.8.10. Key factors for successful social audit

• Level of information shared with and involvement of stakeholders, particularly of the rural poor, women, and other marginalized sections.

• Commitment, seriousness and clear responsibilities for follow-up actions by elected members of the Gram Panchayat.

• Involvement of key facilitators in the process.• How to enhance local capacities for social

audit• Organization of a mass campaign to increase

public awareness about the meaning, scope, purpose and objectives of social audit.

• Training of social audit committee members (stakeholders).


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Report Template

Meeting of Social Audit committee Village---------------------------------Block------------------

Districts held on ---/--/----- . Following assessment has been done during the meeting.

No. Points discussed Issues observed Solution Timeline

This committee is suggesting to organize Gram Sabha for approval to resolution and solutions which are finalized in the meeting.

No. Solutions Resolution Responsible person/organization

Following committee members have approved the resolutions/solutions.

No. Name Signature No Invited members and designation

Signature

Presented to Gram Sabha for approval

President Social Audit Committee Signature


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Village level process and PRA tools

2.3.1. Overview of village level planning processes of Swajal scheme

The village level planning process is proposed to be facilitated by a multidisciplinary team consisting of engineer, geologist, chemist, HRD/ IEC expert as described is guidelines as district project team. This village level planning process will be implemented in 2-3 days based on the size of village. A nine step process is proposed for generation of village option selection report. The village option selection report will be handed over to the technical agency for DPR preparation.

The result of the planning process is an option selection report for a village and triggered communities. In session 1.3, the concept, principals and its Do’s and Don’ts of participatory planning has been discussed in detail. Now this section presents the details of all the steps and tools to be used in the process.

Proposed pre-planning steps are- • Intimation to the villagers about the process

by District project team with coordination with block authority.

• Collection of required secondary data. • Prior visit to the GP by facilitation team

Preliminary Meeting

andorientation on

SWAJAL

• To inform the village about Planning Process and form village level facilitation team.

• To train the facilitators and to develop rapport with the villagers.• To ensure smooth facilitation of the process and maximum

participation of the villagers.

• To understand the structure of village and water supply arrangements.

• To facilitate discussion on various sources available, their location and specific issues if any.

• To identify potential sources, location and land for storage tank (considering land availability issues) and tap stand locations.

• To trigger villagers and ensure maximum participation.

Social Mapping

TOOL OBJECTIVES OUTCOMES

• Rapport with the villagers.

• Awareness about the process.

• Brief plan of the process.

• Understanding the structure of village, current water supply arrangements and identification of locations of storage and tap stand.

Scheme Walk

• To gather information about available water sources with regard to water availability, demand and status of systems through assessment of source to mouth journey.

• To create an opportunity to discuss about the problems associated with sources and proposed feasible solutions to deal with the problems.

• To trigger the villagers by bringing forth the status of water supply to take simple corrective actions if possible.

• Collection of information about status of water safety and security in the village, issues and probable solutions.

• Villagers triggered for action.

2.3


21

• To gather information about availability and quality of water in all seasons, health trends, tariff collection mechanism and its link with seasonality, etc.

• To find out the reasons for water safety security issues in a particular season.

• To understand the available resources in the village including rivers, forests, geographic strata, scope for water recharge and storage measures etc.

• Identify potential water supply sources and their quantity and quality.

To find out • Water demand for various uses season wise, the priorities of

water uses.• Hamlet/settlement/social class wise requirement and availability.• The gap between water demand and supply.• To identify storage capacity requirement.

Seasonality

Resource Mapping

Drinking Water

Budgeting

• To understand season wise water availability, quality and health trends.

• To finalize the proposed mechanism for water tariff collection.

• Understanding available resources in the village.

• Finding the gap between water demand and supply, reasons and potential solutions.

Option Selection

Meeting and Finalization

Gram Sabha

• To present to the villagers the details of each option including costing (Capital expenditure and O&M expenditure), GP contribution (10% CAPEX, 50% OPEX), tentative tariff rates, water availability, water quality, etc. and pros and cons of each option.

