VBO Manua Final 20 November

CRP Facilitators Manual
Sustainable Solutions for the

Delivery of the Safe Drinking Water Project
Capacity Building Process for Community Management
Published by
Development Association for Self-reliance, Communication and Health

House 35, Road 117
Gulshan 1, Dhaka
Bangladesh
Published in 2005
DASCOH is very
thankful to the donor of
this project
Swiss Agency for

Development and
Cooperation (SDC)
And
For technical support
Croix-Rouge suisse
Schweizerisches Rotes Kreuz
Croce Rossa Svizzera
Table of Contents
About the Manual ..................................................................................................... 5
Session Plan............................................................................................................. 7
Chapter One: Community Mobilisation ............................................................... 7
Session 1:
Session 2:
Session 3:
Session 4:
Session 5:
Session 6:
Session 7:
Session 8:
Welcome, introduction, objective and Schedule sharing ............................... 7

Rapport Building. ........................................................................................... 7
Mobilisation.................................................................................................... 8
Celebration of the First Success.................................................................... 9
Formation of the Organising Committee and Preparation of Draft
Constitution.................................................................................................... 9
Formation of Village Based Organisation (VBO) ......................................... 10
Finalisation of Constitution........................................................................... 11
Problem Tree Analysis................................................................................. 11
Chapter Two: Skill Enhancement.......................................................................... 14

Session 9:
Session 10:
Session 11:
Session 12:
Session 13:
Session 14:
Session 15:
Session 16:
Background and Objectives of WPP: SDSD................................................ 14

Basics of PRA.............................................................................................. 14
Different Tools of PRA ................................................................................. 15
Planning....................................................................................................... 16
Financial Management. ............................................................................... 20
Supervision .................................................................................................. 22
How to Organise a Meeting ......................................................................... 23
Leadership ................................................................................................... 24
Chapter Three: Governance .................................................................................. 28

Session 17:
Session 18:
Session 19:
Session 20:
Session 21:
Session 22:
Basics of Governance.................................................................................. 28
Governance in VBO..................................................................................... 29
Local Government and Government at local level. ...................................... 30
Structure of UP and its Roles and Responsibilities ..................................... 31
Responsibility of local Government in WatSan. ........................................... 32
Communication and Resource Mobilisation ................................................ 32
Chapter Four: Water and Sanitation ................................................................... 35

Session 23:
Session 24:
Session 25:
Session 26:
Session 27:
Session 28:
Session 29:
Session 30:
Session 31:
Session 32:
Session 33:
Session 34:
Introduction to Water, Sanitation and Health ............................................... 35

Health Promotion and Disease Prevention (HPDP)..................................... 36
Diarrhoeal Diseases and the Oral Saline..................................................... 37
Typhoid and Jaundice.................................................................................. 38
Arsenicosis .................................................................................................. 39
Sanitation..................................................................................................... 41
User Selection Criteria for Options. ............................................................. 42
Cost Sharing of Water and Sanitation Option. ............................................. 43
Site selection for Safe Water and Sanitation Option.................................... 43
Option Selection for Safe Water and Sanitation. ......................................... 44
Safe Water Option Operation, Maintenance and Management ................... 44
Water Quality Testing for Safe Water Option .............................................. 45
Handout................................................................................................................... 46
Chapter One: Community Mobilisation ................................................................ 46
Handout (1) Nil .................................................................................................................. 46
VBO Facilitators Manual
Handout (2) Rapport Building............................................................................................ 46

Handout (3) Community mobilisation ................................................................................ 47
Handout (4) Celebration of First Success ......................................................................... 48
Handout (5) Formation of Organising Committee ............................................................. 49
Handout (6) Formation of VBO.......................................................................................... 50
Handout (7) Constitution ................................................................................................... 51
Handout (8) Problem Tree Analysis .................................................................................. 52
Chapter Two: Skill Enhancement.......................................................................... 54

Handout (9) Background and Objectives of WPP: SDSD ................................................. 54
Handout (10) Basics of PRA ............................................................................................. 56
Handout (11) Different Tools of PRA................................................................................. 58
Handout (12) Planning ...................................................................................................... 65
Handout (13) Financial Management ................................................................................ 78
Handout (14) Supervision.................................................................................................. 81
Handout (15) How to Organise a Meeting......................................................................... 83
Handout (16) Leadership................................................................................................... 86
Chapter Three: Governance .................................................................................. 92

Handout (17) Governance................................................................................................. 92
Handout (18) Governance in VBO .................................................................................... 96
Handout (19) Local Government and Government at local level....................................... 97
Handout (20) UP and its Roles and Responsibilities......................................................... 99
Handout (21) Responsibilities of Government at local level in Watsan ........................... 102
Handout (22) Communication and Resource Mobilisation .............................................. 103
Chapter Four: Water and Sanitation ................................................................... 106

Handout (23) Introduction to Water, Sanitation and Health............................................. 106
Handout (24) Health Promotion and Disease Prevention ............................................... 110
Handout (25) Diarrhoeal Diseases and Oral Saline ........................................................ 114
Handout (26) Typhoid and Jaundice ............................................................................... 119
Handout (27) Arsenicosis ................................................................................................ 123
Handout (28) Sanitation .................................................................................................. 129
Handout (29) User Selection Criteria for Options ............................................................ 131
Handout (30) Cost Sharing of Water and Sanitation Option ........................................... 134
Handout (31) Site Selection for Safe Water and Sanitation Option................................. 136
Handout (32) Option Selection for Safe Water................................................................ 139
Handout (33) Safe Water Option Operation, Maintenance and Management. ............... 142
Handout (34) Water Quality Testing for Safe Water Option ............................................ 144
Preface
Development Association for Self-Reliance, Communication and Health (DASCOH) is
pleased to publish the VBO Facilitators Manual. The Manual is designed to help Partner
NGO staff and Community Resource Person (CRP) of SDSD project build capacity of Village
Based Organisation (VBO).
This Manual is a comprehensive package which covers four specific areas namely
Community Mobilisation, Skill Enhancement, Governance and Water and Sanitation. It has
been designed sequentially in accordance with the implementation cycle of the project.
Though the content of this training package demands 15 days (flexible) for delivery, the
sessions can be run at different times as and when required.
The purpose of this publication is served when people in the community bring about positive
change in their lives.
About the Manual

Introduction
VBO Facilitators Manual is a part of a series of training and learning materials for the
Sustainable Solutions for the Delivery of Safe Drinking Water (SDSD) Project.
The SDSD Project is a SDC financed DASCOH project to solve WatSan problems through
effective community participation and WatSan service delivery by Union Parishads. It covers
425 villages of 17 unions under 5 upazilla in Rajshahi and Chapai Nawabganj districts.
SDSD works through village and ward level platforms. The project aims to strengthen
governance at the Union Parishad level in a participatory way to improve sustainable and
equitable delivery of WatSan services.
Purpose of the Manual

PNGO staff and the Community Resource Persons (CRP) of the SDSD project will use this
manual to facilitate Village Based Organisation (VBO) in the area of Community Mobilisation,
Skill Enhancement, Governance and Water and Sanitation.
How to Use the Manual

This manual is not prepared for self-study; the use of the manual will be most effective if you
are trained to use it by an experienced facilitator. This facilitator manual will guide you to
train Village Based Organisation (VBO) for facilitation in the community.
The manual consists of four chapters namely, Community Mobilsation, Skill Enhancement,
Governance and Water and Sanitation. Each chapter has number of sessions. In each
session there are; education materials (for handouts), participatory method, learning
materials (flipcharts, Pen, Note Khata), keynote for facilitator. The session plans specify
objectives, preparation and process for each session and activity. More details are provided
in specific session plan.
The manual and sessions follow a participatory approach. For that, the sessions in the
manual use a variety of participatory methods, including: Group exercise, flip chart
presentation, PRA, question and answering, large group discussion, experience sharing etc.
The central focus is to encourage active participation of men and women in order to
generate learning. The sessions are designed to foster the participants self-confidence and
ignition, encourage their creativity in development initiatives by using their aspirations and
experiences as the foundation for the session.
A brief explanation of the objectives for a session should be given at the beginning of each
session.
It is important for the facilitator to use his/her own initiative throughout each session and
adapt the contents to the participants level of understanding. Considering the contexts and
needs of participants, facilitator may be flexible to methods and process in session delivery.
The facilitator could use suitable icebreakers and energizers to ensure interactive
participation in each session.
Key definition of Session Plans

The manual is organised into a series of sessions that form the foundation for the next
session. Each session contains the following components:
Title -Focus the main topic of the session.
Objectives - Describe what the participants will be able to do by the end of the session to
demonstrate their increased knowledge, improved skills and attitudinal changes.
Duration of the session - Indicates the approximate time the session will take, but the timing
for each session must be flexible depends on context, need and not rigidly adhered to.
Materials - Lists all the materials; Pen, Sketch Pen, Clip, Poster, sample chart, flip chart that
will be required for the session.
Education Materials- Series of handout for obtaining the session objectives
Methods - Lists the training methods for easy learning and communication that will be used
in the session.
Process - Provides specific instructions to the facilitator on how to present the session
delivery through a step-by-step approach.
Trainers Preparation Indicates any special preparation that the facilitator makes prior to
the session. The notes are presented in a box, like this note.
Session Plan
Chapter One:
Community Mobilisation
Session 1: Welcome, introduction, objective and Schedule sharing

Objective:
By the end of the session, the participants will be able to:

Know each other and creating learning atmosphere
Understand objectives of the training course
Know the expected output of the training course.
Time:
30 minutes
Methods:
Flipchart Presentation and Discussion:
Materials:
Flipchart, sketch pen, clip, board and masking tape
Education Materials:
Nil
Process
Exercise 1.1 Flipchart Presentations
Step 1: Welcome the participants. Ask the participants to introduce themselves to each other
by pair. You may use alternative method.
Step 2: Show them flipcharts with the objectives of training course and discuss it. Present
the course schedule and display it in place.
Exercise 1.2 Discussions
Step 3: Invite the participants for expressing their expectations that might be added in course
schedule and take verbal endorsement. Ensure active participation of women and create
learning atmosphere.
Session 2: Rapport Building.

Objective:

Introduce with the community people.
Create enabling environment among the community.
Increase acceptability to the community.
Time:
45 minutes.
Methods:
Brainstorming, Discussion
Materials:
Flipchart, sketch pen, clip, board and masking tape
Handout (2)
Process
Exercise 2.1 Brainstorming
Step 1: Welcome the participants warmly and brief the objective of the session. Ask the
participants How rapport could be built with the greater part of the people of the village?
Write down their answers on a flipchart.
Exercise 2.2 Discussion
Step 2: Discuss on some key issues that VBO members as development actors can follow
when establishing a rapport with the community with help of handout (2).
Session 3: Mobilisation
Objective:
By the end of the session, the participants will be able to know how to
facilitate the community mobilisation for action.
Contents:
Concept of Community, Key tasks involved with community

mobilisation.
Time:
1 hour 30 minutes.
Methods:
Question and Answer, Plenary Discussion, Buzz Group
Handout (3) Mobilisation
Process
Exercise 3.1 Questions and Answer
Step 1: Welcome the participants and brief the objective of the session. Ask what they mean
by community. Write down their answer on the flipchart. Explain the concept of community
with the help of handout (3).
Exercise 3.2 Plenary Discussion
Step 2: Write down the question what do you mean by community mobilisation? on a
flipchart. Hang it on a visible place. Then throw the question to the participants. Lead a
discussion on the community mobilisation with the help of handout (3) and write down the
agreed points below the question on the flip chart.
Exercise 3.3 Buzz Group
Step 3: Form four gender mixed small groups with the participants. Ask each group to work
on the key tasks involved in the most successful community mobilisation efforts. Assist each
group to write down their output. At the end of the individual group work merge them into one
group for compiling their output.
Step 4: Encourage one of the group leaders to present their compiled output in the large
group. Encourage the participants to ask relevant questions for better understanding.
Step 5: Summarise the discussion focussing on some points which they have missed (if
any).
Session 4: Celebration of the First Success.

Objective:
assist the community to organising mass gathering for celebrating
first success.
Contents:
Possible ways for first success celebration
Time:
45 minutes
Methods:
Question and Answer, Role Play.
Material:
Brown paper, sketch pen, clip, board and masking tape.
Handout (4) Celebration of First Success.
Process:
Step 1: Welcome the participants warmly and brief the objectives of the session. Ask
participants what might be the way to celebrate first success? Listen to them one after one.
Write the answers. Add more points if needed with the help of handout (4).
Exercise 4.2 Role Play
Step 2: Invite 8 participants to volunteer for role play. Tell them that they are going to
conduct a mock meeting for first success celebration. One participant will play the role of the
core facilitator, one as a co-facilitator and 6 other as the participants in the mock meeting.
Rest of the participants will observer the role play. Brief the volunteers separately on the
proceedings of the meeting with the help of handout (4).
Step 3: At the end of the role play, ask the observers to share their observations. Lead a
discussion on the process of meeting to celebrate first success.
Step 4: Summarise the session telling that celebration of first success might create ignition
among the community and thus motivate them to strive for second success.
Session 5: Formation of the Organising Committee and Preparation of

Draft Constitution.
Objectives:
By the end of the session, the participants will be able to know the
process for formation of the organising committee and preparation of
draft constitution for VBO.
Contents:
Process of formation of organising committee, Member selection

criteria, Component of draft constitution.
Time:
45 minutes
Methods:
Discussion, Experience Sharing, Lecture.
Material:
Brown paper, sketch pen, clip, board and masking tape.
Hand out (5) Formation of Organising Committee and Preparation of

Draft Constitution.
Process
Step 1: Welcome the participants warmly and brief the objective of the session. Tell the
participants that after celebration of first success community is realised and motivated to
organise themselves for continuing their development initiatives. From this realisation and
motivation they might take a decision to form an organising committee for to develop an
organisation (VBO).
Exercise 5.2 Experience sharing
Step 2: Ask the participants whether there is anyone among them who is a member of any
organisation. If anyone one is there, invite her/him to share her/his experience regarding the
process of forming organising committee. Add some points with her/his sharing. If there is
none, then lead a discussion on forming of organising committee with help of handout (5).
Exercise 5.3 Lecture
Step 3: Tell the participants that when there is an organisation, there might be some
regulation for smooth operation and management of the organisation. Usually these rules
and regulations are represented in a constitution. Provide lecture on different component of
constitution.
Session 6: Formation of Village Based Organisation (VBO)

Objective:
By the end of the session, the participants will be able to know the
process of formation of VBO and the criteria of membership of VBO
Contents:
Necessity of VBO formation.

Process of VBO formation.
Criteria of membership
Time:
45 minutes
Material:
Brown paper, sketch pen, Board, clip and masking tape.
Methods:
Brainstorming, Discussion
Handout (6) Formation of VBO
Process
Step 1: Welcome the participants warmly and brief the objectives of the session. Ask the
participants to brainstorm why they need an organisation. Write down their answer on a
flipchart.
Step 2: Lead discussion on the necessity of an organisation for the development of a
community. Tell the participants that it is very difficult for a community to keep on the
momentum and continue the development initiatives without an organisation. Because
10
community mobilisation and holistic development can not take place through individual effort
only. An organisation gives an identity to a community which enables it to mobilise the
resources and seeks services and thus develop itself.
Step 3: Lead a discussion on the process of formation of VBO. Discuss composition of VBO
Executing Committee. Mention especially that a position amongst Chairperson and ViceChairperson must be reserved for female. Explain different criteria for membership of VBO
with the help of handout (6).
Session 7: Finalisation of Constitution.

Objective:
finalise the constitution.
Time:
30 minutes
Contents:
Sharing of draft constitution, and consensus building.
Material:
Brown paper, sketch pen, Board, clip and masking tape.
Methods:
Presentation and question-answer.
Hand out (7) sample of VBO constitution.
Process
Step 1: Welcome the participants warmly and brief the objective of the session. Refer
session 5 where the participants came to know about drafting the constitution. Tell them that
once the VBO is formed this draft needs to be finalised. For finalisation of the draft,
representative of the previously formed organising committee will present the draft
constitution in a VBO meeting. The chairperson of the meeting will ask for feedback for
reviewing of the draft. After incorporation of all valid feedbacks and consensus from all VBO
members, the draft will be finalised.
Step 2: Tell them that once the VBO will get final draft of the constitution, they will share it
with the community in a general meeting for constitution endorsement. The Community will
be requested to raise their right hand if they have no feedback on it. Thus the VBO will get
their final constitution.
Step 3: Allow time to the participants to ask question for better understanding and
summarise the session.
Session 8: Problem Tree Analysis

Objective:

Facilitate the community for identifying the core problem of existing
problem.
Facilitate the community for identifying the root causes to address
the problem.
Facilitate the community for identifying the effects of the problem.
Time:
5 hours.
11
Methods:
Question & answer, Buzz group, Preference Ranking, Problem Tree

Analysis Drawing, Discussion
Material:
Brown paper, sketch pen, marker, clip, board, glue and masking tape.
Hand out (8) Problem tree analysis.
Process
Step One: Welcome the participants warmly and brief the objective of the session. Ask the
participants how a community session can be organised? Write down their answer on a
flipchart.
Step 2: Lead a discussion on steps of organising a community session in the light of their
answers. Tell them that usually following steps are followed during organising a community
session:
Ensure equal attendance and participation of female and male.

Give an idea on the agenda of the session to the potential participants during notice.
Ensure the presence of representatives from every corner of the village.
Ensure the presence of all VBO members.
Give importance on U shape sitting arrangement.
Reach consensus amongst the participants on the steps for organising a community session
Exercise 8.2 Buzz Group
Step 3: Divide the participants into four small groups with the representation of female and
male. Brief each group about their tasks. Each group will identify WatSan related problems
in their locality. You might help them for writing if nobody in the group can write. At the end
of the group work, each two groups will form a new group. They will compile their individual
group outcomes. At the end of compilation, these two larger groups will merge together and
form a single group to compile their group outcomes (of two larger groups) regarding
WatSan problems.
Step 4: At the end of final compilation, invite one participant to read out the compiled
problems loudly. Give thanks to the participants for their active participation.
Exercise 8.4 Preference Ranking
Step 5: Write the different problems on the different colour card and paste the card on the
wall. Participants might draw picture of the problem also. Invite each participant to go and
stand under their identified problem which s/he thinks is the most severe. Count the number
of participants standing under each problem. Generally, the problems identified by the
maximum number of participants will be considered as the core problem. However, if any
situation arise like equal number of participants stand under two or three problems or
irrelevant problem is getting priority by the participants, then merge three or four closely
related WatSan problems into one take it as a CORE problem with the endorsement of the
participants..
12
Exercise 8.5 Problem Tree Analysis Drawing

Step 6: Ask a participants to draw a large tree on a piece of flipchart paper with a sketch
pen. The tree should have a wide trunk, many branches and many roots including a main
root. Tell the participants the relationship among the roots, trunk and branches of a tree. The
correlation may be: Roots receives the nutrient and pass it to the trunk. Trunk receives the
nutrient and the tree grows and delivers flowers and fruits.
Step 7: Request one participant to write the core problem on the central trunk of the tree.
Divide the participants into previously formed 4 buzz groups. Allow ten minutes to identify
the causes of the problem. At the end of the group, ask one group to present their groups
findings. There might be 3/4 or more causes. Tell the participants among these causes
which one seems the primary cause, which one secondary and which one tertiary causes.
After consensus, ask the group to write or paste the primary causes nearer the main root
while secondary and tertiary causes might be pasted nearer to the small and smaller branch
roots.
Step 8: After identifying the causes, the groups will identify the effects of the CORE Problem.
Do the same exercise (of step 7) to identify primary effect, secondary and tertiary effects of
the problem. Ask the participants to paste primary effects on the main branches while
secondary and tertiary effects should be pasted on smaller branches.
Step 9 Ask 2 or 3 participants to share the core learning from the exercise. Tell them that
this exercise can improve our analytical skill to identify community problem.
13
Chapter Two: Skill Enhancement

Session 9: Background and Objectives of WPP: SDSD
Objective:
Participants will be able to explain the development and specific

objectives of WPP: SDSD and the project area.
Content:
Development objective, specific objective and working area of WPP:

SDSD.
Time:
45 minutes
Methods:
Flip chart presentation, Discussion.
Materials:
Flipchart, Marker, Masking tape.
Handout (9) Background and Objectives of WPP: SDSD
Process
Exercise 9.1 Flip Chart Presentations
Step 1: Welcome the participants to the session and brief them on session objectives.
Step 2: Explains the background of the project, the development and specific objectives of
WPP: SDSD, using flip charts 1 and 2.
Step 3: Give an overview of the SDSD working area using flip chart 3.
Step 4: Ask one participants to explain the development and specific objectives and working
area of WPP: SDSD.
Step 5: Conclude the session with thanks.
Trainers Preparation
Before beginning the session the facilitator should prepare a flip chart of development
objective, specific objectives and on working area.
Session 10: Basics of PRA

Objective:
By the end of this session, participants will be able to understand and

explain:
What PRA is.
Objectives of PRA.
Principles and features of PRA.
Content:
Basics of PRA, Why PRA? Main features of a PRA
Duration:
45 minutes
Handout (10) Basics of PRA
14
Process
Exercise: 10.1 Brainstorming
Step 01: Welcome the participants and explain the objective of the session. Ask the
participants how they can identify the resources available in their village. Someone might
say that they can do it by drawing a map; someone might suggest that they can do it through
a discussion with the seniors of the neighbourhood. Again, someone can say that they can
do it by walking through the locality and asking common people different questions regarding
the available resources. At this stage, explain that when information is collected and plans
are developed and initiatives are taken in a participatory way, it is called Participatory
Reflection and Action (PRA).
Exercise: 10.2 Discussions
Step 2: Discuss the core principals of PRA and importance of PRA in WPP: SDSD from the
handout (10).
Step 3: Discuss principles and features of PRA with the help of handout (10)
Session 11: Different Tools of PRA

Objective:
By the end of this session, participants will be familiarizing

PRA tools.
different
Content:
Transect walk, Village Mapping, Problem Tree Analysis, Venn

Diagram, Preference Ranking
Time:
2 hours
Method:
Flip chart presentation and Discussion
Handout (11) Different PRA tools, Flipchart on the different PRA

tools.
Process
Exercise 11.1 Flip chart presentation and Discussion.
Step 01: Welcome the participants and discuss the objective of the session. Present the flip
chart on Transect walk and explain its application with the help of handout (11)
Follow the same process of step 1 for each of Village Mapping, Problem Tree Analysis,
Venn Diagram and Preference Ranking.
15
Session 12: Planning

12.1
Planning:
Objective:
Data Collection and Recording

By the end of the session participants will be able demonstrate how
to:
Use village profile for village action planning, monitoring and
evaluation.
Collect information from their allocated Para/area of 20 to 40
households, using a questionnaire.
Content:
Village profiling: for village action planning, monitoring and
evaluation.
Community mapping.
Para based participatory survey.
Compile Para based information in to a village profile.
Time:
3 hours
Methods:
Practice Community Mapping.
Demonstrating and practice of Para and village profiling.
Discussion.
Materials:
Flip chart of village profile format.
Handout (12) Planning.
Process
Exercise 12.1.1
Mapping
Step 1: Welcome the participants to the session.

Step 2: Ask the participants how many poor and vulnerable women-headed households are
in their village. Probably, there will be different figures, or I/We dont know will be the
answer. Village mapping can be used to identify poor, vulnerable and women headed
households. The information collected from village mapping will be used to verify the related
information in the village profile. Ask the participants to draw a map of their village from
memory, including the boundary, roads, bridges, rivers, canals, ponds, ditches, water points,
houses, schools, mosques, health facilities, markets, police station and all publicly own
lands. Then ask the participants to identify poor and vulnerable and women headed
households on the map. Ask them to add legends including a list of the criteria, which
categorise households as poor.
Exercise 12.1.2
Village Profile
Step 3: Now, tell them if we can identify the sources of recorded information, then we could
easily get those from there. Ask them do they have any idea what it could be. Link their
answers with the information from the handout on village profile and explain the purpose.
16
Step 4: Explain how the village profile will assist in planning to improve the water and
sanitation situation in the village. It can also be used for monitoring and evaluation of the
progress. Introduce the format for the village with the aid of the flip chart.
Step 5: Explain that a village profile will identify the present water and sanitation situation in
the village. Discuss the different socio-economic sections of the village profile, one section at
a time. Do not go into the details at this stage. Each section of the profile should be
discussed in the next steps.
Step 6: During the explanation of the village profile, under water sources start a short
discussion by asking what the difference is between ground water and surface water. Start
the discussion with tube well, from their answers and discuss the different types of tube
wells, shallow, deep, irrigation, Tara, super Tara, rower and treadle pumps. Also, discuss
other sources of water.
Step 7: To continue the discussion, at this point tell the participants that we already identified
some sources of water, now we will discuss about Sanitation issue. But again for proper use
of latrine we need water. Then ask if all of them have and use latrines. Ask what types of
latrine there are in the village. Then explain what a hygienic and unhygienic latrine is.
Continue to explain the sections.
Step 8: Ask, how the village profile will be completed, and who will complete them. Write the
answers on a flip chart. Introduce the idea of the Para survey format explaining how it will be
completed and used to compile a village profile.
Exercise 12.1.3
Discussion
Step 7: To ensure that the profiling are clearly understood, ask the participants to fill up a
profile for an imaginary village. Repeat the discussion to understand if all have understood
the points. Make sure that there is no ambiguity. Ask the participants to keep the village
profile for use in another session.
Trainers Preparation
Prepare a village profile form on a flip chart. Make sure that you are familiar with the terms
used in the village profile
12.2
Planning:
Objectives:
Village Action Plan

By the end of this session, the participants will be able to:
Analyse present water and sanitation situation from the PRA
outcomes and the village profile.
Identify the gaps between the present situation and the situation of
their desire.
Prioritise and select needs to meet the need of the village action
plan.
Describe the importance of sharing of resources and the need for
collective mobilisation of resources for addressing the needs.
Identify the services and resources available that they could
mobilise from the local area, e.g. the WPP: SDSD/PNGOs, related
government agencies and other NGOs.
Identify different options, including technology and cost.
Identify, prioritise and select strategies for addressing the selected
needs.
17
Facilitate annual action plan for improving the water and sanitation
situation.
Fill up the monthly monitoring sheet.
Content:
Identification and prioritisation of community needs to be
addressed.
The importance of sharing the resources.
Identification of the resources and the opportunities to address
needs prioritised.
Selection of strategies to address the needs prioritised.
Preparation of a Yearly Action Plan.
Time:
5 hours
Methods
Discussion and analysis of village profiling exercise.

