The basic principle of Community-Led Total Sanitation (CLTS) is the empowerment of local communities to do their own analysis and take their own action to become open defecation free.
This handbook has been compiled as a source of ideas and experiences that can be used for CLTS orientation workshops, advocacy to stakeholders, training facilitators and natural leaders and implementing CLTS activities. It is a resource book especially for field staff, facilitators and trainers for planning, implementation and follow-up for CLTS.
Users of this handbook must feel free to use its guidelines in the way they find best. The methods described are not the only ones for implementing CLTS. Users are encouraged to explore different ways of preparing for CLTS, for triggering, for post-triggering follow-up, and for supporting and spreading CLTS that fit with local conditions, cultures and opportunities.
Facilitators must feel free to be inventive and adaptive, and to use their best judgment in deciding what to do. The ideas and advice that follow have been tried and tested, but it is for facilitators themselves to decide what works for them.
This toolkit draws on the lessons generated from learning projects and case studies supported under the Citizens and Governance programme of the Commonwealth Foundation. It offers practical guidance on how to promote the participation of citizens in governance. The contents of the toolkit include: the meaning of inclusive governance; ways for citizens to organise and engage in governance; strategies for multi-sectoral partnerships; key themes that emerge in governance, such as conflict, gender and power; suggestions for participatory methods in governance, including learning circles, popular theatre and role play; and methods for inclusive governance capacity building of citizens, intermediaries and government officials. Brief summaries of action-learning projects and case studies from the Citizens and Governance Programme from: India, the Caribbean, Vanuatu, Tanzania, Nigeria, South Africa, Uganda, Jamaica, Zimbabwe, UK, New Zeeland, Africa, Malaysia, Canada and Belize; are presented. A toolkit CD-ROM designed to run on Windows 95/98/XP and MacOS9 is also incorporated. The CD-ROM contains the toolkit in an electronic format and has a resource bank of downloadable materials, such as relevant publications, materials used by the project partners and a word bank which provides explanations of, and proverbs illustrating terms common in the debate about civil society and governance which project partners themselves have furnished.
This manual suggests themes, training methods and activities to facilitators carrying out governance training programmes, giving a foundation in the governance debate and promoting citizenÆs desire and capacity to take an active part in the processes of democracy. The manual is addressed to trainers as a guide in conducting a five-day programme, for groups of 20-25 people, in governance issues. It consists of 14 sessions and applies participatory training methods requiring the participants to analyse situations and express their opinions. The trainers therefore should have special facilitating skills and the ability to synthesise the responses given by participants. The manual addresses the following key issues: the concepts of governance and good governance; the rationale for good governance; how to promote good governance and encourage active citizenship; and the roles of active citizenship and civil society organisations. All sessions are structured and easily accessible, setting out the objectives for trainers and participants, giving indication of the duration of the session, and suggestions for training methods. The session is then explained step by step with suggested timings. The sessions include: citizens and governance; introduction to human rights; civil society; issues faced by citizens; women in governance; overcoming injustices in civil society; active citizenship; civil society organisations; advocacy for civil society organisations; networking; participants as actors; and an evaluation and closing session.
This guide aims to enable activists, trainers and other involved in development and democracy to promote citizen participation and to democratize decision-making. Drawing on experiences of NGOs from numerous countries, the document contains concepts, tools and step-by-step processes aimed at promoting citizen advocacy. It aims to help activists, practitioners and planners to work with civil society in a way that promotes political change, develops solutions to development problems and policies, creates strong and lasting links and transforms power relations, including gender dynamics.
When seeking to assess the linkages between participation, demand-responsiveness, sustainability, use and equity for women and men and poor people, a methodology is needed that is participatory, and gender and poverty sensitive. In 1997 a group of water and development specialists came to together to assess why such approaches had not caught on in the water sector. Led by the World Bank Water and Sanitation Programme together with the IRC International Water and Sanitation Centre, a new methodology was developed: the Methodology for Participatory Assessment (MPA). As a multi-level instrument it aims to combine sustainability analysis of community managed domestic water services with the analysis of gender and poverty perspectives. The development, use and evaluation of this new methodology are the subjects of this book. It describes the objectives, history and social and scientific background of the development of the methodology, followed by a detailed description and analysis of the methodology itself, with case studies of its use and impacts. Validation took place in a global study in which women and men in 88 rural communities in 15 countries used the MPA to evaluate their domestic water supplies. It presents the study results, the implications for policies and program planning of domestic water supply projects, and the lessons for training in the and use of the methodology.
This toolkit was elaborated by the Economic Literacy Action Network (ELAN) in the USA. The aim of the toolkit is to help people strengthen their analysis of globalisation and share ideas of ways that people were struggling against globalisation internationally. The toolkit is based on a gathering held in Chicago 1998 where educational materials already created were shared and discussed, and on consequent sessions held in ELAN groups. It presents seven sessions on different subject related to globalisation, which can be used as a basis for discussion, learning and reflection, and is intended to be used in smaller groups. The sessions include exercises, questions and case studies. The toolkit first gives a brief introduction to the principles and practices of popular education and goes on to the sessions, with the following contributions: womenÆs education in the global economy, looking at how women indifferent countries and communities are tied together by the globalisation of production and markets; a global economy workshop in three parts focussing on power relations and new peopleÆs movements, and a globalisation glossary; Analysing the financial crises in Asia; Privatisation; WTO for beginners; a workbook dealing with welfare, crime, injustice and health care from a Southern perspective, including a critical thinking toolbox; a participatory workshop on womenÆs labour and economic globalisation. The toolkit is concluded with a directory to ELAN groups.
Internal learning system : a participatory monitoring and evaluation system for grassroots livelihoods and micro-finance programs
This booklet describes a participatory monitoring and evaluation system for grassroots livelihoods and micro-finance programs. It contrasts the traditional techniques used to monitor and evaluate credit programmes with those of the group-oriented internal learning system (ILS). It gives details of how ILS works, a five step process involving collecting information, assessing the direction of change, analysing the information, planning based on learning and the documentation of results. Throughout it emphasises the participatory, flexible, simple, and decentralised method of the ILS.
This article spells out how a trainer can go about doing a training. It discusses the order in which the training should be done, by first coming out with the objectives of the training, then the time it will take, preparation, procedures and finally, how the procedures can be applied. To discuss a topic like this, the article suggests 30 minutes for the presentation of the statement. The procedure is discussed in detail. The article suggests that in tricky training situation with many heated discussions because of rigid attitudes, the steps spelt out in the procedure could be used to refine the debate. This approach removes some frustrations and helps to move debate forward.