• To rank various options and finalize the appropriate option through community participation along with communication action plan.

• Approval to the preferred option by villagers in Gram Sabha including contribution commitments and land allocation for storage, tap stand.

• To document issues and solutions finalized by the villagers.Documentation of Tools

• Ranking and finalization of appropriate option through community participation.

• Communication action plan.

• Approval to the preferred option by villagers in Gram Sabha.

• Consolidation and documentation of information.


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23

2.3.2. Tools of PRA

Pre Planning village visit and meeting -

Preliminary visit to village is important tool for setting the agenda for community led process. This will ensure the community participation in the process to assess the existing water facilities and empower community to select an appropriate option. The process consists of three stages (Collection of basic information, Preliminary visit and sharing of the two day process.). The details are as follows -

A preliminary visit to the village will be organized, to introduce facilitators and explain the purpose of the visit to the Sarpanch and Panchayat Secretary. Then basic information (refer workbook) of the village like demographic details of village, basic information about the water supply facilities, coverage status, water quality status etc. will be discussed. GP (Village Secretary) will be requested to compile the information prior to village level process.

During these discussions, the dates of the planning process will be communicated to the Sarpanch and the Gram Secretary. These dates will be finalized after receiving their consent. The participation of village level functionaries of various departments will also be emphasized during the meeting. A small walk through the village will help the facilitators to understand the village better.

Following the village meeting concerned block level functionaries will be informed about the process and their participation in the process will be sought.

Step 1: Preliminary Meeting and orientation on SWAJAL

About Preliminary meeting and orientation

This is the first step in two day process of village level planning for option selection. Rapport development with the community member’s, GP and village level officials; identifying and training

of the village level facilitator team is the intent of the step.

Objective

• To inform the village about planning process. • To inform village level functionaries and to

develop rapport with the villagers.• To orient village level team and community

about Swajal and planning process.• To ensure smooth facilitation of the process

and maximum participation of the villagers.

Who will facilitate the meeting?

District Swajal project team (Facilitator team), Sarpanch, Panchayat Secretary (Village Development Officer), members of Gram Panchayat, knowledgeable & interested persons from village, different committee members of GP and village level functionaries

Process

Before• Facilitator should discuss with Sarpanch/

Panchayat Secretary to fix place of meeting.• Give prior notice to villagers for ensuring

community presence during the meeting.• Ensure that the place of meeting is convenient

to villagers.• Ensure availability of basic data

During• Ensure all villagers/community is present for

meeting.• Facilitators should introduce themselves to

villagers.• Share details of the guidelines, importance

of community participation, objective & description of two day planning process.

• Bring clarity on the activities to be performed and their roles in it.

After• Refinement of the basic data• Team of village level facilitators and

functionaries will start the process• Conclude the preliminary meeting with vote of

thanks.


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• Aids and Material • Chart paper and pen• Copy of guideline

Outcome

• Rapport with the villagers.• Awareness about the process.• Clarity about roles and responsibilities.• The concept of Swajal will be cleared and

village community will participate in the process.

Step 2: Social Mapping

About the Tool

Social map is a method of PRA to map the social and physical infrastructure of the village. It is the qualitative method to assess the basic village information, identify the issues and discuss the probable solution. It is effective triggering tool that ensures community participation.

Objectives

• To understand the structure of village and household level water supply facilities.

• To facilitate discussion on various sources available, their location and specific issues.

• To identify potential sources, location and land for storage tank (considering land availability issues) and tap stand locations.

• To trigger villagers and initiate action.

Process

Before• Decide the location to draw Social map with

the villagers • Ensure the material for drawing social map is

available at the location• Request villagers to draw social map.• Prior drawing the map, kindly brief the

villagers about the village map and its components (eg. Why social map? What to show? , Why Social map is necessary in planning?)

During• First take a round in village with community • Then draw outline boundary of village with

the help of wooden stick and set the direction (North South) on map.