Needs Identification.
Priority Ranking.
Game: Jigsaw.
The village/Para profile.

Needs Identification Matrix on flip chart (handout 12).
Needs Ranking and Selection Matrix on flip chart (handout 12).
Large Jigsaw of a tube well (16 pieces; 4 pieces each for 4
groups) (handout 12).
Matrix for Identification of Resources and Opportunities on flip
chart (handout 12).
Strategy Selection Matrix on flip chart (handout 12).
Yearly Village Action Planning Matrix on flip chart (hand out 12).
Monthly Monitoring Matrix on flip chart (hand out 12).
1x copy of each flip chart; display board; paper; markers.
Materials:
Handout (12) Planning.
Process
Exercise 12.2.1
Discussion and Analysis.
Step 1: Explain the objectives of the session. Present and discuss the village profile and
describe the water and sanitation situation in the village on a flip chart. Discuss how to
identify water and sanitation needs and discuss the matrix of needs identification. Hang the
flipchart on the need identification matrix on a suitable wall, tree, or what ever is available.
Explain the columns.
Needs Identification
Exercise 12.2.2
Brainstorming
Step 2: Put the description of the present water and sanitation situation into Column 1 of the
Needs Identification Matrix (handout 6). Allow the participants to brainstorm what the ideal
18
water and sanitation situation would be in the imaginary village drawn in the previous
mapping exercise (exercise 12.1.1) and write these aspirations in column 4 against each
present situation. Discuss the barriers that block the aspirations and write these in column 2.
These barriers and the problems should be addressed. Discuss what is needed to remove
the barriers between present situation and desired situation and list them in Column 3.
Priority Ranking
Exercise 12.2.3
Secret Ballot
Step 3: Once the barriers have been identified; the order in which they can be addressed
should be agreed upon.
Ask the participants to write the content from column 3 of Need Identification Matrix in the
needs column of the Needs Ranking and Selecting Matrix (handout 12).
The participants will score these needs according to the criteria presented in the Needs
Ranking and Selecting Matrix. Each participant can cast one vote in each of the three
criteria. Thus, if there are ten participants there will be a total of ten votes counted for each
criterion.
The facilitator will cast two artificial ballots before the first participant votes. The facilitators
votes will not be counted. The facilitator should let men and women vote separately and in
both cases privately to avoid peer group pressure.
The need with the highest score is the top priority for that criterion. Total the scores and
rank them, highest score equals highest priority. List the finally selected needs to be
addressed by the VBO.
Resource Sharing
Exercise 12.2.4
Jigsaw Puzzle
Step 4: Introduce the jigsaw game and divide participants into 4 groups. Explain the rules
(handout 12). Allow 15 minutes to complete the puzzle. Facilitate a discussion on how the
exercise went. Tell them which group shared ideas within themselves and did not. If they do
not complete because they did not share then make this point. Then lead a discussion on
importance of resource sharing in meeting the needs identified in the previous exercises.
Exercise 12.2.5
Group Discussion
Step 5: Discuss the ranking outcomes from step 3 and the importance of collective resource
mobilisation to address the needs identified. Discuss the benefits of having one organisation
or contact person to provide these resources.
Identification of Resources and Opportunities
Exercise 12.2.6
Matrix for Identification of Resources and Opportunities
Step 6: Introduce the Matrix for Identification of Resources and Opportunities (handout 12)
for addressing the selected needs. The participants will complete each column of the matrix.
Clarify that this exercise will provide an overview of opportunities for resource mobilisation to
address the previously selected needs. For addressing one selected need we can choose
various strategies depending on the opportunities. Keep the session outcome for use in the
next exercise.
19
Exercise 12.2.7
Strategies Selection Matrix
Step 7: Poise the question to the VBO members Can the selected needs be achieved
without strategies? Discuss the answers. Discuss how to use the Strategy Selection Matrix
(hand out 12). Then transfer the needs prioritised in order of priority from the Needs
Ranking, and Selecting Matrix to column 1 of the Strategies Selection Matrix. Identify
potential strategies in a brainstorming exercise and complete Column 2. Rank these
strategies by secret ballot as described in exercise 12.2.3 according to there; relevance,
achievability, resource availability (including VBOs capacity). After Column 1, 2 and the
ranking columns are complete, ask the VBO members to select the strategies that they
would like to apply and place a tick next to them. Ensure that all the members agree to the
selected strategy. Prepare a list of finally selected strategies.
Action Plan
Exercise 12.2.8
Group Discussions
Step 8: Initiate a discussion on how to implement the strategies selected in earlier steps.
The discussion is to help determine who will be involved, when and how the strategies will
be implemented and the resources required. Discuss the importance of planning to
successful implementation of strategies.
Exercise 12.2.9
Yearly Village Action Planning Matrix
Step 9: Introduce Yearly Village Action Planning Matrix (handout 12) and discuss the
different sections. Complete Column 2 with the strategies selected in earlier stage. Identify
the activities required to implement the strategies successfully in a brainstorming exercise,
and place them in column three with their corresponding strategy. Discuss how many
activities can be implemented realistically and include these activities in Column 4. This
becomes the target. Discuss Columns 4, 5, 6, 7, 8, 9 and complete them with the
appropriate information. Ask the participants to identify the improvements they expect to
achieve after the successful implementation of their action plan. Record these expectations
in Column 10.
Exercise 12.2.10
Monthly Monitoring Matrix
Step 10: Explain that wherever there is an action plan, there should be some kind of activity
to monitor the implementing process. Introduce the Monthly Monitoring Matrix (handout12)
and discuss to clarify the monitoring sheet so that they can fill it up in their monthly meeting.
Session 13: Financial Management.

Objective:
By the end of the session the participants will be able to describe the
necessity of accounts keeping and produce:
Cash book
Bank book
Receipt and payment account
Content
20
Concept of Finance Management

Necessity of Accounts Keeping
Budgeting
Cash and Bank Books: how to record transactions
Banking procedures
Time:
4 hours
Methods:
Question and Answer, Discussion, Group exercise, Visualisation,

Plenary Discussion, Lecture
Materials:
Flip paper (brown paper), permanent marker, and masking tape
Handout (13) Financial Management
Process
Step 1: Ask the participant why an account keeping is necessary in an organisation. Write
down their answer in a flipchart. Lead a discussion on accounts keeping with the help of
handout (13).
Step 2: Now refer to the earlier session, which was on planning, and tell that we have learnt
how to plan the activities. Now we would like to calculate the cost of those activities. Ask
them to tell what the process is called. If they cannot mention this as budget then ask how
many of them have heard the word budget. Probably many of them will raise hands. Discuss
the content of the handout under the heading Budgeting.
Exercise 13.3 Group exercise
Step 3: Divide the participants into two groups. Show them a sample of the budget. Ask two
groups to do a mock budget on a WatSan activity.
Exercise 13.4 Visualisation
Step 4: Ask the participants whether they maintain cashbook in the VBO. If the answer is
yes, then ask again why they maintain it. Lead a discussion on necessity of maintaining
cashbook in the light of their answer and with the help of handout. Show them a sample of
documented cashbook and discuss different part of a cashbook.
Step 5: Ask the participants where they deposit their money when they are not supposed to
keep the cash in hand. The participant will probably indicate bank deposit or bank account.
Then ask them whether they know about the types of account available. Lead a short
discussion of the types of accounts with the help of the handout (13).
Step 6: At this point ask them how they can keep track of the banking transaction. Probably
they will mention the bank passbook. Try to get bankbook as an answer. If they dont arrive
at bankbook then ask them whether bankbook means anything to them. Note their opinion
on a flipchart. If they arrive at bankbook right away then ask them the purpose of the book.
Compare the opinion with the information on the handout and summarise. Then give a short
lecture referring to the acknowledgement of receipt and payment. Tell that the numbers on
the acknowledgement paper needs to be mentioned in the bankbook. Tell them to prepare a
mock bankbook.
21

Step 7: Give a short lecture on selection of signatories and importance of informing the bank
about it. Take information from the handout. Then refer to the cash and bankbook and give a
short lecture on double entry system.
Step 8: Tell the participants that it is important to produce a statement that shows all the
receipt and payments during year. Ask them whether anyone has produced one. If the
answer is no, just ask them whether anyone knows the name of the account. If the answer is
no then tell the name of the account and discuss what goes in it. If the answer is yes, then
ask them to describe the contents. Compare their answers with the information in the
handout. Discuss what goes in the bankbook. Then ask them to prepare a mock receipt and
payment account.
Special Preparation
Use practical documents of budget, cashbook, passbook and bankbook during the session.
Session 14: Supervision

Objective:
By the end of the session, participants will be able to:

Explain the significance of regular supervision.
Content:
What is supervision? the importance of supervision, the style of

supervision.
Time:
1 hour 15 minutes
Methods:
Story, Role Play.
Material:
Poster paper, marker, masking tape, board
Handout (14) Supervision
Process
Exercise 14.1
Story
Step 1: Welcome the participants and explain the objective of the session. Inform the
participants that they will comment on a story Consequence of Madhumati given in handout
(14) Supervision. Read the story and ask the participants:
What happened to Madhumati thereafter?

What happened to Madhumati in the story?
Why did this happen?
What responsibility did Madhumatis mother bear, if any?
How could Madhumatis mother ensure the safety of her daughter?
Step 2: Explain the significance of supervision from handout (14) Supervision. Summarise
the discussion.
Exercise 14.2
Role Play
Step 2: Ask two participants (one female and one male) to volunteer for the role-play. Brief
one of them on instructive supervision and the other on consultative supervision separately.
22
They are going to play the role of a supervisor one will be instructive, the other consultative.
The actors can choose 4/5 participants to participated in their role-play. The rest of the
participants will be observers of the play.
Step 3: At the end of the play, ask the observers what did they notice? Write down these
observations. Explain the positives and negatives of both type of supervision.
Step 4: Summarise the session pointing out that consultative supervision in community
development work is preferred, although instructive supervision might be needed at times.
Session 15: How to Organise a Meeting

Objectives:
By the end of the session participants will be able to:

Organise and conduct a meeting without PNGO support.
Facilitate participatory decision-making processes.
Prepare a record of a meeting.
Content:
Logistics for a meeting, Holding a meeting, Participatory decisionmaking, Documentation.
Time:
1 hour 30 minutes.
Materials:
Paper for flip chart (brown paper), permanent marker, and masking
tape.
Handout (15) How to organise a Meeting
Methods:
Participatory Learning and

Presentation, Discussion.
Action
Exercise,
Brainstorming,
Process
Exercise 15.1 Participatory Learning and Action Exercise
Step 1: Ask the participants whether they have attended any kind of meeting in their practical
life. It might be meeting of a cooperative or any committee. Some of them might reply
positively. Ask them what the essential logistics for a successful meeting could be. Then ask
the participants to explain how they decided which logistics would be required. Write the
answers on a flipchart. Give each participant a blank Logistics Matrix photocopied from
handout 15. Explain how the Logistics Matrix is used. Inform participants that a Logistics
Matrix can be filled out before each meeting.
Step 2: Ask the participant what is the most important component of a meeting. You may
receive many different answers. Encourage them to brainstorm until the answer members
comes up. If within 5 minutes or so they cant come up with this answer, and then ask them
how important they think the presence of the members may be. Have someone write his or
her answer on a flipchart. Conclude by summarising that the presence of a majority of the
members is most important for a successful meeting.
23
Exercise 15.3 Plenary Discussions

Step 3: Ask the participants now that we know the presence of members is important, how
we can ensure their presence? Lead a discussion on how to ensure the presence of VBO
members in the meeting. Write the various opinions on a flipchart.
Step 4: Divide the participant into two groups. Ask one group to form a circle and hold a
mock meeting. Brief the chairperson on different steps of a successful meeting. Give them
around 15 minutes to complete their meeting. Ask the other group to sit around the first
group and observe.
Exercise 15.5 Group Discussion
Step 5: Now discuss with the second group what they have observed, from the
commencement of the meeting to the closure. What were the strengths and weakness of the
meeting? Then summarise the steps of holding a meeting from handout (15).
Step 6: Refer to step 5 and ask how decisions were made in the mock meeting. Write the
answers on a flipchart. Close the discussion by summarising the participatory decisionmaking section handout (15).
Exercise 15.6 Plenary Discussions
Step 7: Ask the participants to think of the following situation. Tell them that it happened 20
days after a VBO monthly meeting. Shelina, a VBO member, tells her friend Reema, another
VBO member that she cannot remember the point of hand washing. Reema tried to explain
that a CRP would hold a hygiene session on a weekend when everybody is available and
then Shelina could ask about hand washing. Salam said, no, it is the health worker from the
government health office who will hold the hygiene session.
Ask the participants how the actual situation will be agreed. Let the participants brainstorm
and write their answers on a flipchart.
Link their answers to the written record, particularly the meeting minutes. Explaining that the
written record of a meeting is minutes. Show them a sample minutes.
Step 8: Summarise the information in the handout.
Session 16: Leadership

16.1
Leadership
Objective:
By the end of this session, participants will be able to

Explain what leadership is.
Explain characteristics of a good leader.
Explain different types of leadership.
Content:
Concept of leader.
Characteristics of a good leader.
Style of leadership.
Time:
24
1 hour
Methods:
Picture presentation, Group work and discussion
Materials:
Picture of boats with head boatman and without head boatman,

masking tape, poster paper, marker, board
Education material:
Handout (16) Leadership
Process
Exercise 16.1.1 Picture Presentation
Step 1: Welcome the participants and explain the objectives of the session. Present the
picture of a boat with the head boatman and then present the picture of a boat without head
boatman. Ask the participants for comparative analysis of two pictures. Ask them to predict
the future of the each of the two boats. Write their comments on poster paper.
Step 2: Based on the written opinions of the participants, explain the roles and
responsibilities of a good leader for the organisation.
Exercise 16.1.2 Group work
Step 3: Divide the participants into two groups. Tell them that they are going to elect a leader
for the respective groups. Give them 5 minutes to reach a consensus in the group for
electing their leader. Ask them on which basis they have elected their leader. Write down
their answer on the paper.
Step 4: Sketch out the definition of a leader from the discussion and her/his characteristics
and explain through discussion.
Exercise 16.1.3 Role Play
Step 5: Ask two participants (one female and one male) to volunteer for the role-play. Brief
one of them on authoritarian leadership and consultative leadership separately. They are
going to play the role of a leader, one will be authoritative and the other consultative. The
actors can choose 4/5 participants to participate in their role-play. The rest of the participants
will be observed the role-play.
Step 6: At the end of the role-play, ask the observers what they noticed. Write down these
observations. Explain the positive and negative of both types of leadership styles.
Step 7: Summarise the session pointing out that consultative leadership in community
development work is preferred although authoritative leadership might be needed at times.
16.2
Leadership: Alternative Leadership
Objective:
By the end of this session, participants will be able to

Explain the necessity of alternative leadership.
Know how to create alternative leadership.
Significance of authority delegation.
Content:
Importance of alternative leadership.
How to develop alternative leadership.
Delegation of authority.
25
Time:
30 minutes
Methods:
Case study, discussion
Materials:
Board, Marker, Brown paper, Masking tape.
Education material:
Handout (9) Rural Leadership
Process
Exercise 16.2.1 Case study
Step 1: Welcome the participants and explain the objectives of the session. Tell the
participants that you are going to read them a case study. They have to listen to it carefully
and will answer some questions related to the case. Read the case study Story of Alatuli
Padma VBO given in handout (9).
Step 2: After reading the case, ask the participants the following questions:
How was the Alatuli Padma VBO?
How was the leader?
What happened to the VBO in absence of the leader?
Why did the VBO members face this type of situation?
How could this situation be avoided?
Write down their answer on brown paper.
Exercise 16.2.2 Discussion
Step 3: Lead a discussion on the importance of alternative leadership and role of a leader to
develop alternative leadership, based on the answer of the participants and the handout (9).
Step 4: Tell the participants that authority delegation is the real path to develop alternative
leadership. Lead a discussion on authority delegation with the help of handout (9).
Step 5: Summarise the session and thank the participants.
16.3
Leadership: Conflict Resolution
Objective:
By the end of the session, the participants will able to

Identify the nature and causes of conflicts in VBO as well as in the
village.
Identify steps to be taken to prevent and manage conflict and
identify the required skills.
Content:
Identification of conflicts and their cause, Skills required in managing

conflict.
Time:
1 hour 30 minutes
Methods:
Conflict and causes: flow diagram symbol drawing, Discussion.
Materials:
Flipchart, sketch pen, masking tape, glue, display board, marker
Education material:
26
Process
Exercise 16.3.1 Conflict and causes flow diagram symbol drawing.
Step 1: Welcome the participants and explain the objectives of the session. Tell the
participants that they are going to draw conflict and cause flow diagram based on their
present experience by drawing pictures. Form two groups. Provide them brown paper and
sketch pen. Brief them followings:
Ask the groups to draw the picture of conflict commonly seen in the community on
separate pieces of paper; one piece of paper for one conflict. For example, they might
draw picture of tube well to refer that there is a conflict regarding the access to water
source.
Once the groups complete drawing of conflicts then they will draw symbol of causes
(why this conflict). For example, they might draw picture of angry man or man with a stick
in hand to refer that the cause of conflicts is that the owner of tube well does not allow
other to collect water from it. They might find one or two or three causes of conflict and
the after effects of causes. The participants will draw link lines between conflict and
causes and underlying causes in a single flip paper.
Step 2: Ask a group to present their group output. Encourage the members of other groups
to ask questions if they require further clarification of the presentation.
Step 3: Hang flipchart with the format of conflict resolution. Point out conflicts and causes by
writing on the first and second column of the flip chart. Read out the findings providing
clarification, if necessary.
Step 4: Summarise the session telling them that same exercise can be done for conflict
resolution in VBO.
Exercise 16.3.2 Question and Answer
Step 5: Ask participants what steps can be taken to manage the identified conflicts and to
identify the skills one require for managing them by working on the third and fourth columns
of the flip chart.
Step 6: Conclude the session by asking the following questions:
What have you learned from the session?
How will you use this knowledge when you return to your organisation in your village?
27
Chapter Three: Governance

Session 17: Basics of Governance.
Objective:
By the end of the session the participants will be able to explain:

The basics of governance.
The role of gender in governance.
Content:
What is governance and good governance? Characteristics of good

governance, Gender in governance.
Time:
1 hour 15 minutes.
Methods:
Group work. Discussion.
Materials:
Flip chart (brown paper), permanent marker, and masking tape
Handout (17)
Process
Exercise 17.1 Group work.
Step 1: Welcome the participants and explain the objectives of the session. Form 3 small
groups with the participation of all participants. Name them Family group, Organisation
group and State group. Tell the groups that they are going to work on:
Who runs the family, an organisation and state in general?

How do they make decisions?
How do they implement their decisions?
Find 2 or 3 positive and negative sides of the existing governance system of the
institutions (family, organisation, state).
Give the participants 30 minutes to work on this. One team will work on a single area. That
means, Family team will work on Family, Organisation team will work on organisation and
State team will work on state.
Step 2: After completion of the group work, ask them to present their group output. Start with
the Family group, then Organisation group and finish with the State group. Allow maximum 5
minutes to each group for their presentations.
Step 3: Summarise the presentation telling the participants that governance can be defined
as the manner in which power is exercised in the management of a countrys/organisations/
familys economic and social resources for development.
Step 4: Tell them that when governance contains features like participation, accountability,
transparency, equity, responsiveness, rules of law etc then we can define it as good
governance. Good governance is essential for any kind of development planning and
process. Lead a discussion on governance and good governance based on their
presentation and with the help of handout (17).
28
Step 5: Discuss elements of good governance with the help of handout (17). Relate those
with real life examples.
Step 6: Tell the participants that good governance can not be ensured without participation
of female in planning, decision making and implementation process. Because, females
share half of the total population. Bypassing their participation means, voice of the 50%
people remains unheard. Besides, female can equally contribute in every steps of the
governance with their immense potentialities. Discuss the importance of role of gender in
good governance with the help of handout (17). Relate those with real life examples.
Session 18: Governance in VBO

Objective:
By the end of the session the participants will be able to explain

Nature of governance in VBO.
VBOs role in the wider community as a part of civil society.
Content:
Governance within VBO, Civil society, VBOs role in wider

community.
Time:
1 hour 30 minutes
Methods:
Discussion, Role play, Question and Answer, Lecture
Materials:
Education Materials
Handout (18) Governance in VBO.
Process
Step 1: Welcome the participants and explain the objectives of the session. Refer to the
group work of the Organisation group from the previous session. Tell the participants that we
have learned the nature of governance in an organisation. Now we will discuss the nature of
governance in a VBO. Lead the discussion with the help of handout (18).
Step 2: Invite 8 participants to volunteer for a role-play; divide them in two groups of four.
One group of four will represent Union Parishad including Chairman, UP female member
and two male members. Another group of four will play the role of VBO members. The
remaining participants will observe the role-plays. Before beginning the role-play brief the
VBO members and UP representative separately on what there role-play is about i.e. VBO
members will bargain with the UP for the mitigation of a severe lack of safe drinking water in
their locality while UP representative will express their inability to act due to budget
shortfalls. Eventually the UP will agree to consider financial assistance during the next
budget. Allow 10 minutes for the role-play.
Step 3: At the end of the role-play ask the observers what they understood from the role-play
of the role of the VBO for wider community. Write down their answer on a flip chart.
29

Step 4: Tell the participants that they have just seen one kind of role for a VBO. What are
other roles and responsibilities, they think VBO can carry out for the community in the
perspective of governance. List their answers on a flip chart. Compare their answers with the
information in handout (18).
Step 5: Tell the participants that VBO will carry out the previously mentioned roles and
responsibilities not for their personal interest but for the greater and common interest of the
wider community. Such a catalyst group within our society always bargains with both nonstate and state (such as UP) actors for the welfare of society. We can call this group a civil
society organisation. Define civil society and its roles with the help of handout (18).
Step 6: Summarise the session.
Session 19: Local Government and Government at local level.

Objective:
By the end of the session participants will be able to

Understand what local government is.
Identify government at local level.
Content:
Meaning of Local government, Tiers

Government agencies at the Union level.
Time:
45 minutes
Methods:
Question and Answer on the topics, Visualisation on flip chart
Materials:
Handout (19) Local Government and Government at local level
of
local
government,
Process
Step 1: Focus the discussion by asking following questions:
Where do you go to demand development activities for your locality?
Which institution organises and conducts shalishes (dispute resolution) in your area?
Relate their answer to the UP. Lead a discussion towards the fact that the UP is the nearest
level of government to the citizens of Bangladesh.
Step 2: Explain the different tiers of local government mentioning that there are 4 tiers. We
will discuss only three tiers because recently the Supreme Court of Bangladesh declared the
Gram Sarkar as unconstitutional.
30

Step 3: Invite the participants to mention government organisations apart from the UP, from
where they receive services. List their answers. Compare it to the information of the handout
(19).
Step 4: Summarise the session by informing the participants that besides government
organisations, there are many non-governmental organisations and service providers that
work in development. Give examples of some of those.
Session 20: Structure of UP and its Roles and Responsibilities

Objective:
By the end of the session participant will be able to;

Describe the structure of Union Parishad.
Describe the mandatory activities of UP.
Describe at least five optional activities related with WatSan.
Describe at least five activities of the UP WatSan Committee.
Content
Structure of Union Parishad.

Activities of Union Parishad.
Structure of WatSan Committee.
Activities of WatSan Committee.
Time:
1 hour 30 minutes
Methods:
Visualisation and discussion
Materials:
Handout (20) UP and its Roles and Responsibilities
Process
Step 1: Ask the participants whom they elected to run their UP. They might say Chairman,
members and female member. Tell them that there is another position in the UP named
Secretary who is not elected by them but appointed by the government. These people are
responsible for the functioning of the UP.
Step: 2: Ask the participant to describe the activities of the UP. Have someone written the
replies on a flipchart. Compare the replies with the information in the handout. Point out that
activities some are mandatory and others are optional.
Exercise 20.2 Visualisation and Discussion
Step 3: Tell the participants that the UP has standing committees. Show a list naming the
committees on flipchart. Discuss only the WatSan committee. Describe the formation of the
WatSan committee with help of a written flipchart.
Step: 4: Show the flipchart where the activities of the WatSan committee are written. Explain
the main activities of WatSan Committee.
31
Step 5: Summarise the session by explaining the support the WPP: SDSD provides to UP in
WatSan activities. Mention that there are some government agencies at local level, which
also work on WatSan issues.
Session 21: Responsibility of local Government in WatSan.

