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150 Planning for Social Mobilization: Sanitation in Salasana Salasana is a land-locked country in Asia Minor with a population of 25 million. Over the centuries it has suffered many invasions from neighbouring peoples and finally it was colonized by France in 1793. It gained its independence in 1959 and presently has a parliamentary form of democracy. However, since its independence it has undergone three military coups and democracy is fragile. It has an entrenched civil service with a very hierarchical chain of command. The people of Salasana are 40% Suni Muslim, 50% Shiite Muslim and 10% Zoroastrian. There are five major language groups and many dialects as a result of the history of invasions. But almost everyone can speak at least basic Salas, a Northern market language which has been taken up and developed as a national language, in spite of the resistance from the Southern part of the country to this policy. Only about 10% of the people speak any form of French today because of the attempt to build nationhood through language. People have been displaced by invasions to such an extent over the years that it is difficult to identify geographical communities. There are, instead, clusters of settlements which may be related in kinship or may have no relation. There is no dominant pattern. In addition to linguistic differences in settlement patterns, there are factions, arising from numerous disputes over land tenure which began at independence, with the break-up of the French-created landlord system. Village life is not harmonious, therefore. Seldom is there a dominant, titular headman in a given area and petty-corruption is rampant. The health system is poorly run but there has been some success in the UNICEF and WHO-assisted immunization programme. 50% of children under one have completed immunizations in the past 3 years. However, it has proven difficult to motivate health workers to increase this coverage and to extend their activities to other services. Most Muslim village women remain difficult to reach because of purdah. There is approximately 30% literacy but levels of literacy for women are half that of men. Although television and radio signals reach the whole country, at any one time in rural areas only 10% and 20% of households have a working television and radio, respectively. UNICEF assistance over the past 20 years has built up a good water delivery system so that 80% of the population is served by clean tubewell water. However, the sanitation and hygiene picture is appalling. Only 10% of the people use sanitary latrines of any kind. Most defecate in fields and water sources. Diarrheal diseases and worm infestation are endemic. CASE STUDIES
The Rural Water and Sanitation Service is dominated by male engineers, with little training in the software side of programming, i.e. communication and training. However, there are numerous national and international NGOs with programmes in rural development and a nascent private sector training and research sector. There are also numerous service clubs, especially in urban areas. Your task is to design a national programme on social mobilization for sanitation, incorporating a concerted advocacy thrust, partnership building and well-researched programme communication. The goal is for 85% of rural people to have sanitary latrines by the year 2000, largely through self-help and stimulation of the private sector. Your task is to carry out a participatory workshop, using <strong>VIPP</strong> methods and involving government, NGO, service club and private sector counterparts in the design of a social mobilization programme for sanitation. You must: 1 Make a systematic overview of the essential problems and their inter relationship and causes: basic, underlying and immediate. 2 Carry out a participation analysis: the role of all actors in the problem area. 3 Establish a statement of the overall goal and objectives involved in addressing the problems, including targets, if possible. 4 Formulate a suitable programme design which aims at a real increase in sanitation and hygiene status of rural people, outlining the main strategies and tasks to be carried out and who will do them within what time frame. CASE STUDIES 151
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V I S U A L I S A T I O N I N P A R
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Said is not yet heard, Heard is not
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ACKNOWLEDGEMENTS This manual is a n
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Connecting cards 56 Overall design
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HOW TO USE THIS MANUAL This manual
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Part I THE ROOTS AND PHILOSOPHY OF
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4 VIPP involves capturing all parti
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2 The Roots of VIPP 6 VIPP is a cre
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The Roots of VIPP 8 In 1991, Neill
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The Philosophy of VIPP 10 Communica
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The Philosophy of VIPP 12 Developme
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The Philosophy of VIPP 14 Language
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16 THE USES OF VIPP
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Group events and VIPP 18 VIPP plann
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20 SOME DEFINITIONS FOR THE USE OF
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Group events and VIPP 22 Management
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Group events and VIPP 24 Discussion
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Group events and VIPP 26 input. Dev
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28 When VIPP methods are used in tr
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Group events and VIPP 30 The main c
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5 The Participants In VIPP, the par
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The Participants 34 facilitator mus
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6 The Facilitator 36 V IPP depends
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The Facilitator 38 Conflicts within
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40 In a training of facilitators wo
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The Facilitator 42 There is not onl
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7 VIPP materials and their use The
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The number of pin boards required w
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Card sizes and shapes Standard card
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Dots of about 12 mm to 16mm (1/2" t
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VIPP case: Facilitators who are inv
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Using colours Colours and sizes hav
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Overall design Also use empty space
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Events are often shaped by the phys
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and complexity of the workshop, the
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The rooms for group work should con
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9 Opening events The first day has
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Expectation and fears At the beginn
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10 VIPP rules The rules of VIPP are
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The following sets of rules are bac
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RULES WHICH REINFORCE VIPP PHILOSOP
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Part IV VIPP TECHNIQUES Basic VIPP
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12 Basic VIPP techniques 78 The fol
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80 BASIC RULES OF CARD COLLECTION 1
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82 After discussion, the final clus
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84 After ideas have stopped flowing
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Basic VIPP techniques 86 Multi-dot
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Basic VIPP techniques 88 Name taggi
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90 Breakthrough The participants ar
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Games and exercises 92 Blind trust
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Games and exercises 94 The assassin
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Games and exercises 96 Power cable
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Games and exercises 98 Association
Page 110 and 111: Games and exercises 100 Visualized
Page 112 and 113: 102 Fish bowl Divide the participan
Page 114 and 115: Games and exercises 104 Controlled
Page 116 and 117: 106 Horse Trader An exercise in int
Page 118 and 119: Games and exercises 108 Drawing Dev
Page 120 and 121: 14 Debates 110 Orchestrated debates
Page 122 and 123: Debates 112 The Fish Pond Purpose:
Page 124 and 125: Role Plays 114 Examples of role-pla
Page 126 and 127: Role Plays 116 In the same workshop
Page 128 and 129: Use of group and plenary 118 3 It a
Page 130 and 131: Use of group and plenary 120 Buzz g
Page 132 and 133: Use of group and plenary 122 Case s
Page 134 and 135: 17 Including content and dealing wi
Page 136 and 137: Including content and dealing with
Page 138 and 139: Including content and dealing with
Page 140 and 141: Evaluation 130 Flash Purpose: To ge
Page 142 and 143: Evaluation 132 Feedback and memo bo
Page 144 and 145: Evaluation 134 Rapid participatory
Page 146 and 147: Evaluation 136 Group work on factor
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Page 150 and 151: 140 both parties are desperate enou
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Page 154 and 155: 144 Mobilizing for Education for Al
Page 156 and 157: 146 Putting Research into Action in
Page 158 and 159: 20 Case Studies 148 Development in
Page 162 and 163: 152 Value Clarification* A multimil
Page 164 and 165: 154 PROGRAMME: ORGANIZATION: 1 - Pi
Page 166 and 167: 156 Emery, Merrelyn (ed.) Participa
Page 168: Schnelle, Eberhard The Metaplan Met
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