• Use checklist provided in workbook for facilitation.

• Use different colours of rangoli to map different resources.

• Involve different participant group from village community to ensure inclusion of all groups.

• Ensure the documentation of social map on paper by one of the team member from facilitation team.

After• After completion of map discuss situation of

the water and sanitation facilities and trigger community members to initiate the simple actions.

• Ensure all the aspects of social map are taken up and documented on paper. Read and discuss with villagers to finalize the information.

• Take photograph of Social map.• Close the process with vote of thanks.

Aids and Material

• Rangoli (different colours), Wooden stick (3-4 feet), Paper, Card sheet, Marker pen, Camera etc.

Outcomes

• Understanding the structure of village and finalization of locations for various components of the scheme.

• Initiation of community action.

Step 3: Scheme Transect (Yojana Pheri)

About Scheme Transect

Scheme transect is an effective tool for assessment of water supply facilities from source to mouth. The facility of drinking water in the village should be surveyed by visiting the sites in close coordination with village water person


25

(Jal Surakshak), members of water supply committee and experienced local residents of village. The problems with respect to the hand-pumps, community wells and bore wells should be recorded during the visit. The potential risks of pollution and damage should be discussed and action plan should be initiated for maintenance and repairs required for proper functioning.

Objectives

• To gather information about available water sources with regard to water availability, demand and status of systems through assessment of source to mouth journey.

• To create an opportunity to discuss about the problems associated with sources and propose feasible solutions to deal with the problems

• Identify potential locations for water storage structures considering the topography

• To trigger the villagers for actions by bringing forth the status of water supply

Process

Before• Initially understand the existing water supply

facilities available in the village, and then accordingly plan to visit the sources and system components one by one.

• Ensure participation of water person

During• Assess the existing water supply facilities

available in the village through scheme transact involving water person (Jal Surakshak), Members of VWSC, GP members and villagers.

• Assess the Piped water supply scheme from source to individual connection. Use checklist (refer workbook)

• Assess the hand pump facilities available in the village. Use checklist (refer workbook) for the assessment.

• Assess the public wells in the village with the help of checklist (refer workbook).

• With respect to source strengthening measure

for existing source, assess the existing facilities (available within 500 to 1000 meters from source).

• Identify potential structures in the village which can be used especially for solar panel installations and hand pumps which can be used for installation of solar dual pumps.

• Record the finding during the assessment process.

• Take photographs of issues found during scheme transact.

After• Discuss on the issues addressed through

checklist with the villagers. Discuss on probable solutions also.

• Identify potential options for sources and storage structures.

• Identify potential structures which can be used for solar panel installations and dual pumps.

Aids and Material

• Assessment Checklist, Notepad, Pen, Camera etc.

Outcomes

• Collection of information about status of water safety and security in the village, issues and probable solutions

• List of structures which can be used for new scheme under Swajal especially solar dual pump and panel installation

• Villagers triggered for action

Step 4: Seasonal Calendar (Seasonality)

Objective

• To gather information about availability and quality of water in all seasons, health trends, tariff collection mechanism and its link with seasons.

• To find reasons for water safety security issues in a particular season.


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Process

Before• Select the place and start the discussion with

community.• Ensure the use of local language. Before

starting the discussion generate the conducive environment for discussion.

• Before starting the discussion introduce the tools to the community.

During• First draw the seasonality in tabular form. The

months should be written in horizontal row whereas the discussed components in vertical column.

• Then discuss the vertical component one by one depending upon the seasons as marked in horizontal row.

• Use the checklist available in workbook for easy facilitation.

• Do not help community, let them discuss and fill the information.

After• Read the chart and ensure the information

filled is correct.• Discuss component wise changes. Note down

the issues.• Take the photograph of prepared chart.• Note down the recommendation provided by

community on each issues.• Vote of thanks to community.

Outcomes

• To understand season wise water availability, quality and health trends.