Objective:
By the end of the session the participants will learn about the WatSan
related activities of local government.
Content:
Responsibility of local government in WatSan.
Time:
30 minutes
Methods:
Visualisation of information on flipchart.
Materials:
Handout (21) Responsibility of Local Government in WatSan
Process
Exercise 21.1 Visualisation and Discussion
Step 1: Refer to the earlier session where they discussed and identified the local
government agencies (session 19). Point out that among these local government agencies
you will discuss only those that have roles and responsibilities in WatSan and health. These
are the Department of Public Health and Engineering and the Ministry of Health and Family
planning. Show them the flipchart on which WatSan related activities these two
organisations have roles. Discuss their activities based on the written information.
Step 2: Summarise the session and thank the participants.
Session 22: Communication and Resource Mobilisation

Objective:
By the end of the session the participants will be able to communicate

their demands through the proper channels.
Content
Policy Analysis Matrix.
What do we have to do to obtain services?
o Communication
o Resource mobilisation
What is communication?
Type of communication.
Time:
1hour 30 minutes
Methods:
32
Exercise on policy analysis matrix.

Role play.
Question and answer.
Flipchart presentation.
Materials:
Education materials:
Handout (22) Communication and Resource Mobilisation
Process
Exercise 22.1 Exercises on Policy Analysis Matrix
Step 1: Refer to the previous sessions (session 19, 20). Point out that there is a number of
service providing organisations in our locality, including the UP that provide WatSan related
services. But how can we communicate with them effectively to get their services. Show the
flipchart on which the policy analysis matrix is drawn. Encourage the participants to work on
WatSan related problem for the policy analysis matrix. Ask them 5 questions from the matrix
(column 1) one by one and write down their answer in the respective row of column number
2.
Step 2: Tell the participants that from the policy analysis exercise we have understood our
problems and other concerns associated to the problem. Invite 6 participants to volunteer for
the role-play. Pick 3 from them to play role of UP Chairman, DPHE engineer and Family
Welfare Assistant (FWA) of Health Department. Other 3 participants will play the role of VBO
members. The remaining participants will observe the role-play. Ask the volunteers to
imagine that they are attending a UP coordination meeting. VBO members will raise their
concern to the UP Chairman, DPHE engineer and FWA one by one. They will convey the
message regarding the identified problem (from policy analysis matrix) only. Allow them 15
minutes for the role-play.
Step 3: At the end of the role-play, ask the observers to share their observations. Invite them
to give feedback on how communication could be improved. Share perceptions on effective
communication with help of handout (22).
Exercise 22.3 Question and Answer.
Step 4: Ask the participants as a community what resources do we posses? Write the
answers on a flip chart. Then ask what external resources/services do we need for the
development of our community? Write the answers on a flip chart. Based on the answers,
lead a discussion on resources mobilisation.
Exercise 23.4 Flipchart Presentations on Resource Mobilisation
Step 5: Show the participants the flipchart on resource mobilisation. Explain how to complete
the format. First they should write down the selected VBO activities for this year in column 2.
Then they will write name of resources that will be needed to implementing those activities in
column 3. After this they should write the source of those resources and from where it will be
mobilised in column 4. In column 5, they will write how these resources can be collected for
village development. The remarks column is for something additional they wish to mention.
Step 6: Summarise the session focusing on the importance of effective communication for
resource mobilisation.
33
Note for the facilitator

Please remind the participants that the information on the handout is only an example and
not necessarily be used during the session. This example is to give participant an idea how
they can relate their problems to different actors.
Prepare a flipchart with the format of resource mobilisation.
34
Chapter Four:
Water and Sanitation
Session 23: Introduction to Water, Sanitation and Health

Objective:
By the end of the session, the participants will have information and
knowledge about:
What water, sanitation and health are?
How water, sanitation and health interrelate.
Content:
Water, Sanitation and Health
Time:
1 hour 30 minutes
Methods:
Question and Answer, Group work, Flipchart Presentation, Story with

a gap, Lecture, Village Mapping.
Materials:
Flipchart, marker, masking tape
Handout (23) Introduction to Water, Sanitation and Health
Process
Step 1: Greet the participants and describe the objectives of the session. Ask the
participants to tell what they know about water, sanitation and health separately. Write the
answers in a flipchart in three separate sections i.e. water, sanitation and health.
Exercise 23.2 Group Work
Step 2: Divide the participants in three groups, namely water, sanitation and health. Show
the participants pic-1 (Handout 23), and ask them to describe what they think of the of water,
sanitation and health situation as shown in the picture. Ask each group to write down their
understanding on a flipchart 10 minutes. Present a flipchart by each group in a plenary
session. Each group will present their understanding within 3 minutes. Do not allow any
questions. Thank each group for their active participation.
Exercise 23.3 Story with a Gap
Step 3: Show the flipchart on safe water and hygienic latrine. Ask the participants to
concentrate on pic-2. Ask the participants to identify the gap between picture 1 and picture 2.
Ask the participants to describe the relationship between two pictures with regards to water,
sanitation and health. Write their relationship on a flipchart.
Step 4: Facilitate a lecture on water, sanitation and health based on handout (23). Facilitate
a lecture on the relationship on water, sanitation and health.
Step 5: Reach a consensus on the understanding on the relationship between water,
sanitation and health. Conclude the session with thanks.
35
Exercise 23.5 Village Mapping

Step 6: Tell the participants that now we will prepare a model village that has achieved the
desired situation of water, sanitation and health. Divide the participants into 3 groups namely
water, sanitation and health. Provide each group with brown paper, marker, and sketch pens
of various colours. Ask each group to draw the situation in water sanitation and health that
they hope for in their village. Ask the groups to use different colours for what they have and
what they wish for. Ask each group to present their model village on water, sanitation and
health. Lead the discussion on how the desired situation can be achieved. Relate those to
the Hygiene Promotion Disease Prevention Education in brief. Conclude the session by
telling the participants that we will learn in greater detail during the next session.
Session 24: Health Promotion and Disease Prevention (HPDP)

Objectives:
By the end of the session, the participants will able to understand

Importance of HPDP
Situation analysis for HPDP.
Intervention areas in HPDP
Content:
Objective and intervention areas of HPDP, Health Situation analysis
Time:
1 hour 15 minutes.
Methods:
Bar Diagram exercise, Discussion, Flashcard show, Lecture
Materials:
Flipchart, marker, pen, masking tape, flashcard
Handout (24) Health Promotion and Disease Prevention.
Process
Exercise 24.1 Exercises on Bar Diagram
Step 1: Explain the objectives of the session. Ask the participants to identify some common
diseases and their causes in the community. Write down their answer. Repeat the exercise
on a seasonal basis (especially the summer, rainy and winter seasons) and the difference of
the severity of these diseases during each season. Write the answers on a flip chart. Draw a
Bar Diagram based on the information with the help of handout (24).
Step 2: Based on their answer, tell that, the causes of the diseases identified above can for
the most part be avoided through Hygiene Promotion and Disease Prevention (HPDP)
education. Discuss the importance of HPDP in daily life with the help of handout (24).
Exercise 24.3 Flash card Show
Step 3: Show the flashcards to the participants (pic-3.1, 3.2. 3.3) on unhygienic water,
unhygienic latrine and hygienic latrine. Ask them to share their understanding of the flash
cards. Write their opinions on a flipchart
36

Step 4: Provide lecture on intervention areas of HPDP from Handout (24) Health Promotion
and Disease Prevention.
Step 5: Reach a common understanding of the positive effects of HPDP. Develop a core
message on HPDP with the participants and wise commitment from the participants to
practice HPDP.
Session 25: Diarrhoeal Diseases and the Oral Saline

Objectives:
By the end of the session, the participants will have:

Key information and knowledge of diarrhoea.
Knowledge and the skill to prepare oral saline.
Information on how to prevent diarrhoea.
The ability to management outbreaks of diarrhoea.
Time:
2 hours
Methods:
Story telling, Experience sharing, Demonstration, Discussion
Materials:
Brown paper, marker, demonstration materials i.e. ORS sachet, salt,

molasses/ sugar, one Jug safe drinking water, litre water pot,
teaspoon and soap.
Handout (25) Diarrhoeal Diseases and Oral Saline, flashcard
Process
Exercise 25.1 Story telling
Step1: Welcome the participants and describe the objective of the session. Tell the
participants that you are going to tell a story. Participants should listen carefully and give
answers to your questions. Read the story from the handout (25).
Step 2: Ask the participants to answer the questions one by one and write their answer on a
flipchart:
What disease did Dulal suffer from?
Why was Dulals life threatened?
What advice did the health worker provide?
Why diarrhoea is dangerous?
What happens if young children do not receive liquid when suffering from
diarrhoea?
What supplementary food children should eat/drink when suffering from
diarrhoea?
What steps can be taken to reduce the risk of death of children who have
diarrhoea?
Summarise the answers and mention the key messages on diarrhoea from handout (25)
Diarrhoeal Diseases and Oral Saline.
37
Exercise 25.2 Experience Sharing

Step 3: Ask the participants what should they do if their children or family members have
diarrhoea? Compare their answers with the information from the handout (25). Show them a
packet of oral saline. Ask them whether they recognise it or not.
Exercise 25.3 Demonstration
Step 4: Ask one participant to volunteer to prepare the saline. If there is no volunteer, then
you demonstrate how to prepare saline.
Step 5: Tell the participants that there is an alternative to packet saline. Ask them whether
they know it or not. If someone responds positively, ask her or him to prepare the saline. If
nobody knows, show them how to prepare salt and molasses saline solution. Then request
2-3 participants to prepare salt and molasses saline solution. Before starting the preparation
request them to:
Wash their hands with soap.
Clean the litre pot and fill it with safe water.
Mix one fist molasses / sugar and one pinch salt in water.
Stir until the molasses and salt are dissolved.
Make sure that everybody could see the preparation. Ask them to show the measurement of
one pinch salt.
Step 6: Ask the participants about their learning from the above steps. Compile the learning
on a flipchart. Relate their answers with the seven key messages with the help of handout
(25). Also mention from the handout what liquid foods can be used in cases of diarrhoea.
Step 7: Tell the participants that although we have discussed the curative care of diarrhoea,
prevention is the best. Discuss how diarrhoea can be prevented with hygiene practice.
Reach a consensus on the understanding of the group. Conclude the session with thanks.
Session 26: Typhoid and Jaundice

Objective:
By the end of the session the participants will have information and
knowledge on:
Typhoid.
Factors associated with typhoid.
Mode of transmission of typhoid.
Signs and symptoms of typhoid.
How to prevent typhoid.
Jaundice.
Factors associated with Jaundice.
Mode of transmission of jaundice.
Signs and symptoms of jaundice.
How to prevent jaundice.
Content:
Basics of typhoid.
Basics of Jaundice.
38
Time:
1 hour 45 minutes
Methods:
Question and answer, Experience sharing, Lecture
Materials:
Brown paper, marker, board, masking tape
Handout (26) Typhoid and Jaundice
Process
Typhoid
Exercise 26.1 Question and answer
Step 1: Welcome the participants and explain the objective of the session. Ask the
participants what are the water-borne diseases commonly see in our locality? List the
answers on a flipchart. Look whether they mention typhoid or jaundice as a water-borne
disease or not. If they dont mention, tell them that typhoid and jaundice are water-borne
diseases commonly found in Bangladesh.
Exercise 26.2 Experience sharing
Step 2: Ask participants who has suffered from typhoid. Ask her or him to describe the
experience. How long they suffered? Where they sought treatment? If no such person is
present, explain it from your own experience or provide signs and symptoms from handout
(26).
Step 3: Provide lecture on the basics of Typhoid from handout (26).
Jaundice
Follow the same process of exercise 26.2 and 26.3.
Session 27: Arsenicosis

Objectives:
By the end of the session the participants will have information about
and knowledge of:
Factors associated with arsenic toxicity.
Signs, symptoms and complications of Arsenicosis.
Management of Arsenicosis.
Safe water and sources of safe water.
Content:
Time:
What is arsenic?
What is Arsenicosis?
How Arsenicosis patients are managed.
The present situation of arsenic contamination in Bangladesh.
Exposure to arsenic and the health risks in Bangladesh.
1 hour 30 minutes
39
Methods:
Brainstorm, Flashcard show, Lecture, Role-play, Discussion
Materials:
Poster, flipchart, brown paper, marker, sketch pen
Handout (27) Arsenicosis
Process
Exercise 27.1 Brainstorm
Step 1: Welcome the participants and explain the session objective. Ask them to brainstorm
on what they know about arsenic. Write down the answers on brown paper.
Exercise 27.2 Flashcard show
Step 2: Show available flashcards on Arsenic patients. Ask the participants whether they
have seen this type of patient in their real life or not. Lead a discussion comparing their
answer with the previous step.
Step 3: Refer to the previous step telling them that consumption of arsenic contaminated
water causes the disease shown on the flashcards. Mention that Arsenic is a colourless,
odourless chemical found in water that cannot be removed by boiling. Water always contains
Arsenic. If water exceeds the maximum permissible level (0.05mg/L), which causes adverse
effects in body. Elaborate your lecture on Arsenic and Arsenicosis with the help of Handout
(27).
Exercise 27.4 Role-play

Step 4: Select 4 participants as volunteers. Ask them to conduct a role-play. One of them will
be a patient, one a health worker, one a mother and another will be a villager who dislikes an
arsenic patient. Give clues that there is social discrimination for arsenic patients because
people usually do not like them. Brief the health worker about the basic of management of
Arsenicosis patient. Mention that the theme of role-play is to establish community
sensitisation for arsenic patient. The remaining participants will be the observers.
Step 5: At the end of the role-play, ask the observers to explain what they learned from it.
Write down the learning. Lead a discussion on the management of Arsenicosis patients with
the help of handout (27).
Step 6: Summarise the session reminding them that, there is no other remedy for
Arsenicosis but stopping the use of arsenic contaminated water.
40
Session 28: Sanitation

Objective:
By the end of the session the participants will be able to:

Identify different types of latrine used in community and family
level.
Describe the effects of open defecation on health and the
environment.
Explain the management of latrines.
Explain how to ensure environmental sanitation at community
level.
Content:
Effects of defecation on open space on health and the
environment
Operation and Management of latrine.
Environmental Sanitation.
Time:
2 hours 30 minutes
Methods:
Question
and
Answer,
Faecal-oral
contamination
cycle
demonstrations, Flash card demonstration, Discussion, Group work,
Lecture
Materials:
Board, marker, brown paper, masking tape
Education Material:
Handout (28) Sanitation, lash cards
Process
Step 1: Welcome the participants and explain the objective of the session. Ask them what
types of latrines are usually used at the community level and family level. Write down their
answer on a flipchart. Pick open defecation from their answer.
Exercise 28.2 Faecal-oral contamination cycle demonstrations
Step 2: Discuss in brief negative effects of open defecation on human health and on the
environment. Show them the diagram on faecal-oral contamination process with the help of
handout (28). Reach a consensus that we have to stop the practice defecation in the open.
Tell them that use of hygienic latrine is the only alternative of it.
Exercise 28.3 Flash cards demonstration
Step 2: Distribute flash cards on different types of hygienic and unhygienic latrines. Ask the
participants to arrange the flash cards according to the hygienic quality of latrines. Ask them
to analyse why they have sorted out some latrines as hygienic and some as unhygienic.
Lead a discussion telling them that a hygienic latrine should have following features:
Human faeces should be in a specific ditch.

Faeces should not be visible.
Animals like flies, chickens, ducks etc could not enter in it.
It will not emit foul smell.
41

Step 3: Discuss that two types of latrines are used in the community and family level in
general. Those are 1) Low cost latrine 2) Technology based latrine. Focus your discussion
on low cost latrine as a safe option. Because it is affordable for the community people.
Step 4: Discuss on hygienic operation and management of latrine with the help of handout
(28). Tell them that usually women do the maintenance and management of the latrine. But it
is not a work of female only. In fact every family member irrespective of gender (except
children) should be responsible for maintenance and management of the latrines.
Step 5: Relate your discussion on the previous session (HPDP) and tell them that using
hygienic latrine is not the only way to prevent disease and maintains a healthy environment.
Some other practices of daily life like garbage disposal, animal faeces disposal, cleanliness,
water source management, consumption of safe drinking water etc. have very important role
to keep the environment healthy.
Exercise 28.4 Group work
Step 6: Divide the participants into two groups. Provide them with brown papers and sketch
pen. Ask each group to draw a picture of a sanitised village from their understanding.
Step 7: At the end of the group work ask each group to present their drawing one by one.
Encourage one group to provide feedback to another group if there is any gap in the
presentation. Lead a discussion on how environmental sanitation can be maintained with the
help of handout (28).
Step 8: Tell them that UP is also responsible to ensure sanitation at community level. UP is
mandated to allocate 20% of their ADP budget. UP has a standing committee namely
WatSan Committee to look after WatSan situation at community level. As a community
member, we have to raise our voice for proper functioning of this committee.
Step 9: Summarise the session with a consensus that each participant will contribute to
her/his level for ensuring sanitation at community and family level.
Session 29: User Selection Criteria for Options.

Objective:
By the end of the session the participant will be oriented on the user
selection format for safe water and hygienic sanitation options.
Content:
GAF, User selection Criteria, User selection format.
Time:
1 hour
Methods:
Gender Analytical Framework (GAF) Exercise, Discussion
Materials:
Brown paper, marker, sketch pen, flipchart on GAF
Handout (29) User Selection Criteria and Technical Information on

the Options.
42
Process
Exercise 29.1 GAF Exercise
Step 1: Describe the objective of the sessions. Introduce the flipchart on GAF. Do the
exercise on the GAF through question and answers. This will give the participants practice in
analysing the gender gap in the existing Watsan implementation process (participation and
planning in site selection, option selection and cost sharing). Reach a consensus on
ensuring female participation in WatSan activities including decision-making, operation,
maintenance and management of water facilities.
Step 2: Introduce the User Selection Format from Handout (29) and explain how to use it.
Discuss on user selection criteria.
Session 30: Cost Sharing of Water and Sanitation Option.

Objective:
By the end of the session, the participant will know water and
sanitation option cost sharing protocol.
Time:
45 minutes
Methods:
Discussion
Materials:
Brown paper, marker, sketch pen, flipchart
Handout (30) Cost Sharing of Water and Sanitation Option. (See

Annex 1 for Details of Costing of Water and Sanitation Options)
Process
Step 1: Introduce and discuss the cost sharing policy for safe water and hygiene sanitation
options with help of handout (30).
Step 2: Allow time for the participants to ask questions to improve their understanding.
Session 31: Site selection for Safe Water and Sanitation Option.
Objective:
By the end of the session, the participant will be oriented

On suitable sites for safe water and sanitation option
On Option Site Selection Format
Time:
45 minutes
Methods:
Discussion
Materials:
Brown paper, marker, sketch-pen and flipchart
Handout (31) Site Selection for Safe Water and Sanitation Option
43
Process
Step 1: Ask the participant where safe water options and sanitation should be installed at
family and community level. Write down their answers. Lead a discussion on suitable option
of safe water and sanitation in the light of their answer and with the help of handout (31).
Exercise 31:2 Discussions
Step 2: Introduce the option site selection format and demonstrate how to use it. Facilitate
the findings of gender involvement in WatSan through gender analysis framework practiced
in the previous session.
Session 32: Option Selection for Safe Water and Sanitation.

Objective:
By the end of the session, the participant will be able to explain the
merits and demerits of safe water and hygienic sanitation options.
Time:
1 hour
Methods:
Group work, Discussion.
Materials:
Brown paper, marker, sketch pen, flipchart
Handout (32) Option selection for safe water and sanitation. (See
Annex 2 for Figure of different safe water and sanitation options)
Process
Exercise 32.1 Group work
Step 1: Describe the objective of the sessions. Form 4 small groups with all the participants.
Name the groups as the Tube well group, the Dug well group, the Rainwater group and the
Sanitation group. Ask the first three groups to find out the merits and demerits of the each of
their respective options. Ask the Sanitation group to find out the merits and demerits of low
cost sealed latrines.
Step 2: Ask each group to present their work. Encourage participants to seek clarification.
Exercise 3: Lead a discussion on specification, merits and demerits of different water options
and low cost latrine based on the group work and with the help of hand out (32). Dont forget
to mention and discuss on Pond sand filter option.
Session 33: Safe Water Option Operation, Maintenance and Management

Objective:
By the end of the session, the participant will be able to understand

safe water option operation, maintenance and management
Time:
45 minutes
Materials:
Brown paper, marker, sketch pen, flipchart, and VIPP card.
44
Hand out (33), Picture book (of Water Safety Plan).
Methods:
Experience sharing, Demonstration.
Process
Exercise 33.1 Experience Sharing
Step 1: Describe the objective of the sessions. Ask the participants to share their experience
on operation, maintenance and management of their existing safe water options. Lead
discussion about operation, maintenance and management of safe water option with the
help of handout, if they miss any points.
Step 2: Show the picture book on the ideal situation of safe water options. Give clarification if
the participants have any queries.
Session 34: Water Quality Testing for Safe Water Option

See the Training Manual for Arsenic Screening.
45
Handout
Chapter One: Community Mobilisation
Session 1
Handout (1) Nil

Session 2
Handout (2) Rapport Building

Points to remember during introduction with community people
Dress simply.
Exchange greetings with everyone that you meet. Remember to consider religion when
greeting and addressing people.
Show respect, especially to the elderly.
Behave modestly and with sensitivity to social customs.
When entering a house, ask permission from the householder first.
Explain why you visiting the village and answer any queries about the objectives of your
visit.
Rapport Building
Building rapport is one of the preconditions of PRA method. Establishing a welcoming and
accepting atmosphere at the outset will ensure a productive outcome for the villagers.
Mutual trust and respect is important as it enables the villagers to feel comfortable with
expressing their ideas, thoughts and feelings in front of others.
Rapport building takes time, effort and sensitivity on the facilitators part. It is something that
can not be rushed because it sets the stage for any future activities.
There are a variety of ways to build rapport with others. Some suggestions on how to create
a positive working and learning environment are given below:
Transact walk
Undertake a village transact this will help the villagers to get to know you and also for you to
get know the villagers in an informal situation as they show you the important facilities in
their village.
Learning a new activity;
Ask the villagers to teach you a new activity that is important in the village e.g. fishing,
weaving etc. Show a genuine interest in the activity, the villagers will be keen to explain how
to this activity.
Indigenous methods:
Villagers will have a great deal of technical knowledge about a specific activity. Ask them to
explain the process to you and how they learnt this process.
46
Session 3
Handout (3) Community mobilisation

Community:
Literary meaning of community is a body of people living in one place, district, country or a
body of people having religion, ethnic origin, cast, profession etc.
Community mobilisation:
Community mobilization is a capacity building process through which community individuals,
groups, or organizations plan, implement and evaluate activities on a participatory basis to
improve for and sustainable development (like WATSAN), either on their own initiative or
stimulated by others.
Points to remember during a community mobilisation
Like any development approach, community mobilisation is not the answer to every
development issue or the right approach for every community because communities are
not homogeneous entities. They must be recognised as socially internally differentiated
with different capacities, strengths and weaknesses.
Even within the same community, a single approach for certain issues might not be
applicable for others.
Gender, age, wealth, class, ethnicity and power should be considered during community
mobilisation
Key tasks usually involved in most successful community mobilisation
Ongoing dialogue between community members regarding their development or need

issues.
Creating or strengthening community organisations aimed to mobilisation.
Assisting in creating an environment in which individuals can empower themselves to
address their own and their communitys needs.
Promoting community members participation in a way that recognise diversity and
equity, particularly of those who (women, children, disable and older people) are most
affected in the community.
Working in partnership with community members in all phases of a project.
47
Session 4
Handout (4) Celebration of First Success

First success:
In this short phase the community people take a stride towards quick action with their own
capability, which is the result of community mobilisation. Community people select a very
small and quick attainable development issue through potential and problem analysis. Then
go to the action and get result.
Possible ways to facilitate community for first success celebration
Assist to fix the time, date and place

Assist to ensure the presence of the people from all levels.
Assist to ensure equal representation of female and male.
Assist to prepare a presentation on first success (issue selection, implementation, follow
up and completion).
For giving aspiration, the natural leaders who are involved in first success achievement
might be highlighted.
Steps of usually followed for meeting facilitation
48
Welcome the participants.

Selection of chair person.
Agenda setting.
Presentation on first success.
Discussion.
Invite the natural leader for giving a speech on his or her experience of first success.
Conclude the session.
Session 5
Handout (5) Formation of Organising Committee

Process of forming organizing committee
Personal contact.
Group discussion.
Para meeting.
Mass gathering.
Meeting conduction.
Process of meeting conduction for forming organising committee
Welcome the participants

Selection of chairperson.
Agenda setting.
Presentation on first success.
Discussion.
Invite the natural leader for giving a speech on his or her experience of first success.
Selection of members for organising committee through the consensus of existing
community people.
Resolution preparation.
Member selection criteria for Organising Committee
Member should live within the boundaries of the village.

Organising committee consists of 5/7 members.
Representation from every corner of the community.
Ensure equal representation of female and male.
Accepted by village people.
Leadership capacity.
49
Session 6
Handout (6) Formation of VBO

Steps usually followed for Meeting conduction for VBO formation:
Welcome the participants
Selection of the chairperson.
Agenda setting.
Discussion.
Selection of members for VBO through the consensus of existing community people.
Resolution preparation.
VBO member selection criteria
Member should live within the boundaries of the village.

