Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Published by
Published in 2005
DASCOH is very
thankful to the donor of
this project
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:
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
Handout................................................................................................................... 46
Chapter One: Community Mobilisation ................................................................ 46
Handout (1) Nil .................................................................................................................. 46
VBO Facilitators Manual
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.
Session Plan
Chapter One:
Community Mobilisation
Time:
30 minutes
Methods:
Materials:
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.
Time:
45 minutes.
Methods:
Brainstorming, Discussion
Materials:
Education Materials:
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:
Time:
1 hour 30 minutes.
Methods:
Education Materials:
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).
By the end of the session, the participants will be able to know how to
assist the community to organising mass gathering for celebrating
first success.
Contents:
Time:
45 minutes
Methods:
Material:
Education Materials:
Process:
Exercise 4.1 Questions and Answer
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.
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:
Time:
45 minutes
Methods:
Material:
Education Materials:
Process
Exercise 5.1 Discussion
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.
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:
Time:
45 minutes
Material:
Methods:
Brainstorming, Discussion
Education Materials:
Process
Exercise 6.1 Brainstorming
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.
Exercise 6.2 Discussion
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).
By the end of the session, the participants will be able to know how to
finalise the constitution.
Time:
30 minutes
Contents:
Material:
Methods:
Education Materials:
Process
Exercise 7.1 Discussion
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.
Time:
5 hours.
11
Methods:
Material:
Brown paper, sketch pen, marker, clip, board, glue and masking tape.
Education Materials:
Process
Exercise 8.1 Questions and Answer
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:
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
13
Content:
Time:
45 minutes
Methods:
Materials:
Education Materials:
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.
Exercise 9.2 Discussion
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.
Content:
Duration:
45 minutes
Education Materials:
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)
different
Content:
Time:
2 hours
Method:
Education Materials:
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
Planning:
Objective:
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:
Education Materials:
Process
Exercise 12.1.1
Mapping
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:
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
Materials:
Education Materials:
Process
Exercise 12.2.1
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
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.
VBO Facilitators Manual
19
Exercise 12.2.7
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
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
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.
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
Time:
4 hours
Methods:
Materials:
Education Materials:
Process
Exercise 13.1 Questions and Answer
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).
Exercise 13.2 Discussion
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.
Exercise 13.5 Plenary Discussion
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
Content:
Time:
1 hour 15 minutes
Methods:
Material:
Education Materials:
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:
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.
Content:
Time:
1 hour 30 minutes.
Materials:
Paper for flip chart (brown paper), permanent marker, and masking
tape.
Education Materials:
Methods:
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.
Exercise 15.2 Brainstorming
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
Leadership
Objective:
Content:
Concept of leader.
Characteristics of a good leader.
Style of leadership.
Time:
24
1 hour
Methods:
Materials:
Education material:
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
Objective:
Content:
Importance of alternative leadership.
How to develop alternative leadership.
Delegation of authority.
25
Time:
30 minutes
Methods:
Materials:
Education material:
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
Objective:
Content:
Time:
1 hour 30 minutes
Methods:
Materials:
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
Content:
Time:
1 hour 15 minutes.
Methods:
Materials:
Education Materials:
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:
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.
Exercise 17.2 Discussion
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.
Content:
Time:
1 hour 30 minutes
Methods:
Materials:
Education Materials
Process
Exercise 18.1 Discussion
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).
Exercise 18.2 Role Play
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
Content:
Time:
45 minutes
Methods:
Materials:
Education Materials:
of
local
government,
Process
Exercise 19.1 Questions and Answer
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.
Exercise 19.2 Discussion
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
Content
Time:
1 hour 30 minutes
Methods:
Materials:
Education Materials:
Process
Exercise 20.1 Questions and Answer
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.
By the end of the session the participants will learn about the WatSan
related activities of local government.
Content:
Time:
30 minutes
Methods:
Materials:
Education Materials:
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.
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
Materials:
Education materials:
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.
Exercise 22.2 Role Play
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
34
Chapter Four:
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:
Time:
1 hour 30 minutes
Methods:
Materials:
Education materials:
Process
Exercise 23.1 Questions and Answer
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.