Aids and Material

Chalk, Card sheet, Marker, Camera

Step 5: Resource Mapping

About Resource Map

Resource map is one of the most commonly used PRA tools. Resource map focuses on the natural

resources in the locality and depicts land, hills, rivers, fields, vegetation etc. A resource map may cover habitation as well.

Objective

• To understand the available resources in the village including rivers, forests, geographic strata, scope for water recharge and storage measures, water supply sources, etc.

Process

Before• Before drawing the resource map, provide

brief information of the tool to the village community.

• Select the location to draw resource map.• Ensure the availability of material required to

draw the map.

During• Initially gather at the location from where the

entire village and its resources are visible. • Initiate the drawing process by marking the

village boundary and direction.• Use the checklist to ease out the drawing

process available in workbook.• Involvement of farmers from respective area

would make the process more effective.• Ensure that documentation of resource map is

done by expert from the facilitation team.• Discuss on the issues and challenges faced

by community to preserve/retain the natural resources to ensure source sustainability

After• Ensure that the map drawn on paper covers

all the marked resources drawn by village community while drawing the resource map.

• Take photograph of resource map.• Close the process by vote of thanks.• Aids and Material• Rangoli (different colours), Wooden stick (3-4

feet), Paper, Card sheet, Marker pen, Camera etc.

Outcomes• Understanding available resources in the

village and potential for source sustainability.


27

Aids and Material

Checklist, Calculator, Camera, Chart paper, Marker, Pen, Scale, Rope, Clips etc.

Outcomes

• Understanding the resources of village and finalization of locations for various components of the scheme.

• Initiation of community action.

Step 6: Drinking water budgeting

About Drinking water budget

Drinking water budget is an effective tool to assess drinking water availability in the village and its use by community. The difference gives surplus or deficit of water availability from the sources. Therefore it helps to plan for effective management of available water more resourcefully.

Objectives: To find out• Water demand for various uses season wise,

the priorities of water uses• Hamlet/ settlement/ social class wise

problems regarding water supply and management

• The gap between water demand and supply• To identify storage capacity requirement

Process

Before• Ensure the presence of Panchayat Secretary,

Sarpanch, VWSC members, GP members and Water Person in the process.

During• Initially brainstorm on what is drinking water

budget? Then discuss the components of drinking water budget.

• Then discuss on season wise water demand by families, water availability from each source and then calculate the actual water budget.

• Use the workbook to facilitate the discussion in effective way.

• Take the photograph of the process.

After• Prepare the water budget with respect to

workbook.• Calculate the surplus and deficit in water

availability and also introduce significance of source strengthening measures.

Aids and Material

Checklist, Calculator, Camera, Chart paper, Marker, Pen, Scale, Rope, Clips etc.

Outcomes

Finding the gap between water demand and supply, reasons and solutions

Step 7: Documentation

Objective • Documentation of process, maps and Issues

identified during participatory assessment. • Preparation of action plan.

Process

• Prepare the Social map and resource map on a chart paper.

• Present all the issues and recommendations came forward through the planning tools on chart paper.

• To make the process easy use the checklist/formats/annexures filled during the process.

• To document the process use the template provided in different tools and compile them.

Aids and Material

Card sheet paper, Marker pens and checklist/formats/annexures.

Outcomes Report of planning process implemented in Village.


28

Step 8: Option Selection Meeting (FGD)

About Option Selection Meeting (FGD)

Focus Group discussion is an important discussion tool to identify the issues and challenges and discuss on probable solution for water supply system.

Objective

To understand and finalize technical options required for water supply system for selected village.

To prepare and finalize the communication action plan.

Process

Before• Ensure VWSC members, GP members, GP

secretary and Sarpanch, Village water persons are present.

During• Facilitate the discussion with identified issues

and challenges observed during the PRA process.

• Discuss the probable solutions for ensuring source sustainability.

• Discuss the options required for drinking water demand.

• Use workbook to facilitate the discussion in effective way.

