Sustainability Planning and Monitoring

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THE MPA IN ACTIONrelevance in the classification of the differentgroups.The way in which the sampling has been donemust always be reported. Data that illustrate therepresentativeness of the participating communitiesmust also be collected and reported as part of theassessments. Only then can it be assumed thatthe information is representative of the samplinguniverse.To ensure representativeness of samples drawn,it is necessary to define the sampling universecarefully. For instance, if the sample is torepresent all communities covered in past watersupply projects, all communities that have everreceived interventions from any water supplyproject must be included in the samplinguniverse. If instead the sample is intended torepresent only those communities that receivedinterventions from project X, the sampling universewill have to exclude communities that receivedinterventions from any other project. Suchconsiderations need to be combined with ethicaland practical ones. For example, this implies thatthe final sample may include communities whereservices were finally never built, partly built, orhave broken down. Reasons have to bedocumented in each case. Secondly, whileworking with communities whose systems areincomplete or seriously out of order and wherethe communities want to revive them, the MPApractitioners should be prepared help resolvethe situation in some way, or at least link suchcommunities with resources that can help themrevive their services. The MPA was not designedto be a tool for purely academic research. Itssole use for such purposes would defeat itsfundamental objective, which is equitableempowerment of all levels of stakeholders toenhance the sustainability of their services.Larger samples improve the chance of detectingsignificant differences (that is, the likelihood thatthey are due to real, rather than accidental,differences), because there is more consistency inthe possible outcomes. It is thus always advisableto take as large a sample as possible. For largerprograms, going below a sample size of 35 to 40communities is not recommended, particularly ifstatistical analysis is desired. 134.7 Preparation for fieldworkAfter having drawn the community sample, theassessment facilitation team approaches theselected communities to gauge their interest andwillingness to participate in the assessments. Duringthese preliminary visits, the team explains thepurpose and general nature of the assessmentand its costs and possible benefits for thecommunity. Before the visits, as part of overallpreparation of the fieldwork, the team will alreadyhave determined if, and in what ways, the timeand effort of the community members whoparticipate in the assessments will be compensated.It is important to realize that, just like the time of13 As common in social research, MPA scores consist predominantly of ordinal data. Statistical analyses mostappropriate for such data are graphical presentations and non-parametric statistical tests. Non-parametricstatistics include a range of tools with varying powers of accepting or rejecting research hypotheses. Verysmall sample size limits the usefulness of some non-parametric tools. Greater applicability and choice of testsis possible when sample sizes are above 35, e.g., at a sample size greater than N=35 the normalapproximation of the binomial distribution can be used; the Spearman’s r test of association needs samplesizes of at least 35-40 to accept or reject rank-order correlations of at least 0.3 at 95 percent level ofconfidence; the Chi-square test of association requires expected frequencies to be 5 or more per cell for testresults to be interpretable, which means that any cross-tabulation of the sample beyond the basic 2X2 tableneeds sample sizes of at least 30.36
THE MPA IN ACTIONexternal facilitators, time of the community’swomen and men has value. Visiting teams shouldtherefore adjust visits to when people are available.In cases of longer visits and/or lenghtycooperation, some form of compensation for thework, such as snacks, a meal, or a small fee, willneed to be considered. The visits are continueduntil the required number of interested and willingcommunities has been found, with a date andtime for the first visit set that are convenient for thecommunity as well as the external assessmentteam.Depending on what is feasible, the team may makean advance inventory of the general communitysituation from secondary sources, then verify it withthe local authorities during this first visit. These datamake it possible to assess, during analysis of theoverall data, whether a particular external or systemrelatedfactor, rather than community factors,explains the linkages found. Examples of suchfactors are age of systems (“do newer systemsperform better than older ones, irrespective ofresponsiveness to demand, gender and class?’’),availability of support (“does distance from thenearest town where spare parts, tools and technicalsupport skills are available matter?”) and poverty(“are services better sustained in richer communitiesthan in poorer ones, irrespective of other factors?”).4.8 Implementation:procedures, fieldbookand data templatesCommunity level assessmentsparticipation of formal community leaders shouldbegin to decline. Activities are increasinglycarried out in informal gatherings with specificgroups such as poor women and men. Theschedule presented in Figure 5 and Box 17 isonly indicative. Actual schedules andarrangements are made with the women andmen in the communities. Tools and materialswill also vary according to local conditions andcreativity.Participatory assessment with the communityconsists of several types of activities:●●●Observations of physical conditions, togetherwith a representative group from thecommunity during the transect walk, linkedwith key questions to households living nearthe facilities that may have direct knowledgeof the service, e.g., maintenance, repair, anduse. Both female and male communityrepresentatives should take part in the reviewvisit and discussions on the technical serviceaspects.Participatory activities with focus groups in thecommunity (male and female, rich and poor,users and non-users), using a speciallydesigned sequence of participatory exercisesdiagramming local conditions, practices andpreferences.Open-ended interviews with key respondents(male and female members of relevantcommittees and the operator and/or otherpersons involved in operation andmaintenance).The actual participatory activities start with thesecond visit, arranged with the communityleaders. With the progress of MPA activities, the●Review of written records (e.g., logbooks,minutes of water committee meetings andgeneral assemblies).Sampling of communities and groups is used to make the participatory analysis more representative.37
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Page 6 and 7: PrefaceThe mission of the Water and
Page 8 and 9: AcknowledgementsThe Participatory L
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Page 12 and 13: 4.9 Visualization and self-scoring
Page 14 and 15: Figure 18 KDP 2 activity cycle with
Page 17 and 18: THE CHALLENGE OF SUSTAINED WATER SU
Page 27 and 28: A NEW TOOL FOR PLANNERS AND MANAGER
Page 35 and 36: THE MPA FRAMEWORK AND PROCESSkey va
Page 37 and 38: THE MPA FRAMEWORK AND PROCESSsevera
Page 39 and 40: THE MPA FRAMEWORK AND PROCESS●●
Page 41 and 42: THE MPA FRAMEWORK AND PROCESSThe MP
Page 43 and 44: THE MPA FRAMEWORK AND PROCESSsegreg
Page 45 and 46: THE MPA IN ACTIONaction points in i
Page 47 and 48: THE MPA IN ACTION●●●●●●
Page 49 and 50: THE MPA IN ACTIONBox 15 Key element
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Page 55 and 56: THE MPA IN ACTIONBox 17 Indicative
Page 57 and 58: THE MPA IN ACTIONvisits and conduct
Page 59 and 60: THE MPA IN ACTIONScoring principles
Page 61 and 62: THE MPA IN ACTION4.10 Quality contr
Page 63 and 64: THE MPA IN ACTIONExperiences with t
Page 65 and 66: THE MPA IN ACTION5Organizing and In
Page 67 and 68: Box 22 Gender and poverty analysis
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Page 79 and 80: PARTICIPATORY TOOLS USED IN THE MPA
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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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Sustainability Planning and Monitoring

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