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WATER AND SANITATION 

FORHEALTHPROJECT 

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1S, - - 17"3 

TRAINING IN HEALTH EDUCATION 

AND SANITATION PROMOTION 

FOR RURAL WATER PROJECTS 

MALAWI 

April 6-8, 1983 

April 

May 

18 - May 6, 1983 

17 -June 3, 1983 

WASH FIELD REPORT NO. 99 

AUGUST1983 

Carolina atCwl rill Prepared for: 

Sof TechUSAID Mission to the Republic of Malawi 

nIalogU Enine EOrder of Technical Direction No. 144


FOR HEALTH PROJECT 

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OperatedbyThe CDM 

Associates 

Sponsordc- by the U.S.Agency 

for International Deveopent 

1611N. Kent Street, Room1002 


Telephone: (703) 243-8200 



SmS&T/H/WS 

August 24, '983 

Sheldon Cole, Director 

USAID Mission 

Lilongwe, Malawi 

Attention: David Garms 

Dear Mr. Co1 e: 

On behalf of the WASH Project I am pleased to 

provide you with 10 (tcn) copies of a report 

on Training in Health Education and Sanitation 

Promotion for Rural Water Projects in Malawi. 

This is the final report by Louise McCoy and 

is based on her trip to Malawi from 18 March 

1983 to 8 June 1983. 

This assistance is the result of a request by 

the Mission on 2 February 1983. The work was 

undertaken by the WASH Project on 7 March 

1983 by means of Order of Technical Direction 

No. 144, authorized by the USAID Office of 

Health in Washington. 

If you have any questions or comments 

regarding the findings or recommendations 

contained in this report we will be happy to 

discuss them. 

Sincerely, 

David Donaldson 

Acting Director 

Wash Project 

cc. Mr. Victor W.R. Wohman, Jr., P.E., R.S. 

AID WASH Project Manager


TRAINING IN HEALTH EDUCATION AND SANITATION PROMOTION 

FOR RURAL WATER PROJECTS IN MALAWI 

April 6-8, 1983 

April 18 - May 6, 1983 

May 17 - June 3, 1983 

Prepared for the USAID Mission to the Republic of Malawi 

Under Order of Technical Direction No. 144 

Prepared by: 

