Good practices for Social inclusion - Case studies and summary

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comprised of wards, neighbourhoods and communities, makes both horizontal and vertical peer-learning at and between levels possible. Horizontal learning platforms allow learning between male and female neighbourhood members and groups at poor neighbourhood level, between departments in pokjas at city level, and between cities through mayors, pokjas and NGOs. Vertical learning involves learning between neighbourhoods with innovative practices and local departments, the Pokja, local NGOs and local universities and other research organizations. The formulated action research are the prime mechanism of further learning on and development of innovative approaches within and between the cities. Given the limited involvement and strength of the national sanitation committee, learning opportunities at national level are least developed. 63
Annexes - Format for Community self-assessment of MCK - Draft ToR for a study of an MCK+ - Format for Self-Assessment of School Sanitation and Hygiene - Project Digests for City Pilot Projects/Action Research - Draft ToR to evaluate the Community-Led Total Sanitation Campaign - Draft ToR to evaluate a Community-Managed Decentralised Sewerage System - Format for inventory of employment in city SWM (formal and informal sector) 64
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018530 - SWITCH Sustainable Water M
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Table of Contents From social ex
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From social exclusion to inclusion!
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were unable to form lobby groups wa
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Executive Summary The Participatory
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Social Inclusion in Amrawy Amrawy a
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(including representatives of the e
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Table 1 : A number of local develop
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local market, the shops in which we
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Executive Summary The Basic Urban S
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The local context Kotte wanted to b
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Photograph 2. Consultative meeting
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Composition of the Working Group at
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Eventually, the BUS project Working
Page 34 and 35: 5. Any community development projec
Page 36 and 37: 018530 - SWITCH Sustainable Water M
Page 38 and 39: Abstract This case study on citizen
Page 40 and 41: location. The longest distance from
Page 42 and 43: The SWITCH demonstration site The l
Page 44 and 45: In 2004, Wilhelmsburg counted 48.32
Page 46 and 47: This specific platform operates in
Page 48 and 49: ). Until 2002, up to seven working
Page 50 and 51: Infrastructure development: develop
Page 52 and 53: 2. The participation should start a
Page 54 and 55: These examples make clear that the
Page 56 and 57: the SWITCH programme. Anyway it is
Page 58 and 59: References Baumann & Ackermann (199
Page 60 and 61: Making urban sanitation strategies
Page 62 and 63: Indonesia - an overview Urban Sanit
Page 64 and 65: year due to bad sanitation 25 . A W
Page 66 and 67: Outline of the case study The next
Page 68 and 69: Fig 6 Grease trap and baffle reacto
Page 70 and 71: court. In the peri-urban areas of P
Page 72 and 73: hygiene and poor men‘s and women
Page 74 and 75: Regulation and legislation Further
Page 76 and 77: Eco-toilet Metal sheet door, tiled
Page 78 and 79: conditions, operational procedures
Page 80 and 81: - Make it possible to take up the c
Page 82 and 83: esearch and participatory pre-plann
Page 86 and 87: Annex 1 : Community Self-Assessment
Page 88 and 89: 14. RT/RW covers some uncovered cos
Page 90 and 91: Proposed activities The research an
Page 92 and 93: Annex 3: Community Self-Assessment
Page 94 and 95: Options None of the teachers were t
Page 96 and 97: pelaksana) Project activities and r
Page 98 and 99: & plan. Choice of implementer & mon
Page 100 and 101: support team 3. Mobilise women and
Page 102 and 103: specific user groups (any invalids,
Page 104 and 105: adolescent boys, girls; old women a
Page 106 and 107: Denpasar Technical Administration M
Page 108 and 109: Brazil and beyond: lessons from par
Page 110 and 111: Participatory budgeting in Brazil T
Page 112 and 113: Uruguay. Source: Adapted from: Wamp
Page 114 and 115: However, PB has had success in very
Page 116 and 117: Positive outcomes in the north of E
Page 118 and 119: Public consultation on budgetary pl
Page 120 and 121: independence but this underestimate
Page 122 and 123: Positive outcomes of the MTA proces
Page 124 and 125: people are ‗invited in‘, as cou
Page 126 and 127: Some practical guidance Analyse the
Page 128 and 129: Including marginalised groups in eq
Page 130 and 131: Introduction and Background Introdu
Page 132 and 133: In some cases, they did not have en
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The EMPOWERS Project Guiding Princi
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Participatory methods and tools Var
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planning cycle, actions plan that w
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such as political tensions, antagon
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of around US$ 2-5 per person per ye
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Important longer-term indicators of
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http://www.irc.nl/content/download/
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Annex 1 : Examples of Selected pilo
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