A VBO consists of 20-30 members.
Representation from every corner of the community.
Ensure equal representation of female and male.
Accepted by village people.
Leadership capacity.
Willingness to participate in voluntary activities and has time to provide.
A balance of age groups should be maintained.
Composition of VBO
Chairperson (1)
Vice-Chairperson (1)
Secretary (1)
Cashier (1)
Members (Rest of the members of the VBO).
It should be mentioned that one position amongst Chairperson and Vice-Chairperson must
be reserved for female. First four dignitaries are responsible for managing the VBO while
members hold the voting authority like the dignitaries.
50
Session 7
Handout (7) Constitution

Constitution
Literary means of constitution is a body of fundamental principles by which a State or other
body is governed.
Components of Constitution
Name of the committee.
Objective of the committee.
Structure of the committee.
Membership criteria.
Working area.
Role and responsibilities of committee members.
Financial management.
Exclusion and inclusion membership.
Abolishment of committee.
Sample of a VBO constitution
51
Session 8
Handout (8) Problem Tree Analysis
Conceptual Diagram for Problem Tree Analysis
Tertiary
Effect
Secondary
Effect
Secondary
Effect
Secondary
Effect
Primary
Effect
Primary
Effect
Primary
Effect
Core
Problem
Primary
cause
Primary
cause
Primary
cause
Secondary
cause
Secondary
cause
Secondary
cause
Tertiary
cause
Tertiary
cause
Root cause
52
Model of Problem Tree Analysis
Violation of
Childrens right
Violation of womens right

Tension in marriage
and domestic
Sick women dont get

their
Deat
h
Socioeconomi
c
Lack of attention
Given to
children
Women sicknobody to take

care for her
Work
days lost
High risk of hygiene

related diseases
specially for women
children
Increase
d
treatmen
Lack of latrines
lead to reduce
privacy and
Poor hygiene practices
Lack of knowledge about

risks of poor hygiene
Information
not reaching
primary stake
holder
Illiteracy of women
Non availability of
WATSAN facilities
Lack of supply
chain
Boy preference
People dont
know where to go
for Information
Health workers
have several
programs not
just hygiene
f
d
Reluctant to duty
bear of local
Girls education
not considered
important their
role is wife /
th
Women not
allowed to make
decisions- but they
are the main
managers for
domestic chores
53
Chapter Two: Skill Enhancement

Session 9
Handout (9) Background and Objectives of WPP: SDSD

Project Background:
DASCOH has worked in the Rajshahi and Chapai Nawabganj districts since 1998. In the first
phase of SDC funding DASCOH implemented the WatSan Partnership Project (WPP) with
Care and International Development Enterprise. In WPP communities were mobilised to
form Village Development Committees (VDCs) and through them improve their water and
sanitation situation. The demand driven and community-managed project included arsenic
testing and arsenic-safe water options. The project was successful in building the community
management capability and capacity of 642 VDCs.
In WPP the arsenic test results showed arsenic contamination in 117 out of the 123 unions
in the districts. WPP was able to meet some, but not all of the safe drinking water needs
within the project area.
In this second phase of SDC funding DASCOH proposes to meet safe drinking water needs
in the 17 unions where arsenic contaminates between 20% and 62 % of all ground water
sources.
The second phase is known as WPP: Sustainable Solutions for the Delivery of Safe Drinking
Water (WPP: SDSD). WPP: SDSD focuses on WatSan service delivery with meaningful
community participation. It links effective mobilisation with increased safe water service
delivery capacity of Union Parishads (UPs). The selection of the project unions was based
on the arsenic contamination situation and the previous experiences of WPP in building local
governance capacity.
WPP: SDSD project will work in part of the previous WPP area and new areas.
Development Objective
Strengthen local participatory governance at the UP level to improve sustainable and
equitable delivery of WatSan services.
Specific Objectives of WPP: SDSD

Objective 1:
Objective 2:
Objective 3:
54
The UPs capability to influence, direct, control and manage WATSAN service
is improved.
Communities can act with UPs on WATSAN related issues.
Accountability assured through qualitative Project Planning and Management
(PPM) cycle.
WPP: SDSD Working Area

Cluster
#
1
Ased
Union
Alatuli
In/Out
WPP
Out
Sub total
Total
village
# of total
Total
ward
staff allocation per cluster
21
21
1 COCF
1 FF
2
Rulfao
Binodpur
Monakosa
Sub total
In
In
22
23
45
9
9
18
1 COCF
2 FF
3
Proyas
Gobratola
Baliadanga
Sub total
In
In
15
20
35
9
9
18
1 COCF
2 FF
4. Sach
etan
Satrajitpur
Moharajpur
Sub total
Out
In
21
37
58
9
9
18
1 COCF
2 FF
Nayalavanga
Ranihati
Sub total
Out
In
27
18
45
9
9
18
1 COCF
2 FF
Chak Kirti
Baraghoriya
Sub total
Out
In
23
13
36
9
9
18
1 COCF
2 FF
Chapai
total
Out-4 &
In- 7
240
99
Auchpara
Dhurail
Sub total
In
Out
33
39
72
9
9
18
1 COCF
3 FF
Out
In
29
27
56
34
23
57
185
9
9
18
9
9
18
54
1 COCF
2 FF
425
153
5.Swal-lows
6
Bikash
7
SDP
Gobindapara
Suvadanga
Sub total
9
Hujuripara
MSP
Damkura
Sub total
Rajshahi
total
Rajshahi+Chapai
8 Nis-krity
Out
In
Out-3 &
In-3
Out-7 &
In-10
1 COCF
2 FF
9 COCF
18 FF
55
Session 10
Handout (10) Basics of PRA

The term PRA is an acronym of Participatory Rural Appraisal
P- Participatory
R- Rural
A- Appraisal
PRA is a combination of approaches and methods, which enable local people to share,
enhance and analyse their knowledge of life and conditions, to plan and to act.
PRA hands the decision making over to the participants who decide on the planning and the
action to be taken. The outsiders role is one of a facilitator of the processes within the
community who would like to change or improve their situation.
The toolbox of PRA provides a multitude of instruments and methods in the field of:
Diagram
Visualization
Communication Patterns
Objectives
Identification of problems and needs, resources and potential for community action
through situational analysis and needs assessment.
Planning for future activities
Monitoring and evaluation of on-going activities
Why PRA?
Local people are motivated in WPP: SDSD through PRA to identify and prioritise their
problems regarding safe drinking water, sanitation, health education and communication.
Thus, WPP: SDSD organises the community and motivates them to eliminate WatSan
problems in their locality in a participatory way. PRA also helps people to identify their
resources and mobilise them to solve these problem. PRA tools are used in WPP: SDSD
activities e.g. motivation and rapport building with the local community. PRA plays a
significant role as a facilitation tool.
Principles of PRA
56
Learn from and with the people.

Discuss and share of experiences in an informal and relaxed manner.
Involve of all groups within the community, especially the marginalized.
Facilitators should initiate Watson active or discussion and then observe and listen.
Practical orientation to build rapport with the community.
The community generates and owns the outcomes, this will optimize the results.
Learn from errors made and be aware of own behaviour and attitude.
PRA is an ongoing process and should be adapted to different needs, participants and
situations.
Main features of a PRA

Participation
Learning with the community. This requires the team to empathise with the community and
jointly interpret, analyse and understand community-based information.
Range of techniques:
Expanding range of communication enhancing techniques
Flexibility and on-the-spot analysis
Methods are semi-structured and are revised and adapted to needs as the session proceeds
Triangulation
Accuracy is obtained through approaching the situation from many different angles
Multi-disciplinary team:
Team members should have different skills and should come from various backgrounds to
provide different perspective on the situation.
Reversal of learning:
To learn from the community people directly, in their environment and face-to-face meeting.
Learning progressively:
Learning through close examination of a situation, flexible use of methods, improvisation,
interaction and cross checking. Being adaptable within the learning process and not
following a blueprint of programme.
Optimising knowledge and overall impression
Avoidance of information overload, often a feature of surveys, and the cost of learning for
the sake of the truth of information and quantifiable data.
Trade off between the constraints of a time schedule, accuracy and the finished product.
Knowing what is needed, what is not? It is better to be approximately right than precisely
wrong.
Offsetting biases:
The team woks as a group to reflect on what is said, seen and not seen, who is meet and
not met and attempts to handle sources of error and their influences on the interpretation of
information.
Facilitating:
Facilitating the investigation, analysis and presentation by the people themselves lead to
learning by doing.
The presentation and owning of the learning outcomes will give people the opportunity to
extend their knowledge and options.
Self-critical awareness and responsibilities:
Facilitators are continuously examining their own behaviour and attempting to interact with
people more appropriately. This includes acknowledging errors as an opportunity for
learning, using ones own judgments and accepting personal responsibility for an action,
instead of just maintaining a rigid set of rules.
Sharing:
Sharing of information and ideas between the people, with the people and facilitators, and
between different facilitators.
57
Session 11
Handout (11) Different Tools of PRA

PRA method- Transect walk
A transect allows information to be gathered about the village or community and the
community in a relaxed and informal manner as you walk through the village with local
guides observing, questioning, listening, discussing and learning about the physical and
social features of a village.
58
59
Village Mapping
Village Mapping is a participatory tool to obtain information on the physical or geographical
features of a village, the population, social groups and the hazards and/or pollution status of
a village, etc.
60
Problem Tree Analysis

Problem Tree Analysis is one of the effective PRA tools to identify core problem, causes
(primary, secondary, Tertiary etc) of problems of a community. It also helps to identify effects
of the problem. The trunk of the tree represents the core problem while main root of the tree
shows the root cause of the problem. Branches of the tree show the effects of the problem.
Diagram for Problem Tree Analysis
Tertiary
Effect
Secondary
Effect
Secondary
Effect
Secondary
Effect
Primary
Effect
Primary
Effect
Primary
Effect
Core
Problem
Primary
cause
Primary
cause
Primary
cause
Secondary
Cause
Secondary
cause
Secondary
Cause
Tertiary
cause
Tertiary
cause
Root cause
61
Example of Problem Tree Analysis
Violation of
Childrens right
Violation of womens right

Tension in marriage
and domestic
Sick women dont get

their
Deat
h
Socioeconomi
c
Lack of attention
Given to
children
Women sicknobody to take

care for her
Work
days lost
High risk of hygiene

related diseases
specially for women
children
Increase
d
treatmen
Lack of latrines
lead to reduce
privacy and
Poor hygiene practices
Lack of knowledge about

risks of poor hygiene
Information
not reaching
primary stake
holder
Illiteracy of women
Non availability of
WATSAN facilities
Lack of supply
chain
Boy preference
People dont
know where to go
for Information
Health workers
have several
programs not
just hygiene
f
d
62
Reluctant to duty
bear of local
Girls education
not considered
important their
role is wife /
th
Women not
allowed to make
decisions- but they
are the main
managers for
domestic chores
Venn Diagram
Venn Diagram allows the participants to identify the organisation or actors who are working
in the village and to analyze their importance to, and influence on, the villagers and village
life.
There are different types of Veen Diagrams:
Simple or Multiple Veen Diagramwhere single circles or chapattis represent the
influence and effectiveness of different actors or organizations.
Causal Venn Diagram where chapattis represent the causes of identified problems.
63
Preference Ranking
Ranking tools can be used to compare several items according to different criteria by giving
them different sectors. Ranking provides information on why people make certain choices.
The criteria for ranking items and the range of scores, e.g. 1 to 5 or 1 to 10, must be agreed
upon before the participants begin the process. The local score of each item will determine
its overall ranking.
64
Session 12
Handout (12) Planning

Village Profile
Why Village Profile?
It is essential to have information on the present situation in the village before deciding on
action. A village profile is one way of documenting information about a community. Such
information can be used both for planning and as base line data for measuring change i.e.
participatory monitoring and evaluation of community development progress. Ideally a village
profile would be filled out annually by the VBO. A comparison of the annual results will show
the changes in the water and sanitation situation over time in a community.
65
WPP: Sustainable Solutions for the Delivery of Safe Drinking Water (WPP: SDSD)
Village/Para Profile Format
Name of PNGO:
Date of Preparation:
1. Village Name and Location
1.5.
Upazila:
1.1.
Village Name:
1.6.
District :
1.2.
Number of Paras:
1.7.
Information about Each Para in

Village
1.3.
Ward number:
1.4.
Union:
1.6.1
Name of the Para:
1.6.1
Ward Number:
2. Demographic Information:
2.1.
Type of Household
2005
Number
2006
2007
Vulnerable Households
Poor Household
Female Headed Household
Total Households in Village/Para
2.2.
Populati
on
Age
0-5
years
5+
Total
2.3.
2.4.
Village/Para Population
2005
Male
Female
Total
2006
Male
2007
Female
Total
Male
Female
Total
Vulnerable People in the Village/Para

Male Female Total
Male Female
Total
Male
Female
Total
Poor People in the Village/Para

Male Female Total
Male Female
Total
Male
Female
Total
3. Occupation and Education

3.1.
S
L
1.
2.
3.
4.
5.
6.
7.
Occupation of Household Head

Number of Households (#)
Occupation
2005
2006
Agriculture
Teacher
Business
Service
Rick/Van Puller
Day Labourer
Other
2007
3.2.
Educational Status of Household Head
SL Education Level
1
2
3
Illiterate
Literate (can
sign)
Literate
2005
Population (%)
2006
2007
Number (#)
2006
2007
only
4. Water Resources
4.1.
Main Sources of Drinking Water
SL
Type of Water Source
1.
2.
3.
Functional TW
Non-Functional TW
Deep TW
Total TW
Functional Dug Well
Non-Functional
Total Dug Well
Rain Water Harvesting
Pond Sand Filter
Others (Specify)
4.2. Ownership of Tube Well
4.
5.
6.
7.
8.
SL
Owner
1.
2.
3.
Private
Community
Institutional
4.3. Ownership Dug Well
SL
Owner
1.
2.
3.
Private
Community
Institutional
4.4. Ownership of Pond
SL
Owner
1.
2.
3.
Private
Govt.
Institutional
4.5.
2005
Number
2006
2007
2005
Number
2006
2007
2005
Number
2006
2007
Use of Water
SL
Indicator
1.
2.
Using Safe Water for Drinking Only

Using Safe Water for Drinking and Cooking
Only
Using Safe Water for all Purposes
3.
2005
2005
Number of Households
2006
2007
67
4.6.
Sources of Irrigation Water
SL Sources
2005
Number
2006
2007
1.
2.
3.
4.
5.
5. Information about Arsenic Contamination

SL
Indicator
1.
2.
3.
4.
5.
6.
7.
Arsenic Tested TW
Arsenic Contaminated TW
Arsenic Tested Dug Well
Arsenic Contaminated Dug Well
Households at Risk
Arsenicosis Patients
Patients Receiving Treatment
2005
Number
2006
2007
6. Sanitation Status
SL Indicator
1.
2.
3.
4.
2005
Number of Households
2006
2007
Using Hygienic Latrine

Using Unhygienic Latrine
Do not have a Hygienic Latrine
Have but do not use a Hygienic Latrine
7. Hygiene Status
SL Indicator of Hygiene Behavioural Status
1.
2.
3.
4.
5.
6.
7.
8.
9.
68
Percentage of Households that

Practice
2005
2006
2007
Keeping Food Covered

Keeping Water Pots Covered
Washing of Hands with Soap or Ash after
Defecation
Washing of Hands with Soap before Eating
Washing of Hands with Soap before Feeding
Children
Keep the Latrine Clean (Inside and Outside)
Family Members Drink Arsenic Free Water
Wearing of Sandal during Defecation and
Urination
Children have safe place for Defecation
8. Human and Material Resources

SL Indicator
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
2005
Number
2006
2007
2005
Number
2006
2007
2005
Number
2006
2007
Tube Well Mechanics

Dug Well Mechanics
Skilled Person for Sanitary Hardware
Community Resource Person (CRP)
Arsenic Screening Team Member
Doctor/Village Doctor
Village Health Worker
TBA (untrained)
TBA (trained)
Sanitary Hardware Centre
Others (Specify)
9. Educational and Social Institutions

9.1.Educational Institutions
SL Educational Institution
1.
2.
3.
4.
5.
9.2.
Primary school
NGO school
High school
Madrasa
College
Institutions, Committees and Groups
SL
Institution Tytpe
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Mosque Committee
Temple Committee
Social Club
Shalish Committee
Farmer Committee
Irrigation Committee
Samaj Committee
Market Committee
Cooperative
Others (Specify)
9.3.
SL
NGOs Working in the Village/Para

Number of Members
Name of Organisation Male Female Total
Type of Support
Based in
village or
Para (Y/N)
1.
2.
3.
4.
5.
69
10.
Village Problems
10.1.
S
L
Major Problems and Issues in the Village/Para and Probable Causes

2005
Problems
1.
1.1
1.2
1.3
2.1
2.2
2.3
3.1
3.2
3.3
2006
2.
3.
S
L
Problems
1.
3.
SL
Problems
1.
Root Causes
1.1
1.2
1.3
2.1
2.2
2.3
3.1
3.2
3.3
2.
3.
10.2.
70
Root Causes
1.1
1.2
1.3
2.1
2.2
2.3
3.1
3.2
3.3
2007
2.
S
L
1.
2.
3.
4.
5.
Root Causes
Natural Disasters in the Village/Para
Type of Natural Disaster
2005
Number
2006
2007
Use of Village/Para Format

1. Para Wise Information Collection
The same format is used for collecting and recording the information required for the village
and Para profiling exercise. A village profile is the sum of information in each of the Para
profiles. Therefore, a format must be completed for each of the Paras in a village. When
filling out a Para format the answer to question 1.2 is always 1.
For each Para, a VBO member is assigned to collect the information. There should be
agreement on the person or persons responsible for each Para to minimise
misunderstandings or duplication of information. Before beginning each of the persons
collecting information will have orientation on the process from the Community Resource
Person (CRP). All Paras must be covered in the survey. When the data is collected from
each Para a village data will be compiled in the village profile format. Decide on a date for a
meeting for compiling the profile data. It is important for all VBO members and those people
who collected Para information to attend this meeting. Each data collector should bring his or
her completed questionnaires so that the compiled village profile can be produced.
2. Village Wise Compilation (Village Profile)
The same format is used for collecting and recording the information required for the village
and Para profiling exercise. A village profile is the sum of information in each of the Para
profiles.
To produce a village format simply add the figures from each of the Para formats and put the
totals in a village format which is exactly the same as a Para format except 1.7. leave
section 1.7 blank. When submitting the completed profile all the Para formats should be
attached to the summary village profile.
When the data is collected from each Para a village data will be compiled in the village
profile format. Decide on a date for a meeting for compiling the profile data. It is important for
all VBO members and those people who collected Para information to attend this meeting.
Each data collector should bring his or her completed questionnaires so that the compiled
village profile can be produced.
3. How to Compile the Para Wise Information into a Village Profile
Read out the questions one at a time in the meeting. Each data collector will read out the
information from his or her Para profile format. A facilitator will record the information from
each profile as it is read out, and work out the total by adding up the figures for each
individual Para profile. The total thus arrived at, should be recorded in the village/Para profile
format in the appropriate section. When this process is completed and the total information
recorded the community has its village profile. Two copies should be made, one to be kept
by the VBO and another by the PNGO, who will hand it over to DASCOH for use in the
management information system. After inputting data DASCOH will return the village profile
to the PNGO for their village files.
Needs Identification Matrix

Column 1
Present Water and
Sanitation Situation
Only 50 families
Column 2
Barriers to Meeting
Aspirations
Villagers are not
Column 3
The Needs to
Remove Barriers
Water and
Column 4
Water and Sanitation
Aspirations
Sanitary latrines
among 300 families

in the village use
water sealed latrine
aware about
benefit of using
sanitary latrines
Poor families can
not afford the
purchase and
installation of
latrines
sanitation
awareness
campaign
Free distribution
of latrines among
the poor families
Credit support for
the poor families
used by all (300)

families
Needs Ranking and Selection Matrix (an example)

The Needs to
Remove Barriers
WATSAN
awareness creation
Distribution of
latrines among
poor families
Credit support for
poor families
Relative
Importance
Score: 1-10
VBOs
Capacity To
Address
Needs
External
Opportunity
Total score
Priority
rank
10
23
14
Final Selection need: WATSAN awareness creation among the community
72
Rules for Jigsaw puzzle

Each group will be given 4 pieces of a jigsaw to make a complete picture of a tube well
If they encounter a problem, then they are to decide on a solution
No group will be able to make a complete picture unless they join together and share each
groups pieces with each other and finally they will do that (dont disclose this point to the
participants)
Picture showing how to prepare a large jigsaw of tube well
11
12
3
Picture of a tube well
14
13
10
15
16
Instruction: Cut the picture of the tube well into16 pieces, along the lines, as above. Dont
write a number on the pieces.
73
Matrix to Identify the Resources and Opportunities to Address Selected Needs
SL
Needs to
Remove
Barriers
According to
Priority
Resources
Required
Govt.
Resources and Opportunity

NGO
Community
Others
Resource Mobilisation
People have information on the sources of resources that can be mobilised. However, they
can lack information about technological advances and services related to their selected
needs that government departments and NGOs could provide to support their own efforts.
This information gap restricts people from making informed choices. For facilitating this
session a facilitator need to have and provide the following information:
Government services available in water and sanitation:
What are the services?
Which department provides them?
How can these services be accessed?
Types of water lifting device for wells and tube wells, especially those newly developed,
where to purchase them and their cost:
Type of tube well.
Where to purchase them.
Advantages and disadvantages of each type.
Installation, operation and maintenance costs, including material, labour, transport and
transaction costs.
Types of latrines, especially newly developed technology, where to purchase them and their
cost:
Type of latrine.
Where to purchase them.
The advantages and disadvantages of each option.
Costs, including material, installation, labour, transport and transaction.
74
Strategy Selection Matrix

Column 1
Needs
to
Remove Barriers
According
to
Priority
Column 2
Strategies
(various
alternatives)
Column 3
Scoring [1-10]
Relevance
Achievability
Column 4
Resource
Availability
Rank for
selection
75
Yearly Village Action Planning Matrix

Village Action Plan for the Year
Name of the Village:
Name of the VBO:
Sl
Column 2
Strategies
Column 3
Selected
Activities
Column 4
Target
Column 5
Resources
Needed
Column 6
Contribution
Of The
Villagers
Column 7
Sources Of
The Rest Of
Resources
Column 8
Responsible
Person
Column 9
Start Date
Column 10
Completion
Date
Column 11
Outcomes
Monthly Monitoring Matrix

Name of the PNGO:
Union Parishad:
Sl
no.
Activities
Date:
Ward No.
Target
Achievement
Name of the month
1
2
3
4
5
Village:
10
11
12
Total
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
77
Session 13
Handout (13) Financial Management

Concept of Financial Management
It requires for an organisation to know the amount of money they have and the amount they
can spend. It also requires knowing the heads of the expenditure and possible income for
certain period in the future. The process of having the projected expenditure and income
helps to manage a fund wisely. Also the expenditures needed to be well documented, so
that the people who are spending the money are transparent and accountable to the others
in the organisation. All these together are financial management.
Necessity of Accounts Keeping
By keeping accounts an organisation and its members get a clear picture of their funds i.e.
how much they had, how much they have spent and how much is left. Accounts keeping
give donors a very good idea of how the money was spent, if the fund was generated from a
donor or more than one donor. Transparency of the accounts and transparency of the
accounts keeper will create a friendly atmosphere.
Budgeting
Once you have a plan of activities, you will naturally want to know how much it will cost for
the activities to be completed. Calculating and documenting the costs are called budgeting.
Budget also include the projected sources of income e.g. members subscription, contribution
from local businesspersons etc. Budget is prepared for a certain period of time. For example:
one year, five years etc.
Below is an example of a budget:
Donation: If this amount is more than the commitment of the donors then the organisation
need to look for other donors.
Recording receipt and payment
Every transaction should be recorded and preserved. We need to ensure the recording of
every transaction. The book in which you record these transactions are called Cash Book.
The closing balance of the cashbook and the amount in hand should match. An example is
given below:
Acknowledgement of receipt and payment