Louise McCoy 

August 1983 

Water and Sanitation for Health Project 

Contract No. AID/DSPE-C-0080, Project No. 931-1176 

is sponsored by the Office of Health, Bureau for Science and Technology 

U.S. Agency for International Developm9nt 

Washington, DC 20523

TABLE OF CONTENTS 

Chapter Page 

EXECUTIVE SUMMARY ............................................. ii 

ACKNOWLEDGEMENTS .............. .... ....... ......... v 

1. BACKGROUND .................... ... e.... .. . .... 1 

1.1 Events Leading to the Request for Technical Assistance ........ 1 

1.2 Order of Technical Direction Number 144....................... 2 

1.3 Terms of Reference ............................................ 2 

2. ORIENTATION ..................................... 3 

3. THE TRAINING OF THE TRAINERS ............. ........... 4 

3.1 Introduction ............................. 4 

3.2 Participants ................................... . . . . . . . 4 

3.3 Planning and Preparation ................................. g.. 4 

3.4 Goals and Objectives .......................................... 5 

3.4.1 Goals ....e............... ee...................... 5 

3.4.2 Objectives ............................................. 5 

3.5 Agenda ................... .................................... 5 

3.6 Evaluation ................................... . . . . . . . . 6 

3.7 Recommendations .................... e....................o.... 7 

3.7.1 More Time ...o........... ........ .. g.......... .... 7 

3.7.2 Second Training Consultant .......................... 7 

3.7.3 Discussion Group Leadership Skills ..................... 7 

3.8 Outcomes and Conclusions ...................................... 7 

4. THE WORKSHOPS FOR FIELD WORKERS................. ........... 9 

4.1 Introduction ................. . . . . . . . . . . . . . . . . 9 

4.2 Participants ........ ........................ ...... 9 

4.3 Preparation and Planning ............................... . 9 

4.4 Goals of the Workshop ......................................... 11 

-i

4.6 Evaluation ... . ... ................................. .... ...... 13 

5. RECOMMENDATIONS ............... . . . . . . . . . . . . .. ..... . 15 

5.1 Training for Supervisors of Field Workers ..................... 15 

5.2 Local Counterparts.... .................... ...... .. .... ... .. 15 

5.3 Full-Time Trainer ............................................ 15 

5.4 Production of Visual Aids .............. o................ .... 16 

5.5 Training New Field Workers .................................... 16 

5.6 Planning for Coordination and Integration .................... 16 

5.7 Roles of Women................................................ 17 

5.8 Transport ........... .. ... ... ................. ..... ......... 17 

6. OUTCOMES AND CONCLUSIONS .......... ................................ . 18 

6.1 Training for Promotion of Village Health and Sanitation ....... 18 

6.2 Staff and Program Development ................................. 18 

6.3 Other Development Issues..................................... 19 

APPENDICES 

A. Order of Technical Direction No. 144.......................... 20 

B. Persons Interviewed and Contacted ............................. 25 

C. Participants ..... o . . ..... . . .. oo... .. ....... . ..... ... o.. 26 

D. Consultant's Calendar of Activities.............. ... 29 

E, Newsclipping from the Daily Times of 10 May 1983.............. 30 

(The detailed plan for the training of trainers and materials developed for 

the training of trainers and field workers are contained in the supplement to 

this field report.) 

-ii

0 

EXECUTIVE SUMMARY 

Two three-week workshops were designed and held for, 53 Ministry of Health 

field workers in Malawi. The workshops introduced these workers to new 

responsibilities in health education and sanitation promotion (HESP) related 

to the AID-funded rural piped water supplies. The participants were trained in 

new skills for forming and training village health committees (VHCs) which 

would then educate other villagers in proper health practices related to the 

use and storage of potable water and other sanitation measures. A draft design 

was produced for training 22 more field workers immediately and for future 

workshops as well. 

The workshops utilized an experiential training methodology to develop new 

skills and knowledge regarding: 

- Adult learning principles and methods 

- Generating community self-help resources 

- Communication 

- Sanitation technology 

- Water-related diseases 

- Recording and reporting field activities 

Twelve MOH personnel were trained to become assistant trainers. 

Further training needs for the project were identified and tentative plans 

made for implementation. 

Outcomes: 

The workshops effectively launched a new sanitation promotion effort in 

1,500 villages. Field workers now have new skills to motivate 

village 

and educate 

health committees Lu maximize the health benefits of improved 

water supply in rural areas. 

o The se f-help resources of village peoples, originally tapped to pipe the 

water from mountain springs, are further developed through the application 

of new methods that utilize their experience and energy. 

o A variety of staff development objectives in the Public Health 

Inspectorate of Malawi have been met for, key management and training 

personnel. 

Recommendations: 

To support the continuing effort, additional assistance is required in: 

o Developing appropriate visual and other educational aids. 

o Gathering and integrating new information about women's roles and 

beliefs. 

0 Upgrading supervisory skills of those who monitor field worker 

activities. 

-iii

Staffing and transport requirements must be funded. Closer coordination with 

health personnel at district levels is necessary. 

To expand the rural areas served, expert assistance is necessary to develop 

selection processes and design pre-service training for new workers. 

-iv

ACKNOWLEDGEMENTS 

Mr. Richard Ainsworth, principal Health coordinator for the Malawi Ministry of 

Health, and the principal contact for the WASH consultant, was the key person 

in this assignment. His energy and commitment were inspiring. His articulation 

of project goals and strategies established a visionary and relevant context 

for the work. His thoughtfulness and attention to detail was a continuing 

source of support. 

The Malawian personnel assigned by the Ministry of Health to assist in the 

development and presentation of the workshops are responsible for the success 

of the workshops for field workers. They brought to the work important knowledge 

of field situations and bilingual (and sometimes trilingual) skills. 

