Sustainability Planning and Monitoring

More documents

Recommendations

Info

THE MPA IN ACTIONGetting representative focus groupsBecause the MPA is based on participatoryinventories and analysis with focus groups,adequate representation of the various sectionsof the community is critical. Ensuring this duringfieldwork requires sensitivity to local culture (asexplained in section 4.10) and careful sampling.To ensure a good representation, purposivesampling through social mapping is used. The waythis is done varies in small and large communitiesSmall communitiesIn communities of up to a few hundred households,during the first day, available members of thecommunity assisted by the facilitators’ team drawa social map of their settlement. This map is notto scale and consists of a bird’s eye view of thelocal roads, paths, compounds or houses andfacilities.Maps may be drawn in sand, on floors (using chalk)or on paper (using felt-tipped pens orfingerpainting or cut- and paste-techniques). Inthe map, the participants mark the compoundsor houses of lower, upper and middle classfamilies, using colored powder, crayon, paint,colored pins, or some other local material. Thedefinitions of the three categories are relative andbased on the people’s perceptions of rich andpoor status. (Details in Chapter 6, WelfareClassification.)If all three categories exist in approximately equalproportions, one wealthier and one poorneighborhood are subsequently chosen atrandom for a visit.If the intermediate and poor categories areapproximately the same size and there are only afew wealthier families (
THE MPA IN ACTIONvisits and conducts a participatory review with thisarea separately.Single parent householdsIn defining and classifying who are poor,intermediate, and rich, the position of singleheadedhouseholds needs special attention. Ahigh percentage of female-headed households inthe community has been known to have bothpositive and negative effects on gender burdensand benefits in water supply services.The positive effects could be that, in female-headedhouseholds, women’s access to decisions, andnew maintenance and management roles maybe easier. These women sometimes have a goodincome and control of that income from their ownenterprises. Negative effects have been that often,many female-headed households are poor andmay have less capacity than other poor familiesto contribute labor in addition to or instead ofcash payments.Institutional assessments:stakeholders’ and policy meetingsThe first level institutional assessment is usually ata project implementing unit level, which isgenerally the district, but in small provinces mayeven be at the province level. The stakeholders’meeting examines the agency approaches thatwere used to achieve the results in the field. Femaleand male field staff from different project agencies,and women and men from the communityrepresenting the users, get together for this onedaymeeting. They assess what, in the experienceof all stakeholder groups, are the strengths andweaknesses at the agency level and identify areasfor improvement.It is necessary to conduct these meetings in thelanguage that is understood and spoken regularlyby women and men representatives from thecommunity, and to ensure an environment inwhich they do not feel inhibited about expressingtheir views. During the meeting, the participantsagain use participatory tools and techniques andscore their group’s outcomes. Although literacy isgenerally required for the use of the institutionaltools of the MPA, in cases where communityrepresentatives are not sufficiently literate, the toolscan be made more participatory through the useof visuals and symbols devised on the spot toreplace written words.After the agency level meetings are over, a similarmeeting takes place with policymakers and projectmanagers to assess various policy aspects thatguide, or have guided, implementation (seeChapter 6 for details).4.9 Visualization andself-scoringAll assessments use open-ended and visualmethods to make local situations and practicesvisible. Most of these methods do not requireliteracy and so allow those with low or noliteracy - often women, and poorer and olderpeople to participate.Since the outcomes are visible to all, they generatetransparency, discussion, and the emergence ofone or two consensus viewpoints. However, thelatter usually does require separate meetings withdifferent class and gender groups. If not, theopinions of only the more powerful would likelyprevail.Even within separate groups certain individuals,with vested interests, may exert pressure overtly orcovertly for the group to choose a score even whenit does not reflect reality. MPA facilitators aresensitized to this possibility during training. In suchsituations, it is advisable to complete the visualanalysis but postpone scoring to a later session41
Page 1 and 2:
SustainabilityPlanning andMonitorin
Page 3:
SustainabilityPlanning andMonitorin
Page 6 and 7: PrefaceThe mission of the Water and
Page 8 and 9: AcknowledgementsThe Participatory L
Page 10 and 11: viii
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
Page 51 and 52: THE MPA IN ACTIONsuccessful or unsu
Page 53 and 54: THE MPA IN ACTIONexternal facilitat
Page 55: THE MPA IN ACTIONBox 17 Indicative
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
Page 69 and 70: ORGANIZING AND INTERPRETING THE DAT
Page 79 and 80: PARTICIPATORY TOOLS USED IN THE MPA
Page 107 and 108:
PARTICIPATORY TOOLS USED IN THE MPA
Page 109 and 110:
Section 2MPAApplication Case Studie
Page 111 and 112:
DO PROJECT RULES PROMOTE SUSTAINABI
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
FROM THEORY TO PRACTICEDANIDA began
Page 123 and 124:
FROM THEORY TO PRACTICE2. Key findi
Page 125 and 126:
FROM THEORY TO PRACTICEReality of e
Page 127 and 128:
FROM THEORY TO PRACTICEAdding Accou
Page 129 and 130:
ADDING ACCOUNTABILITY FOR GENDER EQ
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Table 2WSLIC 2: ADDING POVERTY ACCO
Page 139 and 140:
Page 141 and 142:
Table 3 (continued) ADDING PERFORMA
Page 143 and 144:
Page 145 and 146:
LOOKING BACK TO SEE FORWARDMembers
Page 147 and 148:
LOOKING BACK TO SEE FORWARDFigure 2
Page 149 and 150:
LOOKING BACK TO SEE FORWARDFigure 2
Page 151 and 152:
LOOKING BACK TO SEE FORWARD●●
Page 153 and 154:
LOOKING BACK TO SEE FORWARDMPA core
Page 155 and 156:
EFFECT OF THE MPA ON GENDER RELATIO
Page 157 and 158:
EFFECT OF THE MPA ON GENDER RELATIO
Page 159 and 160:
ACHIEVING SUSTAINED SANITATION FOR
Page 161 and 162:
HOW WELL DID THOSE DEVELOPMENT PROJ
Page 163 and 164:
HOW WELL DID THOSE DEVELOPMENT PROJ
Page 165 and 166:
Appendix AInstitutions that current
Page 167 and 168:
Appendix BProcess designed forPLA P
Page 169 and 170:
StepNo.7.ProcessAsk “Were users e
Page 171 and 172:
ReferencesBernard, Russel H. (1995)
Page 173:
Wijk, Christine van. (1998). ‘Gen
Page 176:
Water and Sanitation ProgramWater S
show all

Sustainability Planning and Monitoring

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?