Sustainability Planning and Monitoring

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StepNo.1.ProcessPLA Background – Policy Assessment – NOT anevaluation of projects (5 minutes)Explanatory NotesLead facilitator to explain.2.“Whose Voice ? Whose Choice ? “ Film (10 minutes)3.Feedback from field assessments (10 minutes)By research team. Highlighting lessons learnedfrom assessments in several projects which arerelevant to national sector policy and havingimplications for policy changes, with a view tosustainability and impact on lives of the poor.4.Ask participants to consider : “What do you recallabout the projects? Were they any different from otherWATSAN projects you had worked with at that time?If yes, in what ways?”2 Facilitators write-up answers that emerge fromparticipants on WHITE cards, put up on the wall.Check if DRA/GENDER/PARTICIPATORYAPPROACHES/SUSTAINABILITY mentioned at all.5.Put up 4 cards on policies , from Fieldbook scale ondefinition of : SUSTAINABILITY in sector policies at thetime of project design and inception. Use a randomorder and placing for cards, not on a scale.Ask “Which situation best describes the policies usedto design projects?” Let individuals vote their answerson the cards using given voting tokens.If anyone is unable to decide from among the cards,give them OVAL cards, BLUE (WSSLIC) / PINK(FLOWS) to write their reasons. Put them up too.Facilitate a discussion in plenary to probe therationale for the way people voted. Either record thedistribution of votes over scores, or see if aconsensus can be reached about a score for thenational policy. Help the participants drawconclusions related to action needed.Give ▲- shaped tokens for voting to eachperson. BLUE token for WSSLIC. PINK token forFLOWS.6.Ask “How were coverage and use targets defined indefined in project design?”Ask project-specific groups to discuss and select theirresponse out of the 4 A-4 sheets carrying differentscores and explanations from the scale on EQUITY ,put up on the wall/board/sticky cloth.If unable to choose, give BLUE / PINK (WSSLIC/FLOWS) oval cards to write reasons..Project groups decide and put 1 rectangular votenext to the relevant A-4 sheet on the wall.Facilitate discussion on emerging consensus/lack ofit - reasons and insights gained.Give different answers with different shape ofcards.Record salient learning emerging along with scoregiven.152 Appendix B
StepNo.7.ProcessAsk “Were users expected to contribute in any way forthe services?” Let individuals mark their responses forcontribution in different phases (Construction/O&M/Any other) on a chart as shown on the right.Give out copies of the scale on COST SHARING &MANAGEMENT. Ask for each project group to decidewhere that project fits on it. Give each project groupone ® BLUE / PINK arrow to place on the scalearranged on the wall/ cloth / board.Explanatory NotesLet people vote Construction O&M Otherson scale. Give ● ● ● ● ● ●colored tokensto each person, to put on this table.Then give 1 arrow to each group. They shouldplace it on scale.Facilitate discussion on emerging consensus/lack of it- reasons and insights gained.Record salient learning emerging along with scoregiven.8.Ask “On which aspects could future user decide or codecide?”Project sub-groups discuss and mark their responseswith BLUE/PINK votes for :a. Initiating servicesb. Technology choicec. Level of service choiced. Location of facilitye. Implementing agencyf. Local maintenance/management systemg. Local financing system/feesh. Any other (specify)Then they choose the score on the policy scale forPARTICIPATION IN DECISIONS.Mark it with CIRCLE vote in BLUE / PINK.a b c d e f g h● ● ● ● ● ● ● ● ● ●●WhiteRecord salient learning emerging along with scoregiven.●Facilitate discussion on emerging consensus/lack of it- reasons and insights gained.9.Ask “Was the government giving any subsidies to theseservices?”Put up chart as shown. Ask for project groups to marktheir response by adding a cross (x) where relevant.Score according to principle of increasing score fordeclining subsidies, as :Yes, to investment and O&M costs - score 1Yes, to O&M costs - score 2Yes, to investment costs - score 3No subsidies - score 4Then ask: “What was the rationale behind the subsidies?How did this influence sustainability of projectoutcomes?”Yes, forconstructionYes, forO&MYes, forconstructionNo,subsidiesRationale RationaleExplanation by the groupsDiscuss and conclude implications for policy.Appendix B 153
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PrefaceThe mission of the Water and
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AcknowledgementsThe Participatory L
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4.9 Visualization and self-scoring
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Figure 18 KDP 2 activity cycle with
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THE CHALLENGE OF SUSTAINED WATER SU
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A NEW TOOL FOR PLANNERS AND MANAGER
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THE MPA FRAMEWORK AND PROCESSkey va
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THE MPA FRAMEWORK AND PROCESSsevera
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THE MPA FRAMEWORK AND PROCESS●●
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THE MPA FRAMEWORK AND PROCESSThe MP
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THE MPA FRAMEWORK AND PROCESSsegreg
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THE MPA IN ACTIONaction points in i
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THE MPA IN ACTION●●●●●●
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THE MPA IN ACTIONBox 15 Key element
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THE MPA IN ACTIONsuccessful or unsu
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THE MPA IN ACTIONexternal facilitat
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THE MPA IN ACTIONBox 17 Indicative
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THE MPA IN ACTIONvisits and conduct
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THE MPA IN ACTIONScoring principles
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THE MPA IN ACTION4.10 Quality contr
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THE MPA IN ACTIONExperiences with t
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THE MPA IN ACTION5Organizing and In
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Box 22 Gender and poverty analysis
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ORGANIZING AND INTERPRETING THE DAT
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PARTICIPATORY TOOLS USED IN THE MPA
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Section 2MPAApplication Case Studie
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DO PROJECT RULES PROMOTE SUSTAINABI
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Page 121 and 122: FROM THEORY TO PRACTICEDANIDA began
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Page 141 and 142: Table 3 (continued) ADDING PERFORMA
Page 145 and 146: LOOKING BACK TO SEE FORWARDMembers
Page 147 and 148: LOOKING BACK TO SEE FORWARDFigure 2
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Page 151 and 152: LOOKING BACK TO SEE FORWARD●●
Page 153 and 154: LOOKING BACK TO SEE FORWARDMPA core
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Page 159 and 160: ACHIEVING SUSTAINED SANITATION FOR
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Page 165 and 166: Appendix AInstitutions that current
Page 167: Appendix BProcess designed forPLA P
Page 171 and 172: ReferencesBernard, Russel H. (1995)
Page 173: Wijk, Christine van. (1998). ‘Gen
Page 176: Water and Sanitation ProgramWater S
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