When you pay to somebody, it requires the receiver to acknowledge that the receiver has
received the money. Acknowledging the receipt is necessary for the transparency and
safeguard of both the payer and the receiver. For example, when you pay for a water pump
and the vendor doesnt give you an acknowledgement of receipt, it may happen that the
vendor claims that you bought the pump on credit. In that case you dont have any proof that
you have paid the person.
Similarly when you receive from somebody, the payer might want to get an
acknowledgement of receipt. Even he or she doesnt want one; it will be your duty to provide
78
an acknowledgement of receipt. The receipt should contain a serial number. The number
must be recorded in the cashbook.
Banking procedures
The bigger fund you have the more problematic it will become to do daily transaction in cash.
Therefore, bank is the best solution for safer and better fund management. If we want to
save our money in to bank and do the transaction including receiving money from different
donors, we need to open an account with the bank. Generally we see three types of account
described below:
Current Account: This is a well-know account. You can deposit and withdraw money
whenever you would like. You can also withdraw more money than you have in your
account. This is called bank overdraft. For this kind of withdraw bank charges some interest.
Bank also charges an annual fee for operating such an account. The fee is known as bank
charge. In current account bank doesnt give any interest to the accountholder. For
withdrawing money a withdrawal slip is required. The slip is called cheque.
Savings Account: This account is slightly different from current account. You can deposit any
amount whenever you like, but the withdrawal is limited. Only twice a week you can
withdraw. Bank collects an annual fee for operation of such an account. In this account bank
also gives an interest on the balance. The interest is debited to the account at the end of the
year. For withdrawing money cheque is required.
Fixed Deposit Account: In this account you can get a highest rate of interest by saving
money for certain fixed period of time. Depending on the duration of the deposit interest rate
varies. It is possible to take loan against the deposit. At the maturity bank usually deducts
government tax at the rate fixed by government.
In relation with current and savings account cheque is an important document. Bank
provides a chequebook containing 10 leaves and a requisition slip for a new book in case all
the leaves have been used. A sample of cheque is given below:
Account keeping of bank transaction: If there is a bank account and transactions are done
through bank, a bankbook is required for keeping tract of the transactions. Bankbook is
similar to cashbook. The bankbook serves as record. If you have more than one account
then keep separate book for each account. Following is an example of Bankbook.
Date
Particulars
Deposit
slip no
01/01/05
Opening balance
21/01/05
Members
subscription
Stationery purchase
Withdrawal
receipt no
Cheque
no
Deposit
Withdrawn
Balance
5,000
22/01/05
501
5,000
10,000
1201
1,500
1202
2,000
8,500
24/01/05
26/01/05
Purchase
of
Sanitary Items
Donation Received
28/01/05
Wages
6,500
502
40,000
for
latrine
1203
46,500
4,000
79
31/01/05
installation
Receipt from cost
sharing of Sanitary
Item
42,500
503
20,000
62,500
Operation of bank account: It is advisable to operate Bank Account jointly. It means that at
least two different persons signature will be required on the cheque for withdrawing money
and spare chequebooks. Signatories will be selected in a meeting. A copy of the meeting
minutes will have to be submitted to bank. If you want to change the signatories you need to
submit the new meeting minutes for the signatories to take effect.
Double Entry in Cash Book and Bank Book: When an amount is deposited in to bank it is
recorded in the cashbook at the payment column and in the bankbook at deposit column.
Similar entries are made when money is withdrawn. This is called double entry system. You
need to be careful in recording entry in this system.
Receipt and Payment Account
At the end of the year you need to prepare a receipt and payment account for presenting the
overall situation of the fund. Consider the following issues during preparation of this account.
The opening balance from the cashbook and the bankbook will be posted on the
receipt column.
Other receipts (advance and outstanding) will be posted on the receipt column.
Other payments (advance and outstanding) will be posted on the payment column.
The difference between total receipt and total payment is the closing balance. The
closing balance will match the balance of the cashbook and the bankbook. If that is
not the case then there must be some error. To find out what the error is you need to
check whether you have posted all the transactions.
An example of receipt and payment is given below:

Receipt
Taka
Opening balance
Payment
Taka
Purchase of Ring and Slab
3,500
Cash in Hand
2,000
Remuneration for volunteers
3,500
Cash at Bank
5,000
Purchase of Stationary Items
5,000
Donation received
55,000
Wages for Installation of Latrines
5,000
Miscellaneous sale
2,500
Bank charge
200
Members subscription
2,500
Closing balance
Subsidy from the sale of Sanitary items
20,000
Cash in Hand
10,000
Cash at Bank
59,800
Total
87,000
Total
80
87,000
Session 14
Handout (14) Supervision

Story of Madhumati
Madhumati, the only daughter of Rabeya, had grown up to an age where she wished to
marry. Rabeya invited the family of Tarik who was known to be kind and honest person in
whose care Madhumati would blossom. This meeting went well. Both families agreed to
enter marriage negotiations. However, Tariks Grandpa being a traditionalist sent a message
that he wished to eat food cooked by Madhumati. Rabeya was concerned. Madhumati did
not know how to cook very well. Rabeya decided to encourage Madhumat to learn how to
cook a little better. Shajahan Miah, father of Madhumati, discussed with Rabeya that he had
seen a good cookbook. Madhumati had been a first class student giving her father great
pride in her learning abilities. He had no doubt she would learn cooking easily from a book.
Therefore, they bought the book as a surprise gift for their very favoured daughter. Of
course their son Shahed would be able to use the book and learn how to cook as well.
Madhumati started to learn how to cook and as she did, taught her brother.
Every day Rabeya enquired of her daughters progress. Madhumati was clever and
interested in cooking and so was pleased when her mother showed an interest. After fixing
the ox cart, Rabeya asked Madhumati many different and detailed questions about cooking.
Madhumati answered diligently, but not always correctly. Rabeya was pleased; particularly
by the way Madhumati was involving her brother who popped in the odd answer here and
there. By the answers Madhumati gave, Rabeya thought she was ready to cook for her inlaws. Rabeya had never watched Madhumati cook.
On the day of cooking Madhumati prepared the vegetables by washing and cutting them.
Her father bought a modest Ruhi, which Madhumati was ready to fry. She dropped a piece
of fish into the boiling oil from above the frying pan. Instantly, the boiling oil splashed on
Madhumatis hand. She yelped with pain and cried Ma. How could this accident have been
prevented?
What is Supervision?
Supervision is a management function. It involves: planning and organising, leading and
controlling.
In planning and organising a VBO member spends most time supervising community
activities rather than the overall programme.
Leading: VBO members show leadership in the day-to-day operations of their VBO because
they have more interactions with service providers. This requires skills in motivation,
delegation and communication.
In controlling people the VBO members role is in service delivery. This includes orientation
for new VBO members to help them learn about their responsibilities, the relationship with
the VBO and the VBOs goals and objectives. It also includes providing necessary training to
upgrade VBO member and community members skills. Trainings could include simple
accounts keeping, recording minutes of meetings, sanitation, disease prevention and health
promotion.
81
Controlling resources: This requires the VBO member to have and use technical skills. A
VBO member is frequently in contact with community members and she or he needs to be
able to provide technical support to them when this is needed.
Controlling involves; establishing a management information system to make sure
appropriate information is collected in an efficient manner; measuring progress of the
organisation, monitoring performance, providing feedback to people on a regular, informal
basis, including positive feedback and constructive criticism.
Style of supervision
There are two types of supervisory style; instructive and consultative. Following is a
comparison of the styles.
Supervisory Style
Instructive Supervisors
Consultative Supervisors
Mostly make decisions on their own and then Consult with others before making a
announce them to others.
decision. Sometimes the decision may be a
group decision.
Have a great need for control and are Are willing to delegate and to take
unwilling to take risks.
reasonable risks.
Enforce decision according to established Use standards as guidelines but trust
standards or their own view. Permission to subordinates to bypass norms in unusual
bypass norms must be approved in all cases. situations and adjust accordingly without
necessarily asking for approval.
Focus on the final product-they are much Focus on the way people work together they
more task-orientated.
are much more process-orientated.
Use primarily punitive action (fear) to Use
mostly
positive
reinforcement
maintain discipline.
(motivation,
incentives)
to
maintain
discipline.
Dont feel the need to listen to others or bring Encourage discussion; spend a lot of time
subordinates in discussion.
listening to others.
82
Session 15
Handout (15) How to Organise a Meeting

What is logistics?
Logistics is the organisation of supplies and services. In our case we will discuss the
supplies and services required to hold a meeting. The supplies and services needed for a
meeting are based on the activities that will take place during the meeting. For example,
during a meeting an agenda must be agreed. For this we will need a flip chart (either brown
paper of white paper) and a marker. We will also need something on which to hang the
paper. This could be a rope, the back of a chair or anything else that is available in the
meeting venue. The following matrix will help identify the logistics required for any meeting.
Purpose
or Type of
Meeting
Activities
During the
Meeting
Put a Tick Against the Items

Arranged for each Meeting
Date of Meeting
Logistics
Required for
the Activity
06/09
/05
Monthly
Meeting
Agree
agenda.
the
Hold Discussion
Write Minutes
Hygiene
Promotion
Meeting
Agenda
Hygiene
Education
Session
Care
Taker
Training
Theory Training
Practical
Training
Flip
Marker
paper,
Resolution Book
Paper
Note books
Flip Chart
Marker
Hygiene
Ed
Materials.
Organise
seating
arrangement.
Session Plan
Trainer
Education
Materials
Here we have made provision for six meetings, as an example. You can make provision for
twelve meetings in a year, one for each month. You can also leave some blank rows to write
new activities in case there is one. In case you dont have a certain activity in one meeting
then in the column for ticking you can write N/A i.e. not applicable.
Meeting Attendance
When compared, a bicycle and an organisation have similarities. Without a rider you cannot
think of moving a bicycle forward. The rider is not enough. The rider needs to pedal. If the
rider doesnt do that it will not move forward. Similarly, the members of an organisation are
the rider and meetings are the pedals. Therefore, in order for an organisation to move
forward its members need to have regular meetings i.e. agree to pedal. The presence of a
majority of the members is required to take a decision i.e. the pedals. If only a few members
take decision, it may happen that it will not serve the purpose of the majority i.e. will not
move the bicycle forward.
83
Steps to Hold a Successful Meeting

There are activities before, during and after a meeting.
Activities before a Meeting
Notice: Notice of the meeting is very important. Notices should be written and signed by the
president. Notices should contain the date and place, objective and the agenda of the
meeting.
Serving notice of the meeting: The members should be informed at least a week before the
meeting so that they can adjust the schedule of their other programmes around the meeting.
Physical arrangement: Just before the meeting the secretary or the person designated by
the secretary should check the venue. He or she needs to check the seating arrangement,
for example are there enough mats and logistics brought according to the checklist etc.
Reminding the participants about the meeting: The secretary or the person designated by
her/him can remind the participants one or two days before the meeting to make sure that
they participate in the meeting.
Activities during a Meeting
Welcome: The chairperson of the meeting will welcome the participants and greet them.
Agenda of the meeting: The chairperson will then start the meeting by asking people
whether they understand and agree on the agenda. Then he can ask for additions to the
agenda. If there is a point to add then it will be noted in the minutes. Then the chairperson
will move the meeting forward by asking if the previous minutes are agreed or alternatively
reading through the previous minutes.
Appointing Minutes Keeper: The chairperson will make sure that somebody is taking notes
for the minutes. Only the decisions or the action points should be written in the minutes. The
chairperson can summarise the decisions taken for the purposes of the minutes.
Decision Making: The chairperson should to be impartial in decision-making. The decisions
taken should bring benefits to the people. Before making a decision the chairperson needs
to ask for members opinion and consider them. If the decision is a good one all the
participating members can take the credit. In case it is a bad one, only the chairperson would
not be blamed.
Distribution of roles and responsibilities: The chairperson may ask the participants to
volunteer to do the job in relation to implementation of the decisions. If there no one
volunteers, then the chairperson may ask individuals to take responsibility for a particular
task.
Closing the meeting: Before closing the meeting the chairperson should get everybodys
consent to the date of the next meeting. Then thank the participants once again for their
valuable time and participation.
84
Reaching a Consensus in a Participatory Manner.
Do not continue to argue just to establish your opinion. Be respectful to the opinion of
others. Consider the logical decision taken by the group as the right decision.
Let others express their differences. Difference of opinion is not a hindrance to reaching
consensus. It helps a group consider the different aspects of a situation.
If there is some excitement in the group try to bring it under control. Dont let it go beyond
the meeting. Some good opinion may come out of the argument. Everything that comes
from a member contains his or her feeling and experience. This helps to create new
values.
Try to identify the cause of the problem. A problem may have more than one cause. It is
important to find out the root cause of the problem. Only then a solution can be made.
But do not come to a conclusion before analysing the problem. Take some time to
analyse the problem from different perspectives. Then select a very simple solution.
85
Session 16

9.1
Leadership: Leadership
Picture of boatmen without a head boatman
Picture of boatmen with a head boatman
86
Leadership
Leadership is an exercise of power. Many people have mixed feelings about power, because
it is often abused. The responsible use of power is one of the most important moral and
ethical issues of our time. In building good supportive structures we help to ensure that the
power of each individual and the group as a whole is used for the good of the people.
One of the key elements enabling people to realise their own potential and to have selfrespect is their relationship to the leader of their community.
If an organisation/community demand that a leader do the work for them, the
organisation/community is not taking responsibility for its own destiny, nor is the group able
to stand on its own. This is often a fault of our own concept of leadership.
Style of Leadership and its Importance
Different situations call for different types of leadership. For example, if the house is on fire, it
is a question of survival and thus an authoritarian leadership is appropriate.
In a new organisation with a strong experienced leader, while an organisation feels very
insecure about its own identity or role in a society, a consultative leadership may be
appropriate. For example, members of a new VBO may have so many questions about
themselves and their relation to the GO/NGO, that the style of leadership can help them best
(at certain moments) might be one where the members know that they can trust the leader to
make decision for them and thus feel secure.
Authoritarian leadership
Leader takes all decision and strategies.
Strategies and steps are always dictated by
the leader. As a result there is always an
uncertainty regarding future directions.
Naturally the leader assigns responsibility
for a specific task to a specific group
member.
Leader nurses self-centred attitudes. S/he
wants praise for her/him but likes to criticise
other. Always prefers to avoid active
participation but whenever there is a
chance of show off, s/he arrives.
Participatory/ Consultative leadership

Leader takes decision and develops
strategies with the support of group
members through group discussion.
Strategies and steps are taken during the
discussion. The leader describes the
groups objective and strategies.
A group member can avoid a responsibility
according to her/his likings through group
discussion.
According to the reality, the leader
appreciates her/his group member to keep
their confidence high.
Characteristics of Good leader

A good leader should have following characteristics:
Physical Fitness: Leading is a hard work. Thats why; a leader should have good health
and strong mental fitness to bear all kinds of pressure of leading.
Educational and Social status: A leader should be educated. Proper education makes a
person analytical, sincere, studious and self-critical. A leader should have a respectful status
in the society.
87
Intelligence: There is no alternative to intelligence. This is a must for a leader. S/he needs
this quality to select her/his activist and to prepare work plan.
Charming Personality: A leader should have strong and charming personality. A leader
with pleasant personality can encourage another and get her/his job done through that
person. Besides, leader should have flexibility to adjust herself/himself with each possible
situation.
Self-confidence: In addition to different qualities, a leader should have inner inspiration for
leadership. This will make her/him more active and committed for carrying out
responsibilities. Self-confidence acts as the driving force in this regard.
Aware of Role and Responsibility: Taking leadership of an institution is not everything. At
the same time s/he has to have mentality and enough courage to take and bear the
responsibilities as well.
Ready to take Initiative: A leader has to take initiatives for preparing plan of the
organisation and implementing it. An afraid, escapist and weak-hearted person can not lead
anything on the earth.
Capability to get cooperation: A good leader should be able to get cooperation from others
by her/his thinking, attitude, behaviour and exemplary activities.
Administrative Capability: S/he should have the administrative capability to distribute
activities among group members and supervise the implementation process to achieve the
goal of the organisation.
Inter-personal relationship: A good leader should have capability to anticipate reflection of
a decision or activity to different group members so that any negative steps can be avoided.
9.2
Leadership: Alternative Leadership
Case study: Story of Alatuli Padma VBO

Mr. Rahman, chairperson of the Alatuli Padma VBO, was very dedicated to his organisation.
He was always concerned about his VBO. He used to shoulder all the responsibilities of the
VBO alone. At the consequences of his sincerity and hard work, the Alatuli Padma VBO had
become one of the best VBO in the Upazila. Everybody was amazed at his charismatic
leadership as he had run and improved the VBO single handled. All VBO members felt
proud of their leader. They could not think of the existence of their VBO without their
chairperson. He got his award for that as the Upazila Nirbahi Officer recommended his name
for training on fisheries at Rajshahi. After receiving the training he started a fisheries project
at the Upazila town taking a pond on lease. He could not give time to his VBO at Alatuli as
earlier. Because he had to stay at the Upazila town to take care of his project.
Alternative Leadership
Leadership is vital for operating an organisation or group and to achieve the purpose and
objective of it. If there is a quality leadership, the organisation can implement its activities
properly. But if there is no leader in the group or the leader remains absent in the group,
normal functioning of the group faces interruptions. Thats why; with an established leader a
group needs one or two other supportive leader who can execute the role of the main leader
in absence of her/him. In the permanent absence of the main leader, these people come
88
forward and bear the responsibility of the leader. Thus they become main leader of the
group. This is alternative leadership.
Leaders role to develop alternative leadership

Developing alternative leadership is apparently a hard task. But if the leader can broaden
her/his attitudes, s/he will get many besides her/him who has the potentialities of a leader.
Leader can identify this type of members with natural leadership quality and nursing her/his
quality for future. If this natural quality does not get enough attention, it may die someday.
Things to remember that nursing should be taken secretly so that other group members do
not take her/him as a competitor.
There is no straight way to develop alternative leadership. A leader should delegate
responsibility to the potential leader so that s/he can prepare her/himself for future
responsibility.
Authority delegation is the real path to develop alternative leadership.
Why Authority Delegation
Delegation is needed whenever a decision is implemented. (In most organisations no

one person can do all the tasks).
Good delegation does not lessen the power of the organisation or the leader, but in fact it
extends the ability of the organisation and the leader to achieve goals they would be
unable to arrive at, either as a whole group, or if the leader worked alone.
Commitment grows when people experience taking responsibility. They also need
support to balance the risk of trying something new.
The delegation process brings out maturity and growth in both parties. It generates
commitment, satisfaction and growing interdependence. Interdependence is the opposite
of both dependency and individual isolated action. It is recognition of mutual need for
one another.
Commitment usually builds when responsibility is delegated to small teams or
individuals.
Steps of Authority Delegation

Analysis
Observe the potential leader analytically whether s/he has been competent to bear the
responsibility of a leader.
Mutual Understanding
Discuss with the potential leader on the objectives, duration and standard of the activities
s/he is going to lead.
Support
Support her/him to execute her/his responsibility
Points to remember for developing Alternative Leadership
Elect the leader and works with her/him at leadership level.

Delegate responsibility time to time.
Help to identify mistakes.
Assure that you are with her/him.
89
Be patience and give time.

Send her/him to training.
Give her/him scope to express.
Elect alternative leader neutrally.
9.3 Leadership: Conflict Resolution

Conflict is basically the contradiction of personalities. It is natural like family quarrels and
sometime necessary indeed.
Reasons of Conflict
In general, presence some factors in a group may causes conflict:
Confusion about the borderline of responsibility.
Authoritative attitude of some individuals.
Differences in interest and values.
Differences in social background.
Differences in cultural background.
Differences in political background.
Differences in professional background.
Cliques from outside.
Biasness.
No organisation can ignore conflict. Conflict brings crisis for an organisation but it also
creates opportunities for further growth of an organisation if it s managed constructively. For
self-help and sustainable organisational development, A VBO should always keep its
concern to analyse and resolve conflict.
It does not necessarily mean that whole time solidarity is the symbol of the unity of a group.
However, if the conflict is not identified in the right time or it is suppressed rather than
solved, it gradually become dangerous and threatening. It ruins the working environment of a
group and contributes toward groups untimely death.
So a leader should know the following things regarding conflict:
How conflict arise.
How to identify conflict.
How suppressed dissatisfaction can be expressed through conflict.
How conflict can be resolved within the group.
Role of negotiator in conflict resolution.
Following symptom are seen in a conflicting group:
Some of the group members become inactive.
Contradict with group decision and show rejection in assigned responsibility.
Debate on silly thing.
Many of the group members avoid the group activities.
Practice self-centred and authoritative attitudes.
Make lame excuses like sickness to get rid of group activities.
Cliques from outside in order to break the unit.
90
Conflict Resolution
Following strategies could be adapted for conflict resolution at various situations:
Forcing
When with decisive action is necessary (i.e. emergencies).

On important issues where unpopular actions need implementing (i.e. cost cutting,
enforcing unpopular rules, discipline).
Collaborating
To find an integrative solution when both sets of concerns are too important to be
compromised.
When your objective is to learn.
Compromising
When goals are important but not worth the effort.

To achieve temporary settlement to complex issues.
To arrive at solutions under time pressure.
As a back up when collaboration or competition is unsuccessful.
Avoiding
When an issue is minor, or more important issues are pressing.

To let people cool down and regain perspective.
When issues seem tangential or symptomatic of other issues.
Accommodating
When issues are more important to others than you to satisfy others.
To build social credit for later issues.
To allow subordinates to develop by learning from mistakes.
Conflict Resolution Format

Type of conflict
Causes
Conflict in the village

Suggested steps for Skills required for
solution
the VBO leaders
91
Chapter Three: Governance

Session 17
Handout (17) Governance

What is governance?
The terms "governance" and "good governance" are being increasingly used in the modern
world. Bad governance is being increasingly regarded as one of the root causes of all-evil
within our societies.
The concept of "governance" is not new. It is as old as human civilisation. Governance is the
manner in which power is exercised in the management of a countrys economic and social
resources for development. Simply put "governance" means: the process of decision-making
and the process by which decisions are implemented (or not implemented). Governance can
be used in several contexts such as corporate governance, international governance,
national governance and local governance.
What is good governance?
Good governance is a process of executing a coherent governing plan for the nation based
on the strategies, interest and priorities of the citizens. Its purpose is to create a just society
based on the principles of inclusiveness, liberty, equality and cooperation. The good
governance also needs self-discipline and integrity of these in power, market (corporate) and
civil society. Every citizens is entitled to an equal say in the conduct of public affairs is the
heart of good governance.
Good governance is very much linked with institutionalised values such as democracy,
observance of human rights and greater efficiency and effectiveness within the public sector.
Governance can be divided into three component dimensions: the political, the socioeconomic and the dynamic interaction of these two through the process of institutional
management.
Characteristics of Good Governance
Good governance has 8 major characteristics. It is participatory, consensus oriented,
accountable, transparent, responsive, effective and efficient, equitable and inclusive and
follows the rule of law. It assures that corruption is minimised, the views of minorities are
taken into account and that the voices of the most vulnerable in society are heard in
decision-making. It is also responsive to the present and future needs of society.
92
Characteristics of good governance
Participation
Participation by both men and women is a key basis of good governance. Participation could
be either direct or through legitimate intermediate institutions or representatives.
Participation needs to be informed and organised. This means freedom of association and
expression on the one hand and an organised civil society on the other hand.
Rule of law
Good governance requires fair legal frameworks that are enforced impartially. It also
requires full protection of human rights, particularly those of minorities. Impartial enforcement
of laws requires an independent judiciary and an impartial and incorruptible police force.
Transparency
Transparency means that decisions taken and their enforcement are done in a manner that
follows rules and regulations. It also means that information is freely available and directly
accessible to those who will be affected by such decisions and their enforcement. It also
means that enough information is provided and that it is provided in easily understandable
forms and media.
Responsiveness
Good governance requires that institutions and processes try to serve all stakeholders within
a reasonable timeframe.
Consensus Oriented
There are several actors and as many view points in a given society. Good governance
requires mediation of the different interests in society to reach a broad consensus in society
on what is in the best interest of the whole community and how this can be achieved. It also
requires a broad and long-term perspective on what is needed for sustainable human
development and how to achieve the goals of such development. This can only result from
an understanding of the historical, cultural and social contexts of a given society or
community.
Equity and inclusiveness
A societys well being depends on ensuring that all its members feel that they have a stake
in it and do not feel excluded from the mainstream of society. This requires all groups, but
particularly the most vulnerable, have opportunities to improve or maintain their well-being.
Effectiveness and efficiency
Good governance means that processes and institutions produce results that meet the
needs of society while making the best use of resources at their disposal. The concept of
93
efficiency in the context of good governance also covers the sustainable use of natural
resources and the protection of the environment.
Accountability
Accountability is a key requirement of good governance. Not only governmental institutions
but also the private sector and civil society organisations must be accountable to the public
and to their institutional stakeholders. Who is accountable to who varies depending on
whether decisions or actions taken are internal or external to an organisation or institution. In
general an organisation or an institution is accountable to those who will be affected by its
decisions or actions. Accountability cannot be enforced without transparency and the rule of
law.
94
From the above discussion it should be clear that good governance is an ideal, which is
difficult to achieve in its totality. Very few countries and societies have come close to
achieving good governance in its totality. However, to ensure sustainable human
development, actions must be taken to work towards this ideal with the aim of making it a
reality.
Gender in Governance
Without participation of female in planning, decision making and implementation process,
good governance can not be ensured. Because, females share half of the total population.
Bypassing their participation means, voice of the 50% people remains unheard. Besides,
female can equally contribute in every steps of the governance with their immense
potentialities. Womens participation in governance not only enables them to address their
own needs, but also transforms the mainstream trend of development.
Studies have shown that increasing womens participation in government at all levels
enhances transparency and draws attention to areas that men do not generally focus on,
such as education, health, and water and sanitation.
Mainstreaming women in government is taking place in several ways, including through the
efforts of national machineries, the use of disaggregated data in dialogue and advocacy, and
growing adoption of participatory methodologies in national development planning exercise.
Perhaps the most exciting mainstreaming initiative is gender budgeting part of civil society
efforts to push for people-centred budgets.
95
Session 18
Handout (18) Governance in VBO