However, it was their ability to grasp new concepts and methods of training 

others that was truly remarkable and deserving of the gratitude of everyone 

involved. These men are: 

M.F. Magombo, DHI 

A.L. Mampha, HA 

G.L. Majikutd, DHI 

H.M.S. Abduhl, SHA 

S.K.O. Mphande, HA 

L.N. Chilambula, HA 

R.C. Mandebvu, DHI 

J. Zoya, HA 

A. Makawa Phiri, DHI 

F.Z.M. Ndhlovu, SHA 

A.S. Kanchila, HI 

David Garms, Program Officer for the USAID Mission in Malawi, and Craig 

Hafner, tWASH Project Task Manager, provided unusual logistics and technical 

support at critical times. In addiLion, Fred Rosensweig, WASH Training 

Officer, provided continuing professional support that was also greatly 

appreciated. 

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Chapter 1 

BACKGROUND 

1.1 Events Leading to the Request for Technical Assistance 

In 1982, the Malawi Ministry of Health began a project to intensify health and 

sanitation promotion efforts in rural areas served by gravity-fed, potable, 

piped water. Assistance by the U.S. Agency for International Development is 

provided as a component of its $6 million project to bring gravity-fed piped 

water to rural areas where the geographical configuration makes it possible. 

The system of bringing water from the mountains to taps in the villages was 

first introduced in 1968 with the assistance of many small donors for 

materials and technical assistance and utilizing labor provided by the 

.villagers who would now have convenient and safe water. Over a million people 

of Malawi will eventually be served by this system. 

In recent years, people associated with safe water and health promotion 

efforts in Malawi began to recognize that the potential of improved water 

supplies for reducing the incidence of diseases in the villages was not being 

fully realized. High levels of contamination are found in drinking water 

storage pots in homes though water at the tap is safe. Women continue to use 

polluted rivers for bathing and washing clothes. The systems are designed to 

prov4 de enough water for good sanitation and hygiene practices yet water is 

utilized at about one-half the per capita levels considered necessary for 

acceptable personal hygiene and household cleanliness. C!e;rly health education 

and sanitation promotion are necessary in the villages to realize the 

potential benefits of convenient, safe water. 

To organize fhe activities of this new villager education effort, a Principal 

Health Coordinator (Richard Ainsworth) was engaged in 1982. 

strategy 

He developed 

which 

a 

identified the steps necessary to achieve these goals. At the 

heart of the plans are the formation and training of village health committees 

(VHCs) who will in turn educate their neighbors and spread health and sanitation 

messages. The main messages that the project promotes focus on the care 

of safe drinking water supplies from the tap to consumption; the construction 

and proper use of latrines, bath houses, refuse pits, and dish racks; and the 

maintenance of good personal hygiene and environmental cleanliness. The aim of 

the project is to decrease the incidence of diseases related to water and 

sanitation such as diarrhea, intestinal worms, bilharzia, and skin and eye 

infections. 

In January of 1983, Craig Hafner of the WASH staff visited Malawi and met with 

personnel from the Ministry of Health (MOH) and the Department of Lands, 

Valuation, and Water (DLVW). His visit generated a request from the Government 

of Malawi and the USAID Mission to provide the assistance of two consultants 

through the Water and Sanitation for Health (WASH) Project to design and 

deliver three workshops for MOH field workers in rural piped water areas. 

These workshops would improve field workers' skills in communication, 

motivation, and assistance to village health committees in their efforts to 

organize and solve their own environmental health problems. The original 

request of February 1983 was modified by both USAID/Washington (to provide 

-1

only one consultant) and by the Government of Malawi (to add a training 

session for Malawian health personnel in training technology). 

1.2 Order of Technical Direction Nimber 144 

The request for technical assistance to USAID/Malawi was issued to the WASH 

contractor on March 7, 1983 (see Appendix A). A single consultant was to 

design and implement three two-week workshops for MOH field workers, prepare a 

workshop design for, future use, and make recommendations for future MOH skill 

training. The primary focus was the development of skills in communication and 

motivating community participation in the resolution of village health 

problems related to water and sanitation. 