• Facilitate the process of preparing communication action plan.

After• Note the solutions discussed by the members.• Read out the proposed technical options.• Document the communication action plan.

Aids and Material

Notepad, Pen, Chart Paper, Rope, Clips

Outcomes

• Technical Options for drinking water will be discussed and finalized.

• Village Action Plan will be prepared and documented for Gram Sabha Approval.

• Village Action Plan along with communication action plan will be prepared and documented for Gram Sabha Approval.

Step 9: Gram Sabha

Objective:

• To take approval to draft village action plan in Gram Sabha.

Process

Before• Ensure communication to all Members of

Gram Panchayat, members of different village committees, Representatives of organizations in the village, Government employees and village community regarding Gram Sabha.

During• Ensure the quorum for Gram Sabha is

complete before starting the Gram Sabha.• Elect the chairman for Gram Sabha.• With the permission of chairman initiate the

proceeding of Gram Sabha. • Initially welcome all the villagers.• Discuss the issues and suggested

recommendation by community during the planning process.(Present the action plan)

• Discuss in detail with villagers. At the end take the approval from villagers on recommendations.

• Keep the attendance record of all the participants present for Gram Sabha.

After • Update the action plan on recommendation

provided by villagers during the discussion in Gram Sabha.


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• Discuss if any other subject to be discussed in Gram Sabha with the permission of chairman.

• Photographs of Gram Sabha.• Vote of thanks to villagers present for Gram

Sabha.• Close the Gram Sabha with the permission of

Chairman.

Aids and Material

Seating arrangement for Gram Sabha, Lights, Loudspeaker, Chart paper for presentation etc.

Outcome

Approval of Village action plan in Gram Sabha.


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Village communication action plan

2.4.1. Introduction

The Swajal planning process aims at disseminating information, education and communication (IEC) material regarding overall water management, water safety & security at household and community level. The Social Behavioral Change Communication (SBCC) plan should be developed through participatory approach by involving all sections of the village especially marginalized community. In this regard, village level Village Water and Sanitation Committee (VWSC)/GP will become process holder of the overall project.

Village communication action plan is a tool to evolve the list of messages for various target groups, locally appropriate methods and tools, listing of most influential communicators, persons responsible for monitoring and resource requirements. Swajal scheme cycle is divided in pre-planning, planning, implementation and O&M. Each phase has specific communication needs based on the key functions to be performed in that phase. The bottom line of the communication is community owns the project and contributes for O&M of the scheme. In the earlier session the phase wise desired behaviours, barriers and enablers have been identified. In this session we will look at developing the plan for ensuring proper communication in each phase of the Swajal scheme cycle.

There are broadly two types of communication approaches – IEC and BCC. We have discussed this in earlier session. The process of developing village communication action plan is integrated in the overall village planning process. The

specific inputs for village communication plan will predominantly emerge from participatory planning process.

2.4.2. Key steps in plan formation in formation of village communication action plan

• List the issues related to safe, adequate and regular water supply. This will be informed by the group work in earlier session and documentation of various PRA tools.

• Develop a list of stakeholders and the messages required for each of the stakeholders in all phases of the project cycle.

• List the key communicators to take the messages to the desired stakeholders.

• List locally appropriate tools of communication

• Identify the resource requirement and the responsible person/institution responsible for monitoring the communication and its impact.

This process can be facilitated through a focused group discussion

A focused group discussion will be facilitated to identify solutions to the issues listed through participatory processes. The village level government functionaries, GP members, village secretary, members of VWSC, Jal Surakshak, Nirmal doots, members of various village level committees, SMC members, villagers, etc. will participate in the FGD.

The discussions will be facilitated in the following manner and the village communication action plan will be formed.

2.4


31

The FGD will be facilitated depending on various components and phases. Following points will be helpful for effective facilitation of the subject:

• First of all, thank the participants for their attendance.

