Resources

Over the past few years, the Sanitation Learning Hub, in collaboration with the Government of India, Praxis, WSSCC and WaterAid India, have been developing Rapid Action Learning approaches. Multiple approaches have been trialled, with flexible formats, but the essential criteria is that learning is timely, relevant and actionable.

These learning approaches are the focus of the latest edition of the Frontiers of Sanitation series. This Frontiers explains the advantages and disadvantages of the approaches trialled and sets out a challenge to those working in the water, sanitation and hygiene sector to:

1. Reflect on what, for you, constitutes rigour.
2. Adopt and adapt approaches to fit your context and needs.
3. Develop your own approaches.
4. Record your experiences and lessons learnt.
5. Take the time to share your experiences with us. (Email the Hub on SLH@ids.ac.uk)

To commemorate and reflect on the publication, the Hub sat down with colleagues and partners WaterAid India and WSSCC to discuss lessons learned and the future of Rapid Action Learning. You can watch these five short videos in the playlist below.

This Sanitation Learning Hub Learning Paper explores the potential of an innovative participatory visual method known as PhotoVoice to help to achieve universal access to water, sanitation and hygiene (WASH) by 2030. The paper outlines what PhotoVoice is, and shares learning relating to its use in the WASH sector around the world for research, programming and advocacy.

It draws on lessons learned from these experiences to show how PhotoVoice can be used for learning in WASH, how it can be used with other methodologies to explore topics which are neglected or taboo, and the benefits and drawbacks of PhotoVoice to consider. It includes practical recommendations for using PhotoVoice in WASH and the ethical considerations to make when it is used. The paper reflects on how PhotoVoice is important for exploring new frontiers in WASH, and can help us gain a deeper understanding into how people experience, interpret and respond to their realities.

The benefits of conventional rural sanitation programming and service delivery are often not spread equally, and risk leaving disadvantaged groups behind. Greater attention needs to be paid to these groups to achieve adequate and equitable access to sanitation for all, and an end to open defecation.

This issue of the Sanitation Learning Hub's Frontiers of Sanitation (the second in a two-part series) examines support mechanisms designed to help disadvantaged groups access and use hygienic toilets as part of efforts to drive more equitable rural sanitation outcomes. It covers the latest thinking on the opportunities and challenges of support mechanisms, and explores what works remains to be done.

The issue uses a broad definition of ‘support’ for creating equitable outcomes. Although financial and physical subsidies often come to mind, a broader practical understanding of support needs to encompass both ‘hardware’ mechanisms and ‘software’ approaches, as well as various combinations of the two.

Translations in Portuguese, French and Khmer are available via the Sanitation Learning Hub website. 

This practitioner research, carried out by women’s empowerment organisation FAMM Indonesia, brings the voices of young women – a group consistently excluded from decision-making spaces about the allocation of local government resources – into the conversation about social accountability. Barriers to young (especially unmarried) women’s participation in public spaces include the prevailing view that doing so violates social norms, young women’s often low level of education, and family expectations. Many young women have internalised their marginalisation and lack the confidence to participate in community forums.

This paper describes participatory action research carried out in partnership with eight grassroots Indonesian women’s NGOs. Preliminary focus group discussions laid the foundation for a series of movement-building initiative workshops to strengthen rural young women’s leadership capacity, encourage critical awareness and develop their roles as community organisers. Young women’s social engagement can generate criticism and backlash, which may lead to their losing interest in public forums. As well as empowering participation in formal meetings, the research suggests that young women can overcome closed spaces through building on informal relationships and collaborations. And young women’s involvement in producing creative content (print, audio and multimedia) for use in community organising is used to strengthen their self-esteem and abilities.

The paper ends with a reflective conversation between Niken Lestari of FAMM and Francesca Feruglio of MAVC. They discuss the kind of capacity-building needed to enable young women to overcome barriers to their engagement in local governance spaces, and thus fulfil their own declared potential to contribute much more to the development of their communities.

This paper, based on a lecture given at the University of Sussex, UK, takes on the issue of growing inequality. Arguing that we know more about how economic inequality affects political participation than we do about how participation and voice affect economic inequality, the author describes ongoing work to identify participatory practices that offer some precedents for linking strategies for narrowing political and economic gaps from below. These combinations in turn contribute to challenging these intersecting inequalities and hold promise for transformative solutions across the global North and South.

Time to Listen: A Discussion Guide was developed to stimulate discussion and reflection among practitioners working in international, national and local aid organizations, governments and donors. For those already familiar with Time to Listen, this guide serves as a useful review and as a means to introduce colleagues and partners to the voices and ideas presented in the book on how to improve the effectiveness of international aid efforts. For readers with no prior exposure to the Listening Project or Time to Listen, the Discussion Guide aims to spark an interest in and a desire to further explore the findings of the Listening Project and the implications for their work.

The format of the guide closely follows the structure of Time to Listen, briefly summarizing each chapter and presenting the reader with a series of thought-provoking discussion questions. These questions are intentionally open-ended, allowing users to tailor the discussion to fit their organizational needs. For practitioners, the questions can be used to encourage reflection on their personal approaches and practices. Supervisors can use the questions to encourage reflection and inspire changes among their team members. The questions can also be used in a class setting, allowing educators and students to discuss the implications for future policies and practices.