Exercise 23.4 Lecture
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
Content:
Time:
1 hour 15 minutes.
Methods:
Materials:
Education materials:
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).
Exercise 24.2 Discussion
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
Time:
2 hours
Methods:
Materials:
Education materials:
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
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:
Materials:
Education materials:
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).
Exercise 26.3 Lecture
Step 3: Provide lecture on the basics of Typhoid from handout (26).
Jaundice
Follow the same process of exercise 26.2 and 26.3.
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:
Materials:
Education materials:
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.
Exercise 27.3 Lecture
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).
40
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:
Education Material:
Process
Exercise 28.1 Questions and Answer
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:
41
By the end of the session the participant will be oriented on the user
selection format for safe water and hygienic sanitation options.
Content:
Time:
1 hour
Methods:
Materials:
Education materials:
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.
Exercise 29.2 Discussion
Step 2: Introduce the User Selection Format from Handout (29) and explain how to use it.
Discuss on user selection criteria.
By the end of the session, the participant will know water and
sanitation option cost sharing protocol.
Time:
45 minutes
Methods:
Discussion
Materials:
Education materials:
Process
Exercise 30.1 Discussion
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:
Time:
45 minutes
Methods:
Discussion
Materials:
Education materials:
Handout (31) Site Selection for Safe Water and Sanitation Option
43
Process
Exercise 31.1 Questions and Answer
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.
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:
Materials:
Education materials:
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.
Time:
45 minutes
Materials:
44
Education materials:
Methods:
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.
45
Handout
Chapter One: Community Mobilisation
Session 1
46
Session 3
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
47
Session 4
48
Session 5
Personal contact.
Group discussion.
Para meeting.
Mass gathering.
Meeting conduction.
49
Session 6
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
51
Session 8
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
Violation of
Childrens right
Deat
h
Socioeconomi
c
Lack of attention
Given to
children
Work
days lost
Increase
d
treatmen
Lack of latrines
lead to reduce
privacy and
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
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.
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
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
57
Session 11
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
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
Violation of
Childrens right
Deat
h
Socioeconomi
c
Lack of attention
Given to
children
Work
days lost
Increase
d
treatmen
Lack of latrines
lead to reduce
privacy and
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
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.
1.3.
Ward number:
1.4.
Union:
1.6.1
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
Total
Male
Female
Total
Total
Male
Female
Total
S
L
1.
2.
3.
4.
5.
6.
7.
2007
WPP: Sustainable Solutions for the Delivery of Safe Drinking Water (WPP: SDSD)
Village/Para Profile Format
3.2.
SL Education Level
1
2
3
Illiterate
Literate (can
sign)
Literate
2005
Population (%)
2006
2007
Number (#)
2006
2007
only
4. Water Resources
4.1.
SL
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.
3.
2005
2005
Number of Households
2006
2007
67
4.6.
SL Sources
2005
Number
2006
2007
1.
2.
3.
4.
5.
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
7. Hygiene Status
SL Indicator of Hygiene Behavioural Status
1.
2.
3.
4.
5.
6.
7.
8.
9.
68
WPP: Sustainable Solutions for the Delivery of Safe Drinking Water (WPP: SDSD)
Village/Para Profile Format
2005
Number
2006
2007
2005
Number
2006
2007
2005
Number
2006
2007
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
Type of Support
Based in
village or
Para (Y/N)
1.
2.
3.
4.
5.
69
10.
Village Problems
10.1.
S
L
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
2005
Number
2006
2007
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
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
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
72
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
SL
Needs to
Remove
Barriers
According to
Priority
Resources
Required
Govt.
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
Column 2
Strategies
(various
alternatives)
Column 3
Scoring [1-10]
Relevance
Achievability
Column 4
Resource
Availability
Rank for
selection
75
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
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
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.
Taka
Opening balance
Payment
Taka
3,500
Cash in Hand
2,000
3,500
Cash at Bank
5,000
5,000
Donation received
55,000
5,000
Miscellaneous sale
2,500
Bank charge
200
Members subscription
2,500
Closing balance
20,000
Cash in Hand
10,000
Cash at Bank
59,800
Total
87,000
Total
80
87,000
Session 14
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
Activities
During the
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
84
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
Leadership: Leadership
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.