• Briefly describe the action planning process in last two days

• Explain the purpose of the FGD• Then the issues will be divided in following

three groups and the discussions on each of these will be facilitated

• Source sustainability • System sustainability • Water quality management • The solutions for each issue will be finalized.

Then, the person responsible for every

activity, deadline, resource allocation, responsibility of monitoring, etc. will be finalized and mentioned in the action plan.

• The village communication action plan will be ready at the end of the FGD. The template of village action plan is presented in the workbook.

The following table presents the indicative options for taking up communication activities at village level. The activities are segregated in – interpersonal communication, community mobilization, mass media, outdoor and traditional media and social marketing. For each type the objectives and sub activities are presented –

Indicative communication activities

S.No Type of activities Objective Sub- Activity1. Interpersonal

communication• It is an attractive medium• Face-to-face communication

between people• Immediate feedback on

messages, activities and ideas• Use of easily available local

material

• Trainings to ASHA, AWW and water person for effective interpersonal communication

• Trainings regarding tools for interpersonal communication

• Skill enhancement of community volunteers regarding interpersonal communication

• Home visits and meetings facilitated by volunteers

2. CommunityMobilization

• Effective media in rural areas to ensure maximum participation and mobilization

• Helps in bringing local behaviour change with help of village leaders

• To develop coordination between CBOs, youth groups and SHGs

• To train ASHAs, AWW and water person and local leaders as they are key persons in village

• To exchange information with the community

• To ensure maximum participation

• Use of PRA tools (scheme transect, social map, resource map, FGD etc) to spread water related messages

• IEC regarding water through festivals, programs, etc


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S.No Type of activities Objective Sub- Activity3. Mass Media • Effective media for

communication • Supportive to other

communication activities • Messages easier to understand

and remember

• Street plays/ drama/ cultural activities

• Kala pathaks• Radio Drama • Songs • Games and competitions • Story telling • Religious and cultural events

and programs

4. Outdoor and traditional media

• Media to reiterate messages• Effective medium for inter

personal communication and community mobilization

• Hoardings• Wall paintings• Banners• Folk art• Local Exhibition• Mobile van

Developing the village communication strategy/plan

Developing the village communication plans brings all the elements together what has been discussed earlier. The matrix below can be discussed for one behaviour to bring learnings from all sessions together.

Example-Key Behaviour: Safe storage and handling of drinking waterPrimary audience/stakeholder: All (men women and children)

Key points to remember when developing the village communication plan

• Institutional Structure and Functions: Identify the current institutions involved in the communication work at state, district, block and village level and their roles and responsibilities.

• Message, Medium and Communicators: Identification of key behaviours, messages to be used for these key behaviours; the participant groups to be addressed; the medium through which these messages will be conveyed and influencers who will communicate these messages.

• Capacity Building: Assessment of the current capacities to plan and implement the district IEC/BCC plan and the areas in which the capacities need to be strengthened.

Why(Barriers*)?

What do we want to Communicate to the main audiences?

How(approaches)?

Through whom do we want communicate (Influencers)?

What knowledge/skills/tools do the influencers need to have to communicate with primary audiences?

What capacities/tools exist already?


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• Monitoring and Evaluation: Process for ensuring that communication activities are implemented as planned and identification of those who will monitor the activities along with their roles responsibilities.

• Budgetary Aspects: Identification of funding modalities and fund management according to guidelines.

Group work for communication planning

Audience stake-holders

IEC/BCC activities

Communication tools/inputs required

Responsibility (state/NGO/partners etc.)

Target (GP/block/district)

Frequency Timeline/duration

Budget required

Means of verification (activity completion as planned)


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Ministry of Drinking Water and SanitationGovernment of India,

C Wing, 4th Floor, Pandit Deendayal Antyodaya Bhawan,CGO Complex Lodhi Road,

New Delhi - 110003https://mdws.gov.in/

Documents

Participatory Planning and Communication Swajalswachhsangraha.gov.in/sites/default/files/Swajal_Manual...the outsider is that of a catalyst, a facilitator of processes used for participatory