Sustainability Planning and Monitoring

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PARTICIPATORY TOOLS USED IN THE MPA6.5 Pocket voting 23 Pocket voting exercises in Africa and East AsiaPurposeThis technique detects patterns and changes inbehavior and decision making by differentcategories of users and at different points of time,e.g., before/after interventions, during dry/rainyseasons etc. It is a particularly handy techniquefor sensitive subjects on which women, men or bothare inhibited about stating their views publicly. Thevoting is done in the four community focus groups,men/women, rich/poor. It is used during thecommunity assessment as well as the stakeholders’meeting.ProcessExample 1 - Use of water sourcesOn the back of a cloth stretched between two poles,trees or on a wall, the team member assisting thefocus group fixes small drawings in a matrix form.The drawings characterize the range of local watersources in the community and their possible uses.Drawings of water sources are placed in ahorizontal row, and water uses in a vertical column.Each cell in the matrix gets an open envelope.Each participant in the focus group gets a set ofvoting slips, women a different kind from men. Thenumber of slips is equal to the maximum numberof sources a participant could use. However,participants need not finish the slips: the actualbehavior may be less varied than is theoreticallypossible. The team member explains what thedrawings represent and how the activity will bedone. S/he then cross-checks that the activity isclear to all. Participants may vote for more thanone source if they use multiple sources for thesame purposes.For the initial voting, each participant goes behindthe voting screen and selects the sources which(s)he currently uses for a particular purpose afterthe new service came about. For non-sensitiveissues, voting can be done by all simultaneously,by keeping only one row of envelopes open for23 From SARAR and PHAST methodologies.72
PARTICIPATORY TOOLS USED IN THE MPAvoting at a time. When all have voted, a volunteertakes out the slips from each envelope and thefacilitator registers the votes under the relevantpictures on the matrix or on a paper version ofthe matrix, using one symbol for the votes of menand one for the votes of women, so that thosewith no or low literacy can also analyze the results.If there are great differences in service levelsbetween the wet and the dry seasons, the wholeactivity has to be done twice. For before/afteranalysis, a second round is done in the sameway, for the water use pattern before projectintervention. To do this, voting slips are given adifferent shape or color than the first round andthe picture depicting a new project-provided sourceis removed from the matrix for the second roundof voting (i.e., for the pre-project situation).In the analysis the group compares the degree ofimprovements in water use practices (change tosafer sources), and assesses whether some areusing a combination of safe and unsafe sourcesfor drinking. 24 They discuss underlying reasonsand agree on the overall score in the scoringsystem. In case the group raises issues, extra timeis required discuss them. The team later combinesthe results of the various rounds of voting into atotal community result and score for presentationand discussion of the overall community findings.assessed for a sanitation project by doing thevoting twice, first for the current situation and thenfor the situation before the project intervention.The incidence and/or effectiveness of handwashing practices in the community is assessed byplacing different types of hand washing optionsalong the horizontal row and key hand washingopportunities along the vertical row (before eating,after defecation, after cleaning up infant’s feces,before handling food).Example 3 - History of participationA similar matrix is used to analyze the extent oflocal voice and choice (history of participation) indecision making. Locally appropriate pictures ofpersons/groups that are or were involved in makingdecisions and choices are placed in the horizontalrow, such as:●●●●●●●●●External agency workerLocal male leaderLocal female leaderLocal men’s group - richLocal men’s group - rich and poorLocal women’s group - richLocal women’s group - rich and poorLocal mixed group (male, female) - richLocal mixed group - rich and poor, womenand men.Example 2 - Sanitation and hygiene behaviorVoting procedures are as above. To find out wherepeople defecate, pictures of sites used for defecationare placed in the horizontal row, and pictures ofdifferent household members - women, men, girls,boys, toddlers, babies - along the vertical column.“Before” and “after” defecation practices areTypes of important opportunities for choices anddecisions are placed in the vertical column, forexample:●●●●●Initiation of projectTypes of technology and service levelsDesign, location of facility(ies)Agency or contractor for constructionPayment amount and system24 Reducing water-borne diseases requires a switch to year round use of only safe water sources for drinking andfood preparation, coupled with hygienic transport, storage and drawing. For the reduction of water-washeddiseases, any source of water is fine as long as plenty of water is used with soap or a soap substitute such as ash,or firm rubbing. Elimination of the guinea worm and schistosomiasis require the avoidance of bodily contact withinfested sources. Thus, a fairly detailed assessment is needed on the basis of local risks and practices.73
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PrefaceThe mission of the Water and
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AcknowledgementsThe Participatory L
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viii
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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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Page 41 and 42: THE MPA FRAMEWORK AND PROCESSThe MP
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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 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 109 and 110: Section 2MPAApplication Case Studie
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Page 125 and 126: FROM THEORY TO PRACTICEReality of e
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Page 129 and 130: ADDING ACCOUNTABILITY FOR GENDER EQ
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ADDING ACCOUNTABILITY FOR GENDER EQ
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Table 3 (continued) ADDING PERFORMA
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ADDING ACCOUNTABILITY FOR GENDER EQ
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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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