Prior to departure of the consultant to Malawi, the schedule for the workshops 

was changed and the scope of work modified. A training oF trainers (TOT) 

session was to be delivered first for MOH personnel who would assist in the 

workshops for field workers. The primary purpose of this change was to develop 

training skills of selected Malawian Government personnel and to use the 

Malawians as co-trainers during the workshop. The workshops were also extended 

to three weeks to accommodate additional content in communicable diseases and 

sanitation technology. This change meant that the third workshop would be 

delivered by MOH personnel after the departure of the consultant. A draft 

design for the workshops would be developed rather than a full-scale trainers' 

guide. 

1.3 Terms of Reference 

The Ministry of Health presented Terms of Reference for tne consultant's work 

on arrival (see attachment to Appendix A). These terms were very similar to 

what had been anticipated except for the addition of more topics to the 

workshops for field workers, specifically documentation (recording and 

reporting) and village sanitation inspection skills. 

-2

Chapter 2 

ORIENTATION 

The first priority of the consultant on arrival in Malawi was to become 

familiar with the grdvity-fed rural piped water supply project and its health 

education and sanitation promotion (HESP) component. Lengthy discussions were 

held with Mr. Ainsworth, the Principal Health Coordinator, and his project 

reports, correspondence files, position papers, procedure manuals, and 

data-gathering formats were reviewed. The Report on the National Seminar for 

Health Education and Sanitation Promotion in Rural Piped Water Project held in 

February 1983 in Chilema was especially useful (for a copy of this report see 

supplement to this field report). 

Introductory meetings were held with USAID Mission Project Officer David 

Garms and in the Ministry of Health, Dr. M.K. Chirambo, Chief Medical Officer; 

Mr. L.L. Chipungu, Acting Principal Health Officer; and Mr. Sam Lewis, WHO 

Health Education Specialist. 

Dr. Anthony Klouda, Primary Health Care Coordinator for the Private Hospital 

Association of Malawi, was a rich resource for training materials and, more 

importantly, for his understanding of cultural issues affecting health and 

sanitation practices in Malawi. 

A day was spent visiting training sites at Msamba and Ntcheu, interviewing 

workshop participants in the field, meeting members of the Village Health 

Committee in Karodya, and viewing a rural piped water system. 

Training manuals, visual aids, and other locally produced materials were 

reviewed to determine usefulness for the workshops. Sources of training 

supplies and support and duplicating were identified. 

In consultation with Mr. Ainsworth, the consultant's calendar and goals for 

the workshops were determined. 

-3

3.1 Introduction 

Chapter 3 

THE TRAINING OF THE TRAINERS 

The training of trainers (TOT) was designed to introduce selected Ministry of 

Health personnel to experiential and performance-based training methods. 

Purposes were twofold. 

o To develop training skills of Ministry personnel. 

o To make it possible for these personnel to function as bilingual (English 

and Chichewa) Assistant Trainers for Health Education and Sanitation 

Promotion Workshops to be held for field workers in the three reoions of 

Malawi (Central, South, and North). 

The TOT wa! held April 6-8, 1983 at Msamba Training Centre near Lilongwe. 

3.2 Participants 

Six District Health Inspectors and six Health Assistants with supervisory 

responsibilities in rural piped water supply projects were selected by the 

Principal Health Coordinator (Richard Ainsworth) and the Regional Health 

Officers to attend the TOT and to serve as trainers for the workshops. Each of 

the three regions was represented by two District Health Inspectors and two 

supervising Health Assistants. This team of four would join Louise McCoy, the 

WASH training consultant, and Richard Ainsworth, the Principal Health 

Coordinator, to plan and give the workshop for field workers in their own 

region. All but one had attended the national seminar in February providing a 

background in the goals of the project and an introduction to experience-based 

training methodology. For a list of participants in the TOT, see Appendix C. 

Two participants representing the Northern Region were delayed by a plane 

cancellation and missed the Tuesday evening and Wednesday morning sessions. 