Within VBO
Prepare yearly plan of action in participatory way.
Review the progress and sharing of it to all levels to ensure accountability.
Manage the VBO fund with transparency.
Keep all the documents updated and easily accessible to all.
Implement activities in cooperation with other village based organisations.
Organise and conduct monthly meeting for regular interaction.
Decision making in democratic way.
Reflection of gender voice including other marginal groups.
Organise and conduct Annual General Meeting.
Roles within wider community
Identify resources in the village and use for development.
Conduct Para survey and prepare profile.
Inform the villagers about the activities of village committee and their progress.
Ensure participation of poor and vulnerable male and female in the implementation
process.
Keep contact with service provider and receive service.
Initiate income generating activities.
Ensure WatSan facilities and services from UP and other service providers for the poor
and vulnerable people of the village.
Ensure collection, maintenance and use of mitigation option.
Monitor all the activities.
Resolve dispute in the village.
Civil Society
Civil society might be defined as a group of citizens, who are concerned about the current
state of the country and are interested in and/ or making a contribution to weaken the social,
political and economic forces that create and reinforce poverty and social injustice and
degrades the environment.
Civil society can play 3 kinds of role in general. Such as:
Educational role: Developing communities all kinds of skills.
Political role: Influencing the governance system in a country as a catalyst.
Watchdog role: As a clock on the excesses of various organs of government and the
market, a means of calling for civic accountability and control.
Grassroots/community mobilisation most often required the support of facilitator and social
catalyst. VBO as civil society can play this role effectively by identifying and working with the
poor helping them, secured information, helping them to analyse and articulate their
problems themselves. This interaction promotes action reflection within the community and
helps to build the collective strength and bargaining power of the marginalised groups.
96
Session 19
Handout (19) Local Government and Government at local level

What is Local Government?
Union Statutory Commission (1930) defines Local Government in Chapter 333 as the
following:
Local Government is an administrative system with representation from local level,
accountable to the local people, has the authority to pass laws, arbitrate and administer the
people in the locality as well as levy tax in order to generate their own fund.
From the above statement we can say, Local Government:
Is representative.
Is accountable to local people.
Implements law in compliance with state law.
Resolves local dispute and arbitrates.
Levy and collect tax in order for development of a locality.
Responsible for administration under local autonomy.
Steps of Local Government
There are four components of the local government. We will only mention the first three,
because the fourth one, Gram Sarkar, is unconstitutional. Moreover the Supreme Court has
ruled against it. Following are the components:
1. Zilla Parishad (at district level)
2. Upazilla Parishad (at Upzilla level)
3. Union Parishad (at Union level)
Importance of Local Government
In the modern state system the activities of the state increased a lot. So it is not possible for
the central government to implement all the activities alone even they are skilled enough.
For example, repair of local roads and highways at local level, inspection of village-markets,
supply of safe water etc. are not possible from the capital city. That is why the concept of
local autonomous government has received importance. Local Government structures were
formed in order to ensure participation of the common people in the government system.
What is government at local level?
Government agencies that operate at local level are government at local level. The agencies
are;
UNO office.
Ministry of Relief and Rehabilitation.
Upazilla Cooperative Department.
Upazilla Education Department.
Department of Non Formal Education.
Ministry of Social Welfare.
o Social Service Department.
Youth Development Department.
Ministry of Womens Affairs.
Ministry of Fisheries and Live Stock.
o Department of Live Stock.
o Department of Fisheries.
97
98
Local Government for Rural Development.

o Department of Public Health and Engineering (DPHE).
o Upazilla Engineering Department.
o Bangladesh Rural Development Board.
Ministry of Health and Family Planning (Health instructors, Health assistant, FWA).
o Department of Family Planning.
Ministry of Agriculture (Block Supervisor).
o Department of Agriculture Extension.
Ansar VDP.
Session 20
Handout (20) UP and its Roles and Responsibilities

Union Parishad is at present being governed by 1983 Local Government act and amended
rules and regulations.
Composition of Union Parishad
Following is the composition of Union Parishad
One Chairman.
Three Women Members (Reserve seats).
One Ward Member each from nine wards.
One Secretary (Government employee).
Except for the Secretary the people of the constituency directly elect all the others. The
duration of the Union Parishad is five years.
Ten mandatory activities of UP
The Union Parishad shall, in particular, undertake the following functions:
Maintenance of law and order and assistance to administration in the maintenance of law
and order.
Adoption of measures for preventing crime, disorder and smuggling.
Adoption and implementation of development schemes in the field of agriculture, forest,
fisheries, livestock, education, health, cottage industries, communication irrigation and
flood protection with a view to increasing economic and social upliftment of people.
Promotion of family planning.
Development of local resources and their uses.
Protection and maintenance of public property such as roads, bridges, canals,
embankments, telephones and electricity ones.
Review of the development activities of all agencies at the UP level and to make
recommendations to Thana Nirbahi Officer in regard to their activities.
Motivation and persuasion of the people to install sanitary latrine
Registration of births, deaths, blinds, beggars and destitute.
Conduct all kinds of census.
Optional Activities of UP (only five activities are mentioned here that are related with
WatSan)
Provisions and maintenance of well, water pumps, pond and other works for the supply
of water.
Adoption of measures for preventing the contaminations of the sources of water supply
for drinking,
Prohibition of the use of water of wells, ponds and other sources of water supply
suspected to be dangerous to public health
Regulation and prohibition of the watering of cattle, bathing or washing at or near wells,
ponds or other sources of water reserved for drinking purposes.
Regulation or prohibition of the steeping of hemp, jute or other plants in or near ponds or
other sources of water supply.
99
WatSan related roles and responsibility of elected female UP member of reserved seat
She will develop project regarding literacy, family planning, public health and primary
health service of the concerned ward by encouraging people. If Union Parishad accept
the project, she will implement it and will assist in the management of Primary Health
Centre under the plan of UP.
She will take initiative to collect garbage including cow-dung, remove dead body of
animal, clean roads, canal and polluted ponds. She will also control animal slaughtering
and unplanned construction of building.
She will encourage people at concerned ward for construction of hygienic toilet and its
uses.
She will take initiative to preserve well, tube well, water body, pond and other kind of
water sources for water consumption of the concerned ward.
Composition of UP WatSan Committee

Resource Person
UP Chairman
Sub-engineer (Upazilla Public Health Engineering Department)
UP members (including three women members)
One woman from each village
Co-opted member, if needed
One Health Worker
One each from BRDB and Agriculture Cooperative and Two from
Destitute Cooperative
One Headmaster from Primary School
One Headmaster from Higher Secondary School
One NGO representative working on WatSan issue in the UP
One active social/religious leader
One Family Planning Worker
Position in the
WatSan Committee
Chairperson
Member
Member
Member
Member
Member
Member
Member
Member
Member
Member
Member
Roles and responsibilities of WatSan Committee

Followings are the major roles and responsibilities of UP WatSan Committee:
Sanitation, Health Education and Environment
With the support of government and non-government agencies working at UP level, the
committee will work to develop sanitation at each household and to improve individual
health.
The committee will prepare a list of households without sanitation latrine at ward level
and encourage the users to make and uses sanitation latrine.
The committee will ensure so that religious leaders discuss on sanitation during religious
activities.
The committee will take measures for publicising regarding sanitation through drama,
puppet show, folk song, miking etc.
With the support of Public Health Engineering Department, the committee will take
measures for organising mobile production and sell centre of slab and ring of latrine so
that it becomes easily available.
Installation of new Tube- well
WatSan committee will select the site for tube-well installation following the national
policy. Unprivileged areas will get priority during the selection of site for installation of
new tube-well.
100
The committee will take measures for collection of contribution from the users and
submit it to District public Health Engineering Department.
Prior to the returning of mortgage of the contractor, the committee will inform the District
Public Health Engineering Department whether the installed tube-well works properly or
not.
Preservation, Rehabilitation and Reinstallation of Water Supply

The committee will motivate people for operation and preservation of following:
Maintenance of 6 number pump and Tara pump by employing labourer at the cost of
beneficiaries.
Reinstallation of stolen/ missing pump and small parts at the cost of beneficiaries.
Building, repairing and extension of platform with the cement available from the
government.
Maintenance of PFF and IRP and ring well through the beneficiaries.
SDSD has the scope to provide support to UP in following sector:
To provide training.
To develop plan.
To increase health awareness regarding water and sanitation.
To build linkage with different government and non-government organisation for getting
service from them.
To test and retest of water point in relation to arsenic.
To identify arsenic contaminated patient and provide treatment.
To finance management.
To provide monetary support for supply of safe water.
101
Session 21
Handout (21) Responsibilities of Government at local level in Watsan

Among the above government agencies at local level we will discuss only those, which have
roles and responsibilities related to WatSan and Health. They are Department of Public
Health and Engineering and Ministry of Health and Family Planning. There roles and
responsibilities are given below.
Role and responsibilities of DPHE
Prepare draft Annual Development Plan in light of the demand and recommendation
from Union, Upazilla and District WatSan Committee.
Supervise the installation procedure of the hardware to be installed (water sources,
latrine production centre etc.) through Sub-divisional engineer, assistant engineer and
sub-assistant engineer.
Strengthen the Upazilla and union level sewerage, improvement of health and safe water
related committee
Ensure the participation of the community people in the improvement of sewerage,
improvement of health and safe water system.
Supervise construction of safe water options.
Assist in providing technical solutions related with safe water technology.
Select site for the source of safe water sources.
Assist Union WatSan Committee.
Provide training for the caretaker and users group to maintain the safe water source and
health care.
Play role in enforcing health policy.
Collect water and sanitation related information.
Motivate people to use sanitary latrine and safe water.
Raise awareness on health issues.
Assess the quality of the installed water supply technology.
Test the quality of the water.
Roles of Ministry of Health and Family Planning

Hold awareness raising programmes on WatSan.
Raise awareness of the people on the water-borne diseases.
Provide medical services to people.
Train UP on health care.
Identify Arsenicosis patients and provide them advice and service.
102
Session 22
Handout (22) Communication and Resource Mobilisation

Policy Analysis Matrix
1. What is the problem?
Lack of safe water for drinking due to arsenic and

bacteriological contamination
2. Whom dose it affect?
All members of the community especially poor and
Where?
vulnerable women
3. Supportive policies.
There are policies which indicate the Local Government i.e.
Do any policies exist for UP is responsible for ensuring safe drinking water. UP is
ensuring the safety of responsible for the maintenance of the water sources.
drinking water?
4. Restrictive policies.
There are no policies that adversely affect the quality of
Do any policies adversely water. But the policies that ensure the quality of water are
affect the quality of water?
not in enforcement.
5. Policy Enforcement
Water and Sanitation programme of Department of Public
Which programmes promote Health and Engineering (DPHE) provides access to safe
access to safe water?
water.
UP delivers safe water options.
Once we have identified the policy issues, it is important to identify the actors that are
responsible for service delivery. The actors are UP as local government, DPHE, Ministry of
Health, local business persons. Then we need to identify the key messages we want to
convey to them. Key messages could be identified in the following matrix.
Matrix for Key Messages
Target Audiences
Mode of
Communication
UP
as
local People in your constituency are facing lot of Verbal/Written
government
health problems for the lack of safe drinking
water. We are asking you to extend your
service to ensure that the existing water
sources are not contaminated. Extending this
service will cut the risk of people getting sick.
This will also increase you popularity.
DPHE
People in this locality have limited access to Written
safe drinking water due to the contamination of
the existing water sources and bad sanitation
system. This requires you to extend your
technical knowledge for us to get safe drinking
water. Your service will cut our risk of getting
sick and live a better life.
Ministry of Health
People in the community have health problems Written
due to lack of safe drinking water and hygienic
practice. We are asking you to extend your
service to aware people about the hazards of
unhygienic practice and ways to stay healthy.
Community
You and your children have the right to safe Verbal
representatives
water and improved health.
Key Messages
103
Communication
The process of exchanging meaningful opinion is communication. Communication has the
following five components:
Sender is the person who communicates with a purpose.

Receiver is the person who receives the message sent by the sender.
Subject is the thing the sender wishes to let others know
Medium is the way that the sender communicates. The mediums can be divided into
following:
o Audio: The receiver can only hear the message.
o Visual: The receiver can only see the message.
o Audio-visual: The receiver can hear and see the message
Feedback
Type of communication
There are two types of communication from the expression point of view.
Verbal: When the sender and the receiver communicate by expressing their meaningful
opinion with words from the mouth, like dialogue, telephone conversation, radio
message, etc.
Written: When the sender and the receiver communicate by expressing their meaningful
opinion in the form of writing, like, letters.
The above two types can be divided into following:
Inter-personal communication is the face-to-face communication between individuals or
groups in order to reach a specific objective.
Mass communication is the communication between sender and mass people as
receiver.
Inter-personal communication is divided into two:
Personal communication: When a particular person contacts another person and
communicates, then that is personal communication. For example, private discussion,
private letter, telephone etc.
Group communication: The communication between a person and a group, like group
discussion, group meeting, lecture.
Resource Mobilisation
An individual or an organisation tries to mobilise resource for their own sake. There is no
specific way to mobilise resource. Everyone follows ones own way. Followings are some
steps of resource mobilisation.
Identification of the resource.
Rapport building with different level of stakeholders.
Networking.
Information collection on the availability of the resource.
Rearrangement of resource according to the utility.
Utilisation on of the resource.
104
Sl
no.
Format of Resource Mobilisation

Selected activities Resources
Source
of How to collect Remark
of VBO of this year required
resource
the resource to
village
development
105
Chapter Four: Water and Sanitation

Session 23
Handout (23) Introduction to Water, Sanitation and Health
Picture: 1
106
Picture: 2
107
Introduction to Safe Water, Sanitation and Health

What is WatSan and health?
WatSan is the combination of water and sanitation. These two words are interrelated and
embodied each other because without water, sanitation is not possible and vice versa.
Water
Water should be easily accessible, adequate in quantity, free from contamination, safe and
readily available throughout the year. There can be no state of positive health and well being
without safe water. Water is not only a vital environmental factor to all forms of life, but it has
also a great role to play in socio-economic development of human population.
Safe and wholesome water
Water intended for human consumption should be both safe and wholesome. Safe water is:
Free from pathogenic agents.
Free from harmful chemical substances.
Pleasant to the taste, i.e. free from colour and odour; and
Usable for domestic purposes
Water is said to be polluted or contaminated when it does not fulfil the above criteria. Water
pollution is a growing hazard in many developing countries owing to human activity. Without
ample safe drinking water, we can not provide health care to the community.
Diseases related to contamination of drinking water constitute a major burden on human
health. Interventions to improve the quality of drinking water provide significant benefits to
health.
Sanitation
Sanitation is a way of life. It is the quality of life that is expressed in the clean home, the
clean farm, the clean business, the clean neighbourhood and the clean community.
Sanitation means:
No open defecation.
Availability of hygienic latrine.
Use of hygienic latrine.
Proper maintenance of latrines for regular use, and
Improved hygienic practice.
Sanitation remains a major challenge in Bangladesh. Low sanitation coverage is a serious

public health concern in Bangladesh. Sanitation related disease, i.e. diarrhoea remains a
major killer disease in Bangladesh. It is assumed that one out of four deaths of below five
children is caused by diarrhoea. The high disease burden translated in to higher health care
cost. Loss of income and productivity because of the diseases may push a poor family
further into poverty and debt.
108
Health
Health is a state of complete physical, mental and social well being and not merely an
absence of disease or infirmity. It also includes the ability to lead a socially and
economically productive life. Health is fundamental human rights.
Relationship between Water, Sanitation and Health.
Health benefits can not be achieved to any extent through improved water supplies alone:
improved sanitation must be implemented simultaneously. Even then, health benefits will
only result with proper hygiene, and this demands education. Hence the equation:
Health = Water + Sanitation + Hygiene education.
The simple practice of washing hands is the most important scientific and medical
development of all time. Technology will not produce results until community behaviour is
changed.
109
Session 24
Handout (24) Health Promotion and Disease Prevention
Sample: Season Wise Variation of Diseases

60%
50%
40%
60%
40%
40%
30%
30%
30%
25%
20%
20%
10%
20%
10%
10%
5%
10%
0%
Diarrhea
Dysentry
Summer
110
Jaundice
Rainy season
Typhoid
Winter
Picture: 3.1
111
Pic 3.2
Pic 3.3
Objectives of HPDP for health and sanitation

The overall objective of HPDP for health and WatSan is to improve levels of knowledge,
attitude and practices of the community people in order to attain optimum levels of health
and sanitation.
Specific objectives are:
To improve health and sanitation seeking-behaviour of the community, with the
emphasis on vulnerable groups.
To support community participation and ensure optimum use of health and sanitation
services.
To improve social values those facilitate determinants of health and sanitation to improve
family health development.
Situation Analysis of HPDP
Social change-to addresses the issue of familial support to women and children and
elderly people.
Social ownership-to trigger positive and practical approaches to ownership of service
delivery networks by the society.
Provider relations- to shift provider attitude and practices towards a client-oriented and
inter-sectoral approach to service delivery;
Advocacy-to gain support from the community at large, including the social and political
system, community and religious leaders.
112
Major interventions and areas of HPDP
Changes in individual health behaviour.

Social ownership and proper utilisation of healthcare and WatSan facilities/ services.
Social and community mobilisation.
Advocacy.
Appropriate response to health and WatSan problems.
Scope of Hygiene Promotion

The range of hygiene behaviours that may effect disease transmission can be broadly
classified into five clusters called 'behavioural domains'. These are domains of Hygiene
Behaviour:
A.
B.
C.
D.
E.
Disposal of human faeces.

Selection, use and protection of safe water source.
Water and personal hygiene.
Food preparation and handling.
Domestic and environmental hygiene.
Each domain in the above list involves a series of hygiene practices.

Diseases that can be prevented are:
Diarrhoea
Jaundice
Typhoid
Arsenicosis
113
Session 25
Handout (25) Diarrhoeal Diseases and Oral Saline

Story of Dulal
Little Dulal was two years old. One
morning he had frequent loose
motion. Dulals mother thought that
it would not be wise to give him any
food or liquid. Dulals diarrhoea did
not improve by the noon of that day.
All body fluids of Dulal were
excreted through loose motion. Still, Dulals mother did

not give any food and liquid. Gradually Dulal become
sick and weak. Mother became worried for Dulal.
Fortunately, a health worker visited Dulals home on
the same day. When the health worker knew that Dulal
did not receive any food or liquid, he became worried.
He suggested that Dulal should receive packed saline
or salt and molasses solution. The health worker
informed that because of diarrhoea all the fluids from
Dulals body were excreted. If the excreted fluid is not
replaced, Dulal will become dehydrated and may even
die. The health worker provided a packet of saline to
Dulals mother. He demonstrated how to prepare
saline and mentioned that after each loose motion
Dulal should receive oral saline that means, the
amount of fluid excreted through diarrhoea will be
replaced by oral saline. Health worker further informed
that if they did not have packed saline, they can prepare home made saline with salt and
molasses. He provided demonstration to Dulals mother for the preparation of salt and
molasses saline solution. In his demonstration, the health worker took one fist of molasses
and one pinch of salt and mixed it within litre water and stirred it for few minutes for proper
mixing of the solution. Next three days Dulals mother continued feeding saline frequently
and also provided breast milk with other usual food. Dulal recovered from diarrhoea soon.
Dulals mother had been added one time extra food also for Dulal for two weeks as per the
advice of the health worker to protect Dulal from malnutrition because of diarrhoea.
114
Diarrhoeal diseases
Diarrhoea causes dehydration and leads patients to malnutrition rapidly. Each year about
125,000 children die because of diarrhoea in Bangladesh.
Parents, family members and community people can save life and prevent malnutrition of
children by implementing seven key messages on diarrhoea. Diarrhoea is an infection
caused by Bacteria. One can get these bacteria by drinking unsafe/contaminated water, not
maintaining personnel hygiene, living in unhygienic condition, early weaning and bottle
feeding instead of proper breast feeding. To resolve the problem, government and
community need co-ordinated approach together.
Key messages are:
Diarrhoea causes excessive excretion of water and salt from childrens body which might
cause death of the children. If any child has diarrhoea, it should take frequent oral saline
and liquid food.
Children should receive usual food if it has diarrhoea.
Breast feeding should continue if children are breast-fed.
Children should receive one extra food for at least two weeks following recovery from
diarrhoea to compensate the body fluid loss because of diarrhoea.
If the condition of the diarrhoea affected child worsens or condition does not improve
within three days, then take assistance from doctor or trained health worker, or refer the
child to health complex.
Do not give any medicine to a diarrhoea patient without consultation of a doctor.
Children will not suffer from diarrhoea if:
o Children are breast fed exclusively for the first six months.
o Water from the safe source is used.
o Sanitary latrine is used.
o Before handling food or after defecation hands are washed with ashes or soap.
o Food and water are kept covered.
o Children are not given stale food.
o Children are timely vaccinated for measles.
Additional information
Diarrhoea causes excessive excretion of water and salt from the body. As a result the
children may die. If a child has diarrhoea, it should take frequent oral saline and liquid
food.
o Diarrhoea is a dangerous disease. 25% of children deaths are caused by diarrhoea.
o Diarrhoea patients usually die because of dehydration. Dehydration occurs in
diarrhoea because of excessive excretion of water and salt from the body. For this
reason, if a child is suffering from diarrhoea, it should receive frequent oral saline and
liquid food.
o To compensate the dehydration of the children because of diarrhoea, several liquid
foods are very much useful. These are:
- Breast feeding.
- Rice strained water.
- Rice based saline.
- Coconut water (Dab water).
- Bitten rice water.
- Salt-molasses solution.
- Oral Re-hydration Saline (ORS).
- Safe drinking water (if oral saline, dab water, etc, unable to manage).
115
Oral saline-a special drink

Oral saline is prepared for diarrhoea patient though mixing packet saline and water. Oral
saline is used in home level to recovery from dehydration or prevention of dehydration.
To prepare saline:
Take a full sachet of ORS and mix with litre water (2 full glasses of water). It should be
noticed that the amount of water is not more or less than litres. Mixing less water is
dangerous because it aggravates diarrhoea further. Mixing more water will make the
solution less effective.
Stir the saline until all the ingredients of the packet fully dissolve in water.
If ORS sachet is not available at home ORS can be prepared using molasses and salt.
Take a fist molasses or sugar and one pinch of salt mixing in litre (2 full glasses)
water.
Discard the unused oral saline after 12-hours. Take a new packet and prepare fresher
saline.
Dont mix saline with milk, soup, fruit juice or any other drink.
Never hit it or boil.
After each loose motion, child should receive oral saline as per following guideline:
- If a child is less than 2 years old -- 10 to 20 tea spoon
- 2 to 10 years old - glasses or glass (50-100 ml).
- Above 10 years old - 1 to 2 glass.
- It is useful to take as much as saline at any age.
Cup or teaspoon should be used for oral saline feeding. Bottle-feeding should not be
practiced. If child vomits, stop feeding oral saline for 5-10 minutes. Then resume slowly.
Oral saline and other liquid food should be continued till the cessation of diarrhoea. It
usually takes 3-5 days to get recovery from diarrhoea.
Children should continue normal food if it has diarrhoea.
Many people restrict to provide food or water to a child if it is suffering from diarrhoea. In
fact, food provides energy to get recovery from diarrhoea. Child may suffer from
malnutrition if it does not receive enough food during and after diarrhoea. So, parents
should give more attention for the proper feeding of diarrhoea-affected children.
Child suffers from loss of appetite if it gets diarrhoea. So, it is difficult to feed him initially.
Therefore, children should get little amount of food of their choice frequently. But quality
of food should be maintained very carefully as children are very fond of junk food.
At the age of six months, children should get weaning food in addition to breast-milk.
They may be fed two types of Khichury (Hotchpotch). One type of Khichury can be
prepared mixing with rice or wheat with pulse and vegetable. Another type of Khichury
can be prepared through mixing rice or wheat with well cooked fish in addition of 1 to 2
spoonfuls of oil. Khichury should be soft. Curd and fruits are useful for diarrhoea affected
children. Children should receive fresh food in 3/4 hours interval.
It is essential to continue breast feeding to a child.
Mothers are usually suggested to provide less breast milk to their children if they are
suffering from diarrhoea. This is completely wrong. Diarrhoea affected children must get
breast milk as usual and additional food if possible.
Usually diarrhoea subsides if children receive frequent breast-feeding.
116
Children should receive extra food for 2 weeks to compensate body loss because of
diarrhoea.
Diarrhoea leads to malnutrition. So, after recovery from diarrhoea to regain body strength
and energy lost, children should receive extra food. In this time for at least 2 weeks
children should receive 1 extra meal. Extra meal meets up the body loss because of
illness.
If the condition of the diarrhoea affected child worsen or condition not improve within three
days, then assistance from doctor or trained health worker should be taken or the child
should be referred to health complex.
Parents should receive quick advice from doctor or health worker if children develop
- Frequent loose motion
- Frequent vomiting
- Thirst
- Loss of appetite
- Fever
- Passage of blood with stool
- Sunken eyes
- Fatigability
If such symptoms appear, quick treatment is necessary. Doctor or health worker will take
necessary steps for the recovery of the children. But in the meantime, children should
never be allowed to stop feeding oral saline or liquid fluid.
Diarrhoea patient must not receive any medicine without the consultation of doctor.
Most of the diarrhoeal drugs do not cure diarrhoea rather it causes harmful effect.
Besides this, diarrhoea usually subsides within few days. Main danger is not diarrhoea
but malnutrition and dehydration.
Children should not be given antibiotics without the doctor consultation. Antibiotic can
only be provided with the consultation of doctor if blood passes through stool. It is not
recommended to use other drugs.
The germ of diarrhoea in the stool can be spread through flies, dirty hands and nails.
Prevention Mechanism of Diarrhoea

Many families are unable to prevent diarrhoea because of poverty, lack of access to safe
water and sanitation. The effective mechanism of diarrhoea prevention is:
Exclusive breast feeding for first 6 months (breast milk is completely safe; it protect
children from diarrhoea and other diseases).
Weaning of children should be started after completion of 6 month (additional food
should be nutritious, well cooked but not fully dissolved. This food should be
prepared in a hygienic way).
Children should receive enough vitamin-A containing food, green leafy vegetables
and fruits (Vitamin-A protects children from diarrhoea and other diseases). If
children did not receive Vitamin-A capsule 8 weeks before the onset of diarrhoea,
then after recovery from diarrhoea it should receive high power Vitamin A capsule
(Vitamin-A capsule is available to health workers, health complex and pharmacy).
Use safe, wholesome water for drinking and home based activity (dug well, pond or
river water should be boiled for 20 minutes and kept to be cool before drinking. Tube
well water is usually germ free).
Always use sanitary latrine and childrens stool should be thrown into latrine or buried
under soil.
Wash hand with ash or soap properly;
117
Cover food and water to prevent food contamination.

