Sustainability Planning and Monitoring

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PARTICIPATORY TOOLS USED IN THE MPA●●●Local managementLocal maintenance systemPersons to receive trainingThe participants in this activity vote twice, first onwho got access to information on which aspects,and second on who made decisions on whichaspects. Women and men use voting slips indifferent colors to make it possible to see if theirexperiences and practices differ.ResultsThe following kinds of information emerge fromthis tool.Water use:●●●●●Which water source is generally used by thecommunity, for what purpose, before and afterintroduction of the new project facility, and inwet and dry seasons, if significant seasonalvariation exists.Whether women and men, rich and poor usedifferent sources of water and water fordifferent purposes.Internal consistency of the scores (e.g., dowomen and men from the same neighborhoodreport different sources for drinking water?).Whether the new facility has caused anychanges in the community’s water usepattern.Underlying reasons for change or lack ofchange in water use practices.Participation history:●●●●Who had access to what information in theplanning phase.Who participated in making the importantdecisions leading to the creation of the watersupply and sanitation facilities. Who decidedon what local planning aspects.Who did not participate and why.What extent of information and choice wasavailable to those involved in making thedecisions.UsesAfter each voting, the group lays out votes andthe contents of the respective pockets on theground/cloth for the analysis of the findings. Thefacilitator draws the group’s attention to votingpatterns to analyze similarities, differences andchanges. A team member notes the rationale andstories behind the results, probing further whereversomething in the results seems unexpected or notlogical. The group then chooses the category onthe scale that best fits the results of their analysisregarding improvement in water use practices;effectiveness of handwashing, effective use ofsanitation facilities , access to information, andvoice and choice.Sanitation and hygiene behavior:●●●Pattern of hygiene behavior being studiedbefore/after project interventions.Differences between women and men, rich andpoor.Underlying reasons for change or lack ofchange in behavior before/after projectinterventions.Community group discussing results of pocketvoting for water use in Cambodia74
PARTICIPATORY TOOLS USED IN THE MPA6.6 Ladders (1)Women’s group assessing benefits of household latrines versus costs in CambodiaPurposeThe ladder activity is first used to assess the extentto which a water supply/sanitation programmeets the users’ demand and whether theyconsider the benefits worth their costs. The activityis done separately with women and men inwealthier and poor sections of the community.ProcessA discussion is started about how the service hasaffected people’s lives. Are there any benefits (ornegative effects) that they are experiencing fromthe service itself or from their participation in theprocess of its establishment or operation? As theyemerge, the benefits are listed on a flip chart sheetor separate cards using words along with symbols,pictures drawn by the community members, orreal objects to illustrate the benefits. Using symbolsor drawings is important to ensure that theilliterates are not excluded from the discussion.Once people feel that they have listed all thebenefits, they are invited to select those cards thatrepresent a demand currently being met by theservice, and lay aside the rest.The women or men then rate the degree to whichthey, as a group, are getting this particular benefit.They do this by giving each pictured benefit ascore of between ten (highest) and one (lowest)using beans or seeds as markers.Once the activity is completed, the cards are putinto a rank order from high scores to low. Thefacilitator helps to add up the total obtained scoreas compared to the total theoretical maximum (thenumber of identified benefits times ten). Theultimate score is a ratio arrived at by taking theaverage times ten. Thus, if the users identify thatthe service meets seven types of user demands,the maximum possible score would be 70. Sincenot all benefits will be rated a maximum of 10,the actual score may, for example, be 55. Thepercentage of satisfied demand is then 55/70 X100, or 79 percent. 2525 Use of a percentage score ensures that the final score is independent of the number of benefits identified, andonly measures the users’ perception of the extent of benefit expectation (or demand) being met.75
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SustainabilityPlanning andMonitorin
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SustainabilityPlanning andMonitorin
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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
Page 39 and 40: THE MPA FRAMEWORK AND PROCESS●●
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 79 and 80: PARTICIPATORY TOOLS USED IN THE MPA
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Page 109 and 110: Section 2MPAApplication Case Studie
Page 111 and 112: DO PROJECT RULES PROMOTE SUSTAINABI
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
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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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