3.3 Planning and Preparation 

TOT goals, methods, and agenda were developed by the consultant after the 

initial orientation to the country and project. Materials were drawn from the 

consultant's personal or WASH files, and two major works (Bower and Werner's 

Helping Health workers Learn and the American Home Economics Association's 

Working With Villagers) were hand-carried in sufficient quantity to provide a 

copy for each co-trainer. (Copies of handouts are in the supplement to this 

report which also contains the detailed training design.) 

An easel was constructed for charts and suppliers of other materials 

(newsprint, markers, etc.) were identified. 

Responsibility for conducting the workshop was shared with coordinator 

Ainsworth, partly for purposes of demonstrating co-training. 

-4

3.4 Goals and Objectives 

3.4.1 Goals 

o To improve skills and increase knowledge of training techniques in 

village health and sanitacion. 

o To plan application of new skills and knowledge in workshops for 

field workers in Health Education and Sanitation Promotion for rural 

piped water projects. 

3.4.2 Objectives 

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

o Discuss principles of adult learning. 

o Use the experiential learning cycle in designing training sessions. 

o Do a task analysis of environmental sanitation and health education 

work. 

o Write behavioral objectives for training sessions. 

o Select and use a variety of training methods and visual aids. 

o Design and deliver a short training session to practice utilizing 

new knowledge and skills. 

o Evaluate the effectiveness of a training session. 

o Identify tasks to be accomplished for planning a workshop. 

30.5 Agenda 

Below is an outline of the topics covered day by day. 

Tuesday Evening 7:30-9:15 pm 

- Introduction 

- Sharing expectations 

- Discussion of schedule 

- Group norms 

Wednesday Morning 8-12 nocn 

- Adult learning 

- Learning styles and trainer styles 

- Experiential learning cycle 

-5

Wednesday Afternoon 1:30-5:30 pm 

- Content/process/methods 

- Methodologies 

Lecture/visual aids Lecturette 

Group discussions Role plays/skits 

Demonstration Field trips 

Instrumentation Practicals 

Thursday Afternoon 1:30-5:30 pm 

- Trainer skills 

Session design Feedback 

Delivery skills Co-training 

Thursday Evening 7-8:30 pm 

- Preparation for practice sessions 

Friday Morning 8-12 noon 

- Practice sessions presented 

Friday Afternoon 1:30-5:30 pm 

Saturday 

- Planning for workshops 

- TOT evaluation 

- Return to station 

3.6 Evaluation 

Participants responded to an evaluation instrument soliciting their individual 

opinions of the effectiveness of the TOT. 

All rated the value, of the TOT very positively (nine checked "great" and three 

checked "good"). The group felt all objectives were accomplished--many to the 

100 percent level , some to 75 percent levels. Asked which sessions were most 

useful one or another member of the group mentioned each session. The sessions 

providing opportunities for members of the group to practice deliveries and 

the sessions on methods of adult education got the most nominations. 

Participant comments centered on the need for the workshop to be much longer 

and on their appreciation of the organization and skills of the leaders. (Full 

information on the evaluation is in the supplement.) 

-6

3.7 Recommendations 

3.7.1 More Time 

Due to Easter holidays and the travel time requirements of participants, the 

five days that were originally planned for the TOT were cut to three days. 

Seven to eight days is recommended, especially as additional time was needed 

to accomodate participants limited English. All sessions needed further 

development and elaboration to achieve participant mastery of the skills and 

new knowledge. 

3.7.2 Second Training Consultant 

A second consultant trainer as originally planned would have made a 

significant difference in the effectiveness of the TOT. This difference would 

have occurred in at least the four areas outlined below: 

0 A better assessment of the needs and limitations of the participant group 

through more interviews of participants prior to the start of 

workshop 

the 

and through the design of a "pre-test" instrument to be 

administered during the first session. 

o The design of specific instruments (test, checklists, etc.) to provide 

relevant practice in, achieving mastery of a particular concept or 

for 

skill, 

example, to distinguish behavioral vs. non-behavioral objectives and 

record observations of discussion-leading skills. 

o The revision of hand-outs to simplify the English and to make it more 

specific to local circumstances. 