Cook well and eat fresh (if foods are to be taken after more than 5 hours of cooking, it
should be heated well before eating).
To prevent spread of germ by flies; all wastage and debris should be buried or burnt.
Provide measles vaccination to child at age of 9-months. Children may suffer from
diarrhoea because of measles.
118
Session 26
Handout (26) Typhoid and Jaundice

Typhoid Fever (Enteric Fever)
Typhoid fever is the result of infection, mainly, salmonella typhi found only in human being.
The disease is clinically characterised by a typical continuous fever for 3 to 4 weeks. The
term enteric fever includes both typhoid and paratyphoid fevers. The disease may occur
sporadically and epidemically.
Problem statement
Typhoid fever occurs in all parts of the world where water supplies and sanitation are
substandard. Without effective antibiotic treatment, typhoid fever kills almost 10% per cent of
those infected.
The socio-economic impact of the disease is huge, because typhoid survivors may take
several months to recover and resume work.
Agent factors
a) Agent: Salmonella typhi is the main cause of enteric fever.
b) Reservoir or infection: Man is the only known reservoir of infection, viz. cases and
carriers.
c) Source of infection: The primary sources of infection are faeces and urine of cases or
carriers; the secondary sources contaminated water, food, fingers and flies. There is no
evidence that typhoid bacilli are excreted in sputum or milk.
Host factors
a) Age: Typhoid fever may occur at any age. Highest incidence of this disease occurs in the
5-19 years of age group.
b) Sex: More cases are reported among males than females.
c) Immunity: All ages are susceptible to infection.
Environmental and social factors
Enteric fevers are observed all through the year. The peak incidence is reported during JulySeptember. This period coincided with the rainy season and an increase in fly.
Outside the human body, the bacilli are found in water, ice, food, milk and soil of varying
period of time. Typhoid fever is regarded as an index of general sanitation in any country.
Incubation Period
Usually 10-14 days. But it may be as short as 3 days or as long as three weeks depending
upon the dose of the bacilli ingested.
Mode of transmission:
Typhoid fever is transmitted via the faecal-oral route or urine-oral routes. This may take
place directly through soiled hands contaminated with faeces or urine of cases or carriers, or
indirectly by the ingestion of contaminated water, milk and / or food, or through flies.
119
Water
Faeces
and
urine
from
cases
or
carriers
Soil
Foods
raw or
cooked
Flies
Fingers
Mouths
of well
persons
ECONOMIC FACTORS
CULTURAL FACTORS
SOCIAL FACTORS
QUALITY OF LIFE
Figure 1: Dynamics of Typhoid Fever Transmission
Figure 1 shows the dynamics of transmission. There are numerous sources of infection and
many vehicles of transmission, each making own contribution to the total magnitude of the
problem.
Signs and symptoms
Usually insidious but in children may be abrupt.

High fever with chill.
Malaise.
Headache.
Cough and sore throat.
Abdominal pain.
Constipation.
Control of Typhoid Fever

There are generally three lines of defence against typhoid fever:
Control of reservoir.
Improvement of sanitation.
Immunisation.
Improvement of sanitation
Protection and purification of drinking water supplies, improvement of basic sanitation, and
promotion of food hygiene are essential measures to interrupt transmission of typhoid fever.
For instance, typhoid fever is never a major problem where there is a clean domestic water
supply. Sanitary measures not followed by health education may produce only temporary
results. However, when sanitation is combined with health education, the effects tend to be
cumulative, resulting in a steady reduction of typhoid morbidity.
120
Jaundice (Hepatitis A)
Hepatitis A is an acute infectious disease caused by hepatitis A virus (HAV). The disease is
some non-specific symptoms such as fever, chills, headache, fatigue, physical weakness
and aches and pains, followed by anorexia, nausea, vomiting, dark urine and jaundice.
Problem statement
Hepatitis A virus infection is very common in Bangladesh. Poor standard of hygiene and
sanitation facilitate the spread of HAV in high endemic areas. Outbreak of hepatitis A is
associated with unsafe drinking water and food. Common source of infection is faecal
contamination of drinking water.
Agent factors
a) Agent: The causative agent, the hepatitis A virus is an enterovirus.
b) Resistance: The virus is fairly resistance to heat and chemicals. It has been shown to
survive more than 10 weeks in well water.
c) Reservoir of infection: The human cases are the only reservoir of infection.
d) Period of infectivity: The risk of transmitting hepatitis A is greatest from 2 weeks before to
1 week after the onset of jaundice. Infectivity falls rapidly with the onset of jaundice.
e) Infective materials: Mainly mans faeces, blood, serum and body fluids.
f) Virus excretion: Hepatitis A is excreted in the faeces for about 2 weeks before the onset
of jaundice and for up to one week thereafter. This virus may also be excreted in urine.
Host factors
a) Age: Infection with hepatitis A is more frequent among children than in adults; however,
people from all age group may be infected if susceptible.
b) Sex: Both sexes are equally susceptible.
c) Immunity: Immunity after attack probably lasts for life.
Environmental factors
a) Heavy rainfall.
b) Poor sanitation.
c) Overcrowding.
Modes of transmission
a) Faecal-oral route: This is the major route of transmission. It may occur by direct (personto-person) contact or indirectly by way of contaminated water, food or milk.
Incubation period
15 to 45 days.
Signs and symptoms
Yellow coloration of skin, mucus membrane and nail bed.

Passage of yellow colour urine.
Loss of appetite with or without fever.
General weakness.
121
Prevention
a) Control of reservoir
Attention should be paid to the usual control measure such as notification, bed rest and
disinfection of faeces and vomits.
b) Control of transmission
Promoting simple measures of personal and community hygiene, e.g. hand washing before
eating and after defecation; the sanitary disposal of excreta which will prevent contamination
of water, food and milk; purification of community water supplies.
c) Control of susceptible population
d) Vaccines
122
Session 27
Handout (27) Arsenicosis
Arsenic Patients
Melanesia
123
K
E
R
A
T
O
S
I
S
Hyperkeratosis
Gangrene
124
Tube well
Nutritious Food
125
Arsenicosis
Present situation of Arsenic Contamination Problem in Bangladesh
Total number of affected districts

Highly affected districts
Total no. of Tube wells
Access to the Tube well water
Contamination found(>0.05mg/L)
Most common depth
Common age of contaminated TW
No. of districts (patients identified)
Population at risk (estimated)
Total cases of Arsenicosis identified
Age of Arsenicosis patients
Most common age of the patients
Sex of the Arsenicosis patients
Minimum Permissible Level of Arsenic
:
:
:
:
:
:
:
:
:
:
:
:
:
:
61
54
10 million (approx.)
97%
29% (examined Tube wells)
50-200ft
1 to 20 years
43
30 million
30,000 (approx.)
4-75 years
20-40 years
Male suffers more (male 54% female 46%)
0.05mg/L in drinking water
Exposure to Arsenic and Health Risk in Bangladesh
30-50 million (estimated) people are at the risk of Arsenic exposure through drinking
water.
So far, some 30,000 Arsenicosis patients have been detected.
The situation so far surfaced is considered as the tip of the iceberg as survey of all
households for Arsenical skin lesions is yet to be completed.
Arsenic in Ground water
4 Arsenic species are found in natural water.

Inorganic Arsenic is more toxic to human health than organic form.
An Arsenic contaminated Tube well of 0.5mg/L can yield 150 kg of Arsenic per year.
Mechanism of action of Arsenic toxicity
Arsenic leaves the body basically through the urine.

Arsenic is also excreted through desquamation of the skin and the hair.
Within 24 hours it leaves intravascular space and goes to tissues.
Most of the Arsenic transport to liver through portal circulation.
Factors associated with Arsenic toxicity
Chemical and physical form of the compounds.

Route of entry.
Dose and duration of the exposure.
Nutritional status.
Age and sex.
Body resistance and immunity.
Genetic factor.
Persons having a history of drinking Arsenic contaminated water (>0.05mg/L) for more
than 6 months and showing melanosis (hyper pigmentation) and/ or hyperkeratosis with
or without other manifestations/ complications is diagnosed as a case of Arsenicosis.
126
The Common Skin Manifestations include:
Melanosis.
Hyperkeratosis, and
Leukomelanosis.
Factors associated with Arsenic Toxicity.
Chemical and Physical form of the compounds.

Route of entry.
Dose and duration of exposure.
Nutritional status.
Age and sex.
Body resistance and immunity.
Genetic factor.
Chronic Exposure (more than 6 months) to Arsenic may cause development of

manifestations of Arsenicosis.
Manifestation ranges from skin hyper pigmentation to cancer of skins including multi-organ
pathologies and increased risk of mortality.
In Bangladesh, skin manifestations are considered prime and common features of
Arsenicosis.
Arsenic Case Definition
Arsenicosis is defined as a chronic condition arising from prolonged ingestion of Arsenic
above safe dose for at least six months, usually manifested by characteristic skin lesions of
melanosis and or keratosis with or without involvement of internal organs.
Signs and Symptoms of Arsenicosis
A. Common dermatological manifestations:
Pigmentary changes in skin and /or mucous membrane, e.g. hyper pigmentation
(melanosis), leukomelanosis.
Hyperkeratinization, e.g. hyperkeratosis.
B.
Common non-dermatological manifestations.

Weakness/ asthenia.
Conjuctival congestion (conjunctivitis).
Respiratory illness, e.g. chronic cough, Bronchitis, Asthma.
Peripheral neuropathy e.g. tingling, numbness, burning sensation and pain.
C.
Probable complications
Non-pitting oedema.
Peripheral vascular disease (gangrene).
Chronic ulcers.
Squamous cell carcinoma.
Basal cell carcinoma.
Hepatopathy.
Neuropathy.
Cancer of internal organs, e.g. Urinary bladder, lung, prostate.
127
Adverse pregnancy outcome (spontaneous abortion, still birth, miscarriage).

Diabetes mellitus.
Hypertension.
Evidence of exposure
History of exposure-history of consumption of Arsenic contaminated water (>0.05mg/L)

at least for a period of six months.
Evidence of high level of Arsenic by biological sample analysis.
Management
Till date there is no specific treatment of chronic Arsenic toxicity in human health.
Consumption of Arsenic safe water is the key to patient management.
Very little advantage in using chelating agents in the management of Arsenicosis over
placebo therapy.
Arsenicosis cases have shown improvement following stoppage of further intake of
Arsenic contaminated water and taking Vitamin A, E and C in conjunction to Arsenic safe
water (up to 0.01mg/L)
Recently a random control trial has demonstrated the positive role of these vitamins.
Some researchers have demonstrated the role of spirulina in Arsenicosis patient
management and have shown some improvement in high doses.
Protocol for Management of Arsenicosis Cases
Stop intakes of Arsenic contaminated
Pageantry changes early/ late.
water and take Arsenic free/ safe water.
Abnormal keratinasitation of skin
mild or moderate.
Dietary supplementation.
Conjunctival congestion.
Application of keratolytic ointment (5-20%
Urea salicylic acid ointment) for moderate
Respiratory illness.
keratosis.
Symptomatic treatment.
Follow-up and counselling.
Pageantry
changes
including Stop intake of Arsenic contaminated water
and take Arsenic free/ safe water.
leukomelanosis.
Dietary supplementation.
Severe hyperkeratinisation of skin.
Application of keratolytic ointment (5-20%
Non-pitting oedema of legs.
Urea salicylic acid ointment) for moderate
Peripheral neuropathy.
keratosis.
Neuropathy (early).
Symptomatic treatment.
Hepatopathy (early).
Follow-up and counselling
In addition to one or more of the above. Stop intakes of Arsenic contaminated
Peripheral vascular disease including
water and take Arsenic free/ safe water.
gangrene.
Complication-specific management.
Neuropathy (late).
Operative treatment.
Hepatopathy (late).
Chemotherapy and/ or radiotherapy for
Cancer (skin, urinary bladder,
cancers.
lungs, prostate)
Follow-up and counselling.
Antioxidants as beta-carotene, vitamin C and vitamin E to be helpful for Arsenicosis
management but yet to have a proven role.
Appropriate nutritional supplement should be given to those who are malnourished.
128
Session 28
Handout (28) Sanitation

Faecal-oral Contamination Process
Soil
Fly
Food
Affecte
d
person
Water
Human
Faeces
Hand
Used
materials
Operation, Maintenance and Management of Low Cost Latrine

Operation
Use sandal while going to latrine.

Sit on the footboard.
The backside of the body will be situated on the hole of the pan.
Pour some water into the pan before defecation.
Always use the water pot (Badna) by right hand.
After defecation, pour sufficient water into the pan. Thus, make sure that the next person
can use a clean latrine.
Wash your hand with ash or soap after defecation.
Maintenance and Management
Clean the latrine everyday using water and broom.

Do not use stick or any hard thing to clean the latrine. Take care so that the water sealed
part of the pan does not break.
Should be kept cleanliness besides the latrine area.
Should maintain regular repair of bamboo fence, doors and roof.
When the pit of the latrine is full, dig another new pit beside the old one.
The platform and the upper ring of old latrine can be used for the new one.
Cover the hole of the old one with mud/ash.
129
How to maintain Environmental Sanitation
Always defecate in sanitary latrine.

Children stool should be thrown into latrine or buried beneath soil.
Disposal of household garbage in a specific ditch with cover.
Maintain proper drainage system.
Keep surroundings of household clean.
Disposal of animal faeces at safe place,
Use and maintain of hygienic latrine at public place like, school, college, market, religious
institution etc.
Disposal of garbage of market at safe place.
130
Session 29
Handout (29) User Selection Criteria for Options

User selection criteria
Poor, vulnerable and poor women headed household.

Underprivileged and disabled headed household.
Who have no access to safe water and hygienic latrine?
Who are willing to provide community contribution money.
Who have own land for installing option e.g. hygienic latrine, tube well and rain waterharvesting system.
User selection format

Sustainable Solution for the Delivery of Safe Drinking Water (SDSD)
DASCOH
Name of VBO:
Name of PNGO:
Name of Option:
Village:
Ward Number:
Union:
Upazila:
Distract:
Name
Father/
Husbands
Name
Male/Female
Occupation
Monthly
income
Selection
criteria
Name of Surveyor:
Designation:
Signature:
Name of Organisation:
Remarks
Date:
131
Gender analytical framework

DASCOH-WPP: SDSD
Participatory Gender Analytical Framework
Family/Bari level
Areas
Home Work
Income
Generating
Activities
Taking
Decision
Activities
Perform Equally
done by
women/
Men
men
Who carries water and preserve it?

If sick any members of family; who takes care
of patient?
Who look afters old aged/children of family?
Who does cooking and households works?
Who cleans toilet?
Who cultivates vegetables and maintain
poultry?
Who receives loan from NGO?
Who earns income at family?
Who purchases instrument of tube well?
Who purchases bucket/ pitcher/pot for water
preservation?
Who selects site for tube well/dug well
installation?
Who takes decision to purchase latrine
materials?
Who selects options for tube/dug well/rain
water harvesting system?
Who takes decision for loan utilisation in what
activity?
Who takes decision on the expenditure of
family income?
In case of sickness of family member, who
selects the doctor for treatment?
Interviewer Name:
132
Who
More
Women
Date
DASCOH-WPP: SDSD
Participatory Gender Analytical Framework
Village level
Areas
Activities
Who collect safe water and uses?

Who maintains communication with UP?
Service
Who gets opportunity to going health centre
provision
among the arsenic affected patients? (If
from
applicable)?
GO/NGO
Who gets opportunity to knowing information
about safe water, arsenic and others issues?
Who participate in different meeting at village
level?
Who works various in profile preparation and
yearly plan of activities?
Participation
Who participate actively in training and
in different
workshop?
activities at
Usually who is/will is selected as caretaker?
Village level
Who leads village/ward committee?
Who takes responsibilities in different
activities?
Who collects cost sharing money?
Who raise needs about water and toilet?
Who selects options for tube well/dug well/rain
water harvesting/PSF system?
Taking
decision
Who are heard in different meeting and
in
various training?
activities at Who selects site for tube well/dug well/rain
Village level water harvesting/PSF system installation?
Who determines cost sharing rate?
Who participates actively in meeting/ training?
Control over Who keeps and manages cost sharing money?
resources at Who entitles of ownership for tube well/dug
village level well/rain water harvesting/PSF system?
Interviewer Name:
Who
More
Women
Perform Equally
done by
women/
Men
men
Date:
133
Session 30
Handout (30) Cost Sharing of Water and Sanitation Option

(See Annexure 1 & 2 for Construction Cycle of options and estimated costing of option)
Cost Sharing: Safe Water and Hygienic Sanitation Option

Cost sharing policy for safe water option:
Alternative safe water option will not be the free of cost to the people.
The applicant group/applicant household should pay at least 20% of the investment cost
(physical labour and land might not be considered as the share of cost).
An applicant family will be discouraged to pay contribution money more than 20% alone
(applicable for community/applicants group option).
Applicants are allowed to pay (the agreed %) by three instalments in three months time
from the notification date (UP will inform the respective deserving applicants).
The respective VBO/UP may pay the share for poorest applicant household(s) (usually
beggar, poor widow headed households and poor disable household).
Ten to twenty poor/women headed households for community options (i.e. dug well,
PSF.) will be considered as applicant group.
One poor/women headed household for household option (i.e. rainwater harvesting,) will
be considered as applicant household.
The investment cost includes installation cost, cost of water quality check prior to
commission and one time renovation cost (after six months of commission in case of dug
well).
The users will look after the maintenance and management during operation, the cost
will be borne by the users, no subsidy will be provided from UP/Project. However,
UP/project will provide an operation and maintenance training to the selective users
(caretaker training).
Less than 2-3% of total users contribution from an applicant household will not be
accepted in community options.
Money will be deposited by applicants group/applicant /VBO to respective UP Bank
account; PNGO could assist applicants group/applicant/VBO in depositing the money to
bank account.
The materials to respective site will start mobilisation at payment of full contribution by
the applicants group/applicant/VBO (Upon presentation of bank deposit slip to UP).
If any household(s) would like to withdraw their membership from applicant group, other
applicant could sell the membership to deserving neighbours and/or bye and accordingly
refund the money upon receive the acknowledgement.
At completion of construction (at completion of water quality check, first time renovation
after six months of commission in case of dug well), the contribution cost may refund or
asked more based on actual investment cost.
The policy shall be reviewed and updated depending on the implementation feedback, if
and when such need arises.
Cost Sharing Policy for Hygienic Sanitation Option:
Alternative low cost latrine option will not be the free of cost to the people.
The applicant group/applicant household should pay at least 20% of the investment cost
(physical labour and land might not be considered as the share of cost).
The respective VBO/UP may pay the share for poorest applicant household(s) (usually
beggar, poor widow headed households and poor disable household).
134
The applicant group/applicant household should supply, fitting and fixing the bamboo
fence, roof (Bamboo fence/ C.I.Sheet) after latrine ring and slab installation.
The applicant group/applicant household should excavate the well before ring installation
and also assist the mason by physically during the latrine installation.
One/Two/Three poor/women headed households for latrine will be considered as
applicant group.
UP/project will provide an operation, maintenance and awareness training to the
selective users.
UP/Project will provide an operation and maintenance training to the selective users
(caretaker training).
An applicant family will be discouraged to pay contribution money more than 20% alone
(applicable for community/applicants group option).
Less than 2-3% of total users contribution from an applicant household will not be
accepted in community options.
Money will be deposited by applicants group/applicant /VBO to respective UP Bank
account; PNGO could assist applicants group/applicant/VBO in depositing the money to
bank account.
Applicants are allowed to pay (the agreed %) by three instalments in three months time
from the notification date (UP will inform the respective deserving applicants).
The materials to respective site will start mobilisation at payment of full contribution by
the applicants group/applicant/VBO (Upon presentation of bank deposit slip to UP).
If any household(s) would like to withdraw their membership from applicant group, other
applicant could sell the membership to deserving neighbours and/or bye and accordingly
refund the money upon receive the acknowledgement.
The policy shall be reviewed and updated depending on the implementation feedback, if
and when such need arises.
135
Session 31
Handout (31) Site Selection for Safe Water and Sanitation Option
Site Selection for Safe Water Options
The sitting of a water point is very important to ensure unhindered access to the poor. More
often all households do not make equal contributions in sharing the upfront cost for public
facilities. The households who pay more have a strong say on the sitting of the water point.
However, the reciprocity of the non-poor helping the poor is a socially accepted
phenomenon. It does not pose any problem as long as all users have unhindered access to
water at all times. However, there are anecdotal evidences of the non-poor imposing
restrictions on the access to water by the poor. The Union Parishads and other stakeholders
may adopt the following criteria in selecting sites for water points:
General Criteria
The water points should be, where possible, on government/community land. However,
water point should not be located in front of a mosque as misinterpretation of religious
perspective often restricts womens access to mosque compounds especially during
Fridays and prayer times.
It may be in front of a primary school or secondary school or even in front of public
offices but not in front of madrashas or religious schools.
The site should be at or near the physical centre of the settlement the water point intends
to serve, but should be easily accessible to the majority of users;
The site should allow year round unhindered access to the majority of users especially
the poor, women and the under-privileged.
Finally, the UP should take a written undertaking from the applicants that all users
including women, children, under-privileged and the poor shall have equal access to the
water point.
Specific Options
Dug Well
It should never be within the compound of any individual household of poor or non-poor as
this gives a wrong signal on ownership of the facility.
Rain Water Harvesting System
It may be installed within the compound of any individual household but should have easy
access to another household for water collection.
Pond Sand Filter
It should never be within the compound of any individual household of poor or non-poor as
this gives a wrong signal on ownership of the facility.
Tube Well
It may be installed within the compound of any individual household.
136
Site Selection for Sanitation Options

Low Cost Latrine
The size of the homestead plot often seems a constraint for sitting of household latrines in
rural Bangladesh. Theoretically, latrine pits or septic tanks should at least be 10 meters
away from water sources (especially shallow tube wells, dug wells or ponds) but nonetheless
latrine pits and septic tanks in close proximity to drinking water sources are a common
phenomenon in Bangladesh.
The Union Parishad and other stakeholders may adopt the following criteria in selecting sites
for latrine points:
The location of a latrine should be convenient for women and children of households to
use throughout the year and at all times of the day or night.
A latrine should at least be at a distance of 10 meters from drinking water source such as
a shallow tube wells, ponds or dug wells.
Where maintaining the minimum distance is not possible, user community should be
motivated to share latrines with other households.
A latrine should not be on low lying land susceptible to normal inundation during
monsoon or on banks of rivers or ponds that are susceptible to erosion.
137
Option Site Selection Format

Sustainable Solution for the Delivery of Safe Drinking Water (SDSD)
DASCOH
1. Name of PNGO:
Format Option Site Selection

FY:
2. Name of Option:
3. Type of Option:
4. Location of Option:
Name of District:
Name of Upazila:
Name of Union:
Name of Village:
5. Distance between option and the nearest source of microbiological pollution:

Source:
Latrine
Cow dung
Contaminated tank
Dump of waste
Others ()
Distance:.ft.
6. How many sources of pollution are within 30 ft and 100 ft radius?
30 ft:
100 ft..
7. Where drainage water is deposited?.

8. How many family and people are getting facility from the option?families.
..People
9. Distance of the nearest water point from latrine:....ft
(Applicable for hygienic latrine)
10. Is the nearest tube-well from the water option tested for arsenic? Y/N
Safe
Unsafe
(Applicable for tube well and dug well)
11. Is the pond safe from the source of microbiological pollution? Y/N
(Applicable for pond sand filter)
Name of Surveyor:
Designation
Signature:
Name of Organisation:
Date:
138
Session 32
Handout (32) Option Selection for Safe Water.

Technical manual covering option specifications, merits and demerits:
Dug Well
Specification:
Improved dug well is constructed by sand, cement, brick chips, M. S. rod and M. S. Wire.
Two types of Dug- well are built in general. For first type, construction of ring with sand,
cement, brick Chips and M. S. rod/ M. S. wire takes place than excavating of the dug-well
(25 feet to 30 feet deep approximately.). Rings are installed in the excavation. After
installation of rings, plaster (sand and cement) is needed in every joint. Presently this system
is merely accepted by the community.
For second type, after excavation of the dug-well at 25 feet to 30 feet (approx.) depth, a
construction of brick takes place in the excavation with brick, cement and sand. It needs
plaster of sand and cement. Its top-level open space is covered by R.C.C. slab.
At present tube-well is used to lift water from dug well instead of bucket. Its diameter is
outside 3-10 to 3-6 and inner side 3-4 to 3-00.
Merits:
Requires no chemical reagents.

