Sustainability Planning and Monitoring

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THE MPA IN ACTION4.3 Training preparation4.4 Training implementationIn the preparation phase, a team of regionaltrainers, well-vesed in the methodology, helps theparticipating project(s) to plan the assessments andprepare for the training of the staff members onassessment teams. During this phase, the teamof trainers and project managers defines what thetraining will entail. It has to be jointly determined,for example, how much training may be neededon participatory methods and gender and genderanalysis and whether the assessments will includea statistical analysis.In some Water and Sanitation Program field officesand in IRC, trainers are available who have handsonexperience with the methodology and havetaken part in the development of a Training OfTrainers course.Box 14 The MPA is a process-orientedmethodologyWhen working with the community, facilitatorsmust recognize that the community has its ownknowledge and creativity, and that genderrelations affect participation, control andbenefits. Hence those selected need to haveextensive experiencein the use of theparticipatory toolsand activities andknow how to do agender analysis.If the team has had no prior experience inparticipatory approaches and gender issues,it is important that the training is extended,to develop skills and attitudes for dealing withthese aspects of the methodology.The duration of the training depends on the levelof skills and experience of the staff, but generally,it lasts some two weeks. Training events arestructured to cover the three levels of theassessment: community, program agency, andpolicy level. The development of attitudes and skillsfor dealing with gender and social equity issuesat every level is an important element.During the first few days of training the participantsbecome familiar with the concepts and tools ofthe methodology and gain experience in itsapplication, using problem identification andanalysis from role plays. Structured peer andtrainers’ observations are used for generation ofawareness and improving skills. An important partof training is the experiencing of each tool throughhands-on applications and role-playing. Thisallows the participants to internalize the tools andidentify and address bottlenecks and limitations.They are also encouraged to be creative and varyapplication, tools, and techniques to adjust todifferences in the field.The second week is spent on completing onesequence in the field to gain hands-on experience,and to allow observation and evaluation of contentand process, attitudes and skills. Fieldworkincludes practicing how to analyze outcomes ofindividual sessions, and how to summarize andanalyze the outcomes of a community assessmentas a whole. It also covers the use of the fieldbook,data entry, and scoring.The final two days of training focus on ways ofcompiling data across communities, criticallyreviewing aggregated findings, practicing how topresent the information to management, anddiscussing follow-up recommendations.32
THE MPA IN ACTIONBox 15 Key elements of MPA trainingThe training helps the team assimilate the application of the methodology. Thedata collection and analysis is a learner-centered participatory process. Theaim is not to extract information, but to generate discussions to facilitatecommunity analysis and action planning. Elements in the trainingare:● Sharing experiences on sustainability, use, and participation. Understanding and appreciatingdifferent perspectives and opportunities of community groups.● Relating the understanding to the roles of the MPA to assess and enhance these aspects.● Conceptual understanding of the methodology and its core features.● Objectives, implementation, and uses of the assessments.● Expectations of the participants from the methodology, the training, and other issues.● Definition of terms and concepts to ensure consensus on issues of interpretation and perceptions.● Facilitation process and skills, including awareness of gender and social equity issues. Practiceto deal with these issues in processes and contents of assessments.● Emphasis that the team will be expected to help bring out insights and disaggregated informationon gender and social equity in processes (participation, demand responsive approach) and results(sustaining and use of services), and analyze with community groups and program staff howthese issues are related and may be enhanced.● Development and adaptation of tools to local contexts.● Hands-on experience with participatory tools and scoring matrices. Clear understanding of thepurpose and application of each tool, the means for application and adjustment (e.g., inmapping and pocket voting), the types of information expected from the tools, subject areas forgroup analysis, and planning of follow-up action.● Documentation of fieldwork and reporting of results.● Locating communities for hands-on practice, preparation and planning logistic arrangements.● Open-ended and structured observations. Feedback sessions at various points.● Defining scope of study and sampling criteria. Reviewing preparations.● Team building for working in a mutually complementary learning mode with team membershaving diverse skill-profiles and experiences.Key outputs of the training:● Conceptual understanding of the assessment framework and issues.● Consensus on objectives of the assessment, implementation, monitoring, and evaluation aspects,and gender and poverty aspects.● Skills to apply the methodology, including participatory analysis at the three levels and qualitativeand quantitative analysis afterwards.● Sampling criteria defined.● A skilled assessment team, sensitized to the need to work in an interdisciplinary team mode forbest results.● Assessment tools and fieldbook adjusted for local context.● Defined roles and responsibilities, including data entry and report writing responsibilities.● Action plan for fieldwork, including logistics.33
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Page 6 and 7: PrefaceThe mission of the Water and
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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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FROM THEORY TO PRACTICEDANIDA began
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FROM THEORY TO PRACTICE2. Key findi
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FROM THEORY TO PRACTICEReality of e
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FROM THEORY TO PRACTICEAdding Accou
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ADDING ACCOUNTABILITY FOR GENDER EQ
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Table 2WSLIC 2: ADDING POVERTY ACCO
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Table 3 (continued) ADDING PERFORMA
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LOOKING BACK TO SEE FORWARDMembers
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LOOKING BACK TO SEE FORWARDFigure 2
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LOOKING BACK TO SEE FORWARDFigure 2
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LOOKING BACK TO SEE FORWARD●●
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LOOKING BACK TO SEE FORWARDMPA core
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EFFECT OF THE MPA ON GENDER RELATIO
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EFFECT OF THE MPA ON GENDER RELATIO
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ACHIEVING SUSTAINED SANITATION FOR
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HOW WELL DID THOSE DEVELOPMENT PROJ
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HOW WELL DID THOSE DEVELOPMENT PROJ
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Appendix AInstitutions that current
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Appendix BProcess designed forPLA P
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StepNo.7.ProcessAsk “Were users e
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ReferencesBernard, Russel H. (1995)
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Wijk, Christine van. (1998). ‘Gen
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Water and Sanitation ProgramWater S
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