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
88
forward and bear the responsibility of the leader. Thus they become main leader of the
group. This is alternative leadership.
89
90
Conflict Resolution
Following strategies could be adapted for conflict resolution at various situations:
Forcing
Collaborating
To find an integrative solution when both sets of concerns are too important to be
compromised.
When your objective is to learn.
Compromising
Avoiding
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.
Causes
91
92
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
96
Session 19
97
98
Session 20
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.
Position in the
WatSan Committee
Chairperson
Member
Member
Member
Member
Member
Member
Member
Member
Member
Member
Member
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.
101
Session 21
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.
102
Session 22
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:
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.
105
Picture: 1
106
Picture: 2
107
No open defecation.
Availability of hygienic latrine.
Use of hygienic latrine.
Proper maintenance of latrines for regular use, and
Improved hygienic practice.
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
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
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
Diarrhoea
Jaundice
Typhoid
Arsenicosis
113
Session 25
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
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.
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.
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.
117
118
Session 26
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
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
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
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
:
:
:
:
:
:
:
:
:
:
:
:
:
:
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
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.
126
Melanosis.
Hyperkeratosis, and
Leukomelanosis.
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
Evidence of exposure
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
Soil
Fly
Food
Affecte
d
person
Water
Human
Faeces
Hand
Used
materials
129
130
Session 29
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
Areas
Home Work
Income
Generating
Activities
Taking
Decision
Activities
Perform Equally
done by
women/
Men
men
Interviewer Name:
132
Who
More
Women
Date
DASCOH-WPP: SDSD
Participatory Gender Analytical Framework
Village level
Areas
Activities
Who
More
Women
Perform Equally
done by
women/
Men
men
Date:
133
Session 30
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.
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.
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, maintenance and awareness training to the
selective users.
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).
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
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
2. Name of Option:
3. Type of Option:
4. Location of Option:
Name of District:
Name of Upazila:
Name of Union:
Name of Village:
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..
Designation
Signature:
Name of Organisation:
Date:
138
Session 32
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.
139
Merits:
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.
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:
141
Session 33
142
Tube Well
Operation:
Water is easily lifted from the water table by hand pump.
Maintenance and Management:
143
Session 34:
144
Implementation/Construction Cycle
Actions
Facilitation
Actions
Dissemination of message to
VBOs
PNGO, CRP
assist
Promotion of
sanitation/hygiene
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
Actual Construction
145
Implementation/Construction Cycle
Actions
Facilitation
Actions
Dissemination of message to
VBOs
PNGO, CRP
assist
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
Actual Construction
Description of items
01
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
Description of items
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.
Supplying, fitting and fixing of shallow tube well
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
Description of items
13
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
149
o
o
02
03
04
05
06
150
Description of items
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.)
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.
(Payment only will be made if the TW is found
Arsenic safe)
Supplying, fitting and fixing of shallow tube well
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.
(Payment only will be made if the TW is found
Arsenic safe)
Supplying, fitting and fixing of shallow tube well
P.V.C. Strainer 38 mm dia Aziz D grade or
equivalent with sockets, clump, solution and 38
mm dia P.V.C. sand trap etc. including carrying
etc. all complete as per directions of the
Engineer-in-charge.
(Payment only will be made if the TW is found
Arsenic safe)
Supply, Fitting and fixing in position
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
Description of items
Quantity
1.67
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
02
03
04
Description of items
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.)
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.
(Payment only will be made if the TW is found
Arsenic safe)
Supplying, fitting and fixing of shallow tube well
P.V.C. pipe 38 mm dia Aziz D grade or
equivalent with sockets, clump (for P.V.C. pipe
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
Description of items
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
152
Description of items
01
Quantity
Unit
Rate
(Tk.)
Amount
(Tk.)
Nos
98.00
490.00
01
Nos
157.00
157.00
647.00
64.70
711.70
153