Operation is very easy, as tube well is used to lift water.
Maintenance is also easy.
Cost effective method.
Can serve for a large number of households.
Being covered, there is no possibility of deposition of external waste into the water.
Water quality is good.
Old dug-well can be used after renovation.
Demerits:
Problems might be arisen because of filter jam, broken pipe of tube well etc.
Might cause bacterial contamination by seepage through the junction of the rings, if not
properly constructed or located near the sources of microbiological pollution.
In some instances, water might be turbid with clay when water table goes down
(especially after winter).
It is difficult to construct without skilled mason.

Specification:
For rainwater harvesting a platform is constructed with bricks, cement and sand. A tank is
constructed on the platform. Some tanks are constructed with only cement and sand; some
are constructed with cement, sand and M S wire. After constructing the tank, rain water is
collected from roof through an inlet pipe (PVC pipe). A filter nets is set on inlet and outlet
pipe. Its top-level open space is covered by a slab.
139
Merits:
Can provide arsenic free natural water.

Can provide bacteria and others germs free water.
Requires no chemical regent and others system for water purification.
Installation, using system and maintenance is easy.
No electricity is required.
Water quality is acceptable.
Cost effective method and installation in any suitable place.
This is a sustainable and acceptable method.
Demerits:
Depends on rainwater.
Has possibility of pollution in case of long-term reservation.
Needs construction of large tank for preserving water.
Usable roof is a problem.
Limited water quantity.
Pond Sand Filter

Specification:
A two chamber based tank is constructed by bricks, cement and sand at pond side. Stone
and sand filter for water filtration are used to make it. The first layer or chamber contains
brick chips and the second layer contains coarse sand. Water preservation chamber is
situated at the lower level.
Vive Cock is installed on the chamber for water collection. Point to remember before
construction of the PSF that the plant should be near of pond. Water is collected in the
filtration chamber from the pond by the tube-well for purification.
Merits:
Water quality is acceptable.
Essential materials are available for construction.
Arsenic free surface water is available in this method.
This method is able to provide about 100 % germ free water.
It is a permanent system for supplying regular safe water.
Iron and other floating materials are also removed by this method.
Its technology is easy, maintenance and use is easy also.
Its construction procedure is easy; any local skilled masons can construct it.
It is very useful at community level.
Demerits:
Depends on pond water.

Possibility of drying the pond and contamination.
Difficult to getting the preserved pond.
High cost of installation.
Lack of maintenance might cause bacterial contamination in water.
Difficult to maintain as replacement of sand has to take place two times in the filter.
Needs a trained caretaker.
Difficult to ensure community participation most of the time.
140
Tube Well
Specification:
Tube well is constructed by hand pump, G.I. pipe, P.V.C. pipe, and P.V.C. strainer pipe with
sand trap and its platform is constructed by sand, cement, brick and brick chips.
The hand pump is a simple and robust suction pump constructed almost entirely by cast
iron. The piston uses a moulded PVC cup seal and the check-valve is a weighted leather
flap. The suction hand pump is generally used for lifting water from depth.
Generally two types of tube well may be used. One is shallow tube well and another is deep
tube well. Shallow tube wells pipe diameter is basically 4 centimetre to 10 centimetre and its
depth usually not exceeds 75 meters. Deep tube wells pipe diameter is basically 15
centimetre to 20 centimetre and its depth exceeds 75 meters.
At first boring of the soil takes place with boring/casing pipe. Then main pipe (P.V.C. pipe)
and P.V.C. strainer pipe are installed in the borehole. Length of P.V.C. strainer pipe is 3
meter to 5 meter. P.V.C. strainer pipe is installed in the bottom layer and main pipe (P.V.C.
pipe) is installed at the middle layer of the borehole. G.I. pipe is installed in the top of P.V.C.
pipe with hand pump base plate. Length of G.I. pipe is 1.5 meter to 2 meter.
After that installation, platform is constructed and hand pump is installed. The size of
platform is generally 1.70 meter X 1.70 meter. Platform should have a drainage pipe for
releasing waste water.
Merits:
Operation is very easy, as hand pump is used to lift water.
Easy technology.
Maintenance is also easy.
Cost effective method.
Can serve for a large number of households.
No possibility of deposition of external waste into the water.
Water quality is good.
Long-term technology.
Spare parts are easily found at near-by dealer shop.
Easy installation and maintenance by any unskilful mason.
Users can do the maintenance by themselves.
Demerits:
Problems might arise because of filter jam by fine sand.

Might cause bacterial contamination by seepage through the strainer pipe if not properly
constructed far from the location of the sources of microbiological pollution.
In some instances, water might be turbid with clay, sand when water table goes down
(especially after winter).
Water may be contaminated by arsenic.
Water may not be lifted in the dry season as water table goes down usually in that
particular period.
141
Session 33
Handout (33) Safe Water Option Operation, Maintenance and Management.

Dug Well
Operation:
TW are using for lifting water from dug well instead of bucket for reduce bacteria in
the water.
Maintenance and Management:
There should be no trees near dug well.

There should be option for cleaning inner side of dug well.
Cleaning/washing is required after six or twelve months.
If any crack on the wall of dug well that should be repaired quickly by cement plaster

Operation:
A vive cock (tap) is installed on the bottom side of tank for collecting water to use of
household work and drinking.
Filter and tank should be cleaned before rainy season.

Roof should be cleaned before rainy season.
Inlet pipe should be cleaned regularly.
If any leakage in the tank that should be repaired immediately by cement plaster.
Large leakage should be repaired by M. S. nets and cement plaster.
New filter should be replaced the inactive filter.
Pond Sand Filter

Operation:
At first, tank will be filled with the pond water by tube-well. Tank water will be preserved in
the lower chamber by chronologically filtration through the brick chips and coarse sand layer.
After preservation of the need based water in the tank, essential safe drinking water will be
available through Vive cock (Tap) from it.
Filter bed should be cleaned at the interval of two months. Three inches sand layer should
be removed from the top surface of the tank. Clean sand should be replaced when the tank
wall will be cleaned, washed and dried.
142
Tube Well
Operation:
Water is easily lifted from the water table by hand pump.
The spout should be kept clean against bacterial contamination.

Proper drainage system should be maintained around the well.
The surrounding as well as the apron area should be kept clean.
The gasket should be replaced periodically.
Arsenic and other bacterial contamination test should be done periodically.
143
Session 34:
Handout (34) Water Quality Testing for Safe Water Option

See the Training Manual of Arsenic Screening.
144
Annexure 1: Construction Cycle of Safe Water and Sanitation Option

Construction Process: Safe Water Option
Implementation/Construction Cycle
Actions
Facilitation
Contract between DASCOH

and Union Parishad
Actions
DASCOH reimburses bill and

starts the second cycle of
construction
Dissemination of message to
VBOs
Contract between UP and

VBOs on water point
PNGO, CRP
assist
Option beneficiary and site

selection by VBOs

Contractors on water point
UP opens special bank

account
Promotion of
sanitation/hygiene
VBOs collects user

contribution, deposits in UP
Bank account on water point
UP/VBOs decide on mode of

construction of water point
UP send request letter to

DASCOH for fund
reimbursement
VBOs/DPHE
jointly certifies
construction as
per
specifications
and bills
PNGOs and
CRPs assist
VBOs with
contract and
sanitation/
Hygiene
promotion
VBOs/CRPs/D
ASCOH/DPHE
helps
Mobilisation,
Construction,
Supervision,
monitoring
UP Chairman sends bill to

DASCOH certified by DPHE
sub-assistant engineer, VBO
and UP
Certificate of completion and
handover to VBOs
Water quality test
Selection and Training of

caretakers
Actual Construction
Mobilisation for construction
145
Construction Process: Hygienic Sanitation Option
Implementation/Construction Cycle
Actions
Facilitation
Contract between DASCOH

and Union Parishad
Actions
DASCOH reimburses bill and

starts the second cycle of
construction
Dissemination of message to
VBOs

VBOs on Low Cost Latrine
PNGO, CRP
assist
Option beneficiary and site

selection by VBOs

Contractors on construction
of Low Cost Latrine
UP opens special bank
account
Promotion of
sanitation/hygiene
VBOs collects user

contribution, deposits in UP
Bank account.
UP/VBOs decide on mode of

construction.
UP send prayer to DASCOH

for fund reimbursement
146
VBOs/DPHE
jointly certifies
construction as
per
specifications
and bills
PNGOs and
CRPs assist
VBOs with
contract and
sanitation/
Hygiene
promotion
VBOs/CRPs/
DASCOH/
DPHE helps
Mobilisation,
Construction,
Supervision,
monitoring
UP Chairman sends bill to

DASCOH certified by DPHE
sub-assistant engineer, VBO
and UP
Certificate of completion and
handover to VBOs
Training of users about

operation, Maintenance and
Management
Actual Construction
Mobilisation for construction
Annexure 2: Details of costing of different options
Total Estimate and Costing

Dug Well
Bill of Quantity (BOQ) of Dug Well (FY-2005)
No
Description of items
01
Earthwork in excavation of well straight

installation of 1.10 m outer dia of ring by
excavating earth to the lines, grades and
elevation as shown in the drawing, filling
baskets, carrying and disposing of all excavated
materials at a safe distance and ensuring safety
during excavation designated by the E-I-C in all
types of soils except rocky, gravely, slushy or
organic soil, levelling, dressing etc. Including
arranging and supplying all necessary tools and
equipment at work site etc. all complete as per
direction of the Engineer-in-charge.
Construction and Supply of 1000 mm inner dia,
300 mm height and 50 mm thickness R.C.C
(1:2:4) Ring with fabrication 10 # M.S. Wire best
quality (3 nos horizontally and 250 mm c/c
vertically) Reinforced cement concrete (R.C.C)
works (1:2:4) with Portland cement (conforming
to BDS 232), best quality coarse sand (50%
quantity of sand of minimum F.M. 1.2 and 50%
quantity of coarse sand of minimum F.M. 2.5)
20mm down graded picked jhama brick chips
in/c breaking chips and screening, shuttering,
placing of rod in position, mixing the aggregates
with mixer machine, pouring, casting and curing
at least for 28 days (including the cost of
reinforcement and its fabrication) etc as per
necessary drawing. Ring casting dais also
supply from contractor. Also including labour
cost, shuttering cost, carrying cost etc. All
complete as per direction of the Engineer In
Charge.
Installation
necessary
R.C.C.
ring
chronologically in the 1.10 m outer dia well
ensuring all safety as per direction of the
Engineer In Charge.
Providing ring joint with cement plaster (1:2) with
net cement finish as per direction of the
Engineer In Charge.
Coarse sand filling in outer side of ring up to
total depth with sand (minimum FM 1.80) in 150
mm layers in/c levelling, watering and
consolidating each layer up to finished level, etc.
all complete as per direction of the Engineer-incharge.
Supply and installation 150 mm thickness filter
for water filtration (by Brick chips and coarse
sand) in the bottom layer of ring well etc. all
complete as per direction of the Engineer-in-
02
03
04
05
06
Quantity
Unit
Rate
(Tk.)
Amount
(Tk.)
9.15
Rm
600.00
5490.00
32
Nos
250.00
8000.00
32
Nos
25.00
800.00
31
Per
joint
40.00
1240.00
1.70
Cum
565.00
960.50
Nos
200.00
200.00
01 set
147
No
07
08
09
10
11
12
148
charge.
Construction and installation of R.C.C. slab for
ring well cover (02 nos front slab and rear slab)
75 mm thickness with fabrication 10 mm dia
M.S. Rod best quality 200 mm C/C both ways as
per drawing with 12 mm thick cement plaster
with neat cement finish and also provide 75 mm
dia hole for air extraction. Reinforced cement
concrete (R.C.C) works (1:2:4) with Portland
cement (conforming to BDS 232), best quality
coarse sand (50% quantity of sand of minimum
F.M. 1.2 and 50% quantity of coarse sand of
minimum F.M. 2.5) 20mm down graded picked
jhama brick chips in/c breaking chips and
screening, shuttering, placing of rod in position,
mixing the aggregates with mixer machine,
pouring, casting and curing at least for 28 days
(including the cost of reinforcement and its
fabrication) etc as per necessary drawing. Also
including labour cost, shuttering cost, carrying
cost etc. All complete as per direction of the
Engineering In- Charge.
Construction of platform as per drawing with
necessary earth filling for raising the platform,
soil must be compacted and providing polythene
sheet (0.18mm thick) on floor in ground floor
underneath the cement concrete, etc. all
complete as per specifications and direction of
the Engineer-in-charge. Sand of minimum FM
1.2 to be used.
125 mm brick work in cement mortar 1:4 with 1st
class brick, Portland cement and sand (minimum
FM 150) outer side of ring from GL up to bottom
side of slab cover including racking out joint
curing, 12 mm cement plaster with neat cement
finishing etc all complete including immersing of
bricks for at least six hours in water reservoir
before use of bricks, including supply carrying
and cost of all materials and labour etc. all
complete as per direction and drawing of the
Engineer-in-charge.
Supply, Fitting and fixing in position
No-6 hand pump (RFL-standard size) including
supply with necessary fittings such as nuts,
bolts, clump, washer etc. all complete as per
direction and drawing of the Engineer-in-charge.
Supplying, fitting and fixing of shallow tube well
G.I. pipe 38 mm dia Karim brand or equivalent
including national Tube, Sockets etc. including
carrying etc. all complete as per directions of the
Engineer-in-charge.
P.V.C. pipe 38 mm dia Aziz D grade or
equivalent with sockets, clump (for P.V.C. pipe
fitting with ring), solution etc. including carrying
etc. all complete as per directions of the
Engineer-in-charge.
Quantity
Unit
Rate
(Tk.)
Amount
(Tk.)
0.35
Cum
4000.00
1400.00
01 set
Each
2000.00
2000.00
2.496
Sqm
421.00
1050.81
01
Each
1600.00
1600.00
0.90
Rm
135.00
121.50
7.92
Rm.
52.48
415.64
No
13

P.V.C. Strainer 38 mm dia Aziz D grade or
equivalent with sockets, clump, solution and
P.V.C. Roboo screen
etc. including carrying
Engineer-in-charge.
14
Supplying, fitting and fixing of P.V.C. air vent
pipe for air extraction 75 mm dia Aziz D grade or
equivalent with sockets, clump, solution, cowl
etc. including carrying etc. all complete as per
directions of the Engineer-in-charge.
15
Supplying, fitting and fixing of P.V.C. pipe 100
mm dia Aziz D grade or equivalent for pullout
waste water with net, solution
etc. including
Engineer-in-charge.
16
Supply, fitting and fixing 12-mm dia anchor rod
in between tube well all complete as per drawing
and direction of the E/C.
17
Water purification of ring well by 1-kg bleaching
powder and this water should be lifted after one
day from well as per direction of the E/C.
Total Estimated Cost
Contractor profit (10% of Total Estimated Cost)
Grand Total Cost
Quantity
Unit
Rate
(Tk.)
Amount
(Tk.)
0.60
Rm.
55.76
33.45
3.05
Rm
65.60
200.08
9.15
Rm
72.00
658.80
1.67
kg
35.00
58.45
01 set
LS
100.00
100.00
24329.23
2432.92
26762.15
Grand Total Cost: Tk. 26762.15 ~ 26762.00

(Design, Drawing and Estimated cost may be change subject on Dug well depth, diameter
and materials market value.)
Total Cost
Tk. 26,762.00 (Installation newly)
Tk: 8,000.00 to Tk. 12,000.00 (Renovation)
Cost Sharing:
User/Users (@ 20%):
o Tk. 5,352.40 ~ 5,352.00 (Installation newly)
o Tk: 1,600 to Tk. 2,400.00 (Renovation)
Union Parishad/Project (SDSD @ 80%):
o Tk. 21410.00 (Installation newly)
o Tk: 6400.00 to Tk. 9600.00 (Renovation)
Total Installation Cost:
Tk. 7,500.00 to Tk. 8,000.00 (3200 Litre)
Tk: 4,500.00 to Tk. 5,000.00 (2000 Litter)
Cost Sharing:
User/Users (@ 20%):
o Tk. 1,500.00 to Tk. 1,600.00 (3200 Litre)
o Tk: 900.00 to Tk. 1,000.00 (2000 Litre)
Union Parishad/Project (SDSD @ 80 %):
149
o
o
Tk. 6,000.00 to Tk. 6,400.00 (3200 Litre)

Tk: 3,600.00 to Tk. 4,000.00 (2000 Litre)
Pond Sand Filter

Total Cost
Tk. 30,000.00 (Newly construction)
Cost Sharing:
User/Users (@ 20%):
o Tk. 6,000.00 (Newly construction)
o Tk. 24,000.00 (Newly construction)

Tube - Well
Bill of Quantity (BOQ) of Shallow Tube Well (FY-2005)
No
01
02
03
04
05
06
150
Sinking of 38 mm dia G.I. Pipe including fitting,
fixing etc. complete as per direction of the
Engineer-in-charge. (Payment will be made
whether the TW is found Arsenic safe or Arsenic
contaminated.)
Sinking of 38 mm dia P.V.C. Pipe including
fitting, fixing etc. complete as per direction of the
Engineer-in-charge. (Payment will be made
whether the TW is found Arsenic safe or Arsenic
contaminated.)
Engineer-in-charge.
(Payment only will be made if the TW is found
Arsenic safe)
Engineer-in-charge.
Arsenic safe)
equivalent with sockets, clump, solution and 38
mm dia P.V.C. sand trap etc. including carrying
Engineer-in-charge.
Arsenic safe)
No-6 hand pumps (RFL- standard size) including
Quantity
Unit
Rate
(Tk.)
Amount
(Tk.)
1.52
Rm
22.97
34.91
48.48
Nos
22.97
1113.58
1.52
Rm
135.00
205.20
45.43
Rm
52.48
2384.16
3.05
Rm.
55.76
170.06
1600.00
1600.00
01
Each
No
07
08
Quantity

Arsenic safe)
Withdrawn of pipes if failed in Arsenic test.
1.67
(Payment will be made if the TW is found

Arsenic contaminated and pipes to be
withdrawn)
09
Construction of TW platform as per drawing and
direction of the E/C.
(payment will be made if the TW is found
Arsenic safe)
Grand Total Cost
Unit
Rate
(Tk.)
Amount
(Tk.)
kg
35.00
58.45
50
Rm
9.84
492.00
01
No
1800.00
1800.00
7858.36
785.83
8644.19

(Estimated cost may be change subject on Shallow TW well depth and materials market
value.)

Deep Tube - Well
Bill of Quantity (BOQ) of Deep Tube Well (FY-2005)
No
01
02
03
04
Sinking of 38 mm dia G.I. Pipe including fitting,
fixing etc. complete as per direction of the
Engineer-in-charge.
(Payment will be made whether the TW is found
Arsenic safe or Arsenic contaminated.)
Sinking of 38 mm dia P.V.C. Pipe including
fitting, fixing etc. complete as per direction of the
Engineer-in-charge.
(Payment will be made whether the TW is found
Arsenic safe or Arsenic contaminated.)
Engineer-in-charge.
Arsenic safe)
Quantity
Unit
Rate
(Tk.)
Amount
(Tk.)
1.52
Rm
22.97
34.91
148.48
Nos
22.97
3410.58
1.52
Rm
135.00
205.20
145.43
Rm
52.48
7632.16
151
No

Engineer-in-charge.
Arsenic safe)
05
equivalent with sockets, clump, solution and 38
mm dia P.V.C. sand trap etc. including carrying
Engineer-in-charge.
Arsenic safe)
06
No-6 hand pumps (RFL- standard size) including
Arsenic safe)
07
08
Withdrawn of pipes if failed in Arsenic test.
Arsenic contaminated and pipes to be
withdrawn)
09
Construction of TW platform as per drawing and
direction of the E/C.
Arsenic safe)
Grand Total Cost
Quantity
3.05
01
Unit
Rm.
Each
Rate
(Tk.)
Amount
(Tk.)
55.76
170.06
1600.00
1600.00
1.67
kg
35.00
58.45
150
Rm
9.84
1476.00
01
No
1800.00
1800.00
16387.36
1638.73
18026.09
Grand Total Cost: Tk. 18,026.09~ 18,026.00

(Estimated cost may be change subject on Deep TW well depth and materials market value.)
Total Cost:
Tk. 8,644.00 (Installation newly Shallow TW)
Tk: 1,8026.00 (Installation newly Deep TW)
Cost Sharing:
User/Users (@ 20%):
o Tk. 1,728.80 ~1,729.00(Installation newly Shallow TW)
o Tk 3605.20 ~ 3605.00 (Installation newly Deep TW)
o Tk. 6,915.00 (Installation newly Shallow TW)
o Tk: 14,421.00 (Installation newly Deep TW)
152

Low Cost Latrine
Bill of Quantity (BOQ) of Low Cost Latrine (FY-2005)
No
01
Construction, supply and installation of 750 mm

inner dia, 300 mm height and 37.5 mm thickness
R.C.C (1:2:5) Ring with fabrication 12 # M.S.
Wire best quality (3 nos horizontally and 300 mm
C/C vertically). Reinforced cement concrete
(R.C.C) works (1:2:5) with Portland cement
(conforming to BDS 232), best quality local sand
(F.M. 1.5) 12.5mm down graded picked jhama
brick chips in/c breaking chips and screening,
shuttering, placing of rod in position, mixing the
aggregates with manually, pouring, casting and
curing at least for 28 days (including the cost of
necessary drawing. Ring casting dais also
supply from contractor. Also includs labour cost,
shuttering cost, carrying cost etc. All complete
as per direction of the Engineer-In-Charge.
02
Construction, supply and installation of 825 mm
dia, 37.50 mm thickness R.C.C. slab with fitting
best quality plastic pan (size: 18x 09x10.50)
with water seal (1/2), fabrication 12 # M.S. wire
best quality 250 mm C/C both ways as per
drawing. Reinforced cement concrete (R.C.C)
works (1:3:3) with Portland cement (conforming
to BDS 232), best quality local sand (F.M. 1.5),
12.50 mm down graded picked jhama brick
chips in/c breaking chips and screening,
shuttering, placing of rod in position, mixing the
aggregates with manually, pouring, casting and
curing at least for 28 days (including the cost of
necessary drawing. Also including labour cost,
shuttering cost, carrying cost etc. All complete
as per direction of the Engineer In Charge.
Grand Total Cost
Quantity
Unit
Rate
(Tk.)
Amount
(Tk.)
Nos
98.00
490.00
01
Nos
157.00
157.00
647.00
64.70
711.70

(Estimated cost may be change subject on design, drawing and market value of materials.)
Total Cost:
Tk. 712.00 (Installation newly)
Cost Sharing:
User/Users (@ 20%):
153

VBO Manua Final 20 November

Caricato da

Informazioni sul documento

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

VBO Manua Final 20 November

Caricato da

Copyright:

Formati disponibili

CRP Facilitators Manual

Sustainable Solutions for the

Development Association for Self-reliance, Communication and Health

Swiss Agency for

Welcome, introduction, objective and Schedule sharing ............................... 7

Chapter Two: Skill Enhancement.......................................................................... 14

Background and Objectives of WPP: SDSD................................................ 14

Chapter Three: Governance .................................................................................. 28

Chapter Four: Water and Sanitation ................................................................... 35

Introduction to Water, Sanitation and Health ............................................... 35

Handout (2) Rapport Building............................................................................................ 46

Chapter Two: Skill Enhancement.......................................................................... 54

Chapter Three: Governance .................................................................................. 92

Chapter Four: Water and Sanitation ................................................................... 106

VBO Facilitators Manual

VBO Facilitators Manual

VBO Facilitators Manual

About the Manual

Purpose of the Manual

How to Use the Manual

VBO Facilitators Manual

Key definition of Session Plans

VBO Facilitators Manual

Session 1: Welcome, introduction, objective and Schedule sharing

By the end of the session, the participants will be able to:

Flipchart Presentation and Discussion:

Flipchart, sketch pen, clip, board and masking tape

Session 2: Rapport Building.

By the end of the session, the participants will be able to:

Flipchart, sketch pen, clip, board and masking tape

VBO Facilitators Manual

Concept of Community, Key tasks involved with community

Question and Answer, Plenary Discussion, Buzz Group

Handout (3) Mobilisation

VBO Facilitators Manual

Session 4: Celebration of the First Success.

Possible ways for first success celebration

Question and Answer, Role Play.

Brown paper, sketch pen, clip, board and masking tape.

Handout (4) Celebration of First Success.

Session 5: Formation of the Organising Committee and Preparation of

Process of formation of organising committee, Member selection

Discussion, Experience Sharing, Lecture.

Brown paper, sketch pen, clip, board and masking tape.

Hand out (5) Formation of Organising Committee and Preparation of

VBO Facilitators Manual

Session 6: Formation of Village Based Organisation (VBO)

Necessity of VBO formation.

Brown paper, sketch pen, Board, clip and masking tape.

Handout (6) Formation of VBO

VBO Facilitators Manual

Session 7: Finalisation of Constitution.

Sharing of draft constitution, and consensus building.

Brown paper, sketch pen, Board, clip and masking tape.

Presentation and question-answer.

Hand out (7) sample of VBO constitution.

Session 8: Problem Tree Analysis

By the end of the session, the participants will be able to:

VBO Facilitators Manual

Question & answer, Buzz group, Preference Ranking, Problem Tree

Hand out (8) Problem tree analysis.

Ensure equal attendance and participation of female and male.

VBO Facilitators Manual

Exercise 8.5 Problem Tree Analysis Drawing