0 The development and delivery of brief demonstrations of various methods 

using content relevant to the work of the participants. 

3.7.3 Discussion Group Leadership Skills 

This population had little experience with participation in discussion groups 

and no experience with the leadership of them. It is the most critical skill 

for functioning as an assistant trainer in experience-based workshops or for 

purposes of processing and applying new skills and knowledge acquired in field 

or structured classroom experiences. Other goals of a TOT should be sacrificed, 

if necessary, to achieve participant mastery of these skills. 

3.8 Outcomes and Conclusions 

The TOT contributed greatly to the ability of the participants to function as 

assistant trainers in the workshops for field workers. Obviously, p.4rticipatory 

and performance-based training for themselves is of great value for those 

to being asked to deliver such training. 

-7

A cadre of trainers, some of them with lead trainer potential, now exists in 

the Malawi Ministry of Health. They will be called on to assist with refresher 

courses and workshops for new field workers in the rural piped water supply 

areas. They may also be used by other MOH departments in the training of field 

workers. 

Participants reported feeling like members of a special fraternity with 

special skills following the TOT and their experience on the workshop training 

teams. Seminars and conferences that do not use participatory techniques are 

likely to be roundly criticized by this group in the future, possibly upgrading 

the effectiveness of such programs in the long term. Skills acquired 

for training purposes are easily adapted to supervisory settings as well, and 

all of these trainers are in supervisory positions. 

-8

4.1 Introduction 

Chapter 4 

THE WORKSHOPS FOR FIELD WORKERS 

The workshop for the Central Region was held in Ntcheu April 18 to May 6; the 

one in Southern Region in Mangochi May 17 to June 3. The Northern Region 

workshop in Karonga was scheduled for June 13 to July I after the consultant's 

departure. 

All workshops were held in local government meeting chambers. Participants and 

staff were housed in nearby rest houses or hotels and took their meals in 

local restaurants. Workshop activities were scheduled five days a week from 

8-12 a.m. and 1:30 to 5:00 p.m. 


The participants for the workshops were drawn from two different levels of the 

Ministry of Health Public Inspectorate. A small proportion, about 20 percent, 

of the group wcre Health Assistants. Health Assistants (HAs) are certified on 

completion of a three-year course of study beyond the Junior Certificate level 

of secondary school studies. Their salaries range from the equivalent of about 

U.S. $80 to $140 per month. Subsidized government housing is also provided at 

a cost of 10 percent of the Health Assistants' salary. In the HESP prL~ect, 

Health Assistants function as project supervisors, supervising the work of 

Health Surveillance Assistants (HSAs) in the villages. Others work alongside 

the HSAs in the villages as field workers as part of their duties and were 

included among the workshop participants. 

Eighty percent of the participants were identified from the pool of HSAs 

already stationed in Rural Piped Water Supply Project areas. These men have 

passed Standard 8 and have had no further education or training other than 

on-the-job. They make $22 to $40 a month and are not provided government 

housing. They average eight to ten years experience (many were hired during 

the big cholera outbreak in the 70's) with a range of from one to 19 years of 

government employment. The participants in the workshop therefore represented 

a wide range of intellectual abilities and academic experience. All had 

practical field experience. 

4.3 Preparation and Planning 

The goals and over-all flow arid sequencing of the design were developed by 

WASH consultant McCoy in consultation with Ainsworth, the project coordinator 

and principal contact. 

There are two major process themes woven into the workshop design. These 

themes not only guided the choices of methods but also were part of the 

content of the workshop itself. 

-9

1. Learning by Doing; The workshop design provided opportunities for 

repeated practice of new skills--both in mock exercises in the classroom 

and in the field with actual tryouts of new techniques with leaders in 

villages near the workshop sites, Practice was always followed by 

structured opportunities to refiect on that experience, identify issues 

and problems, and seek resolution or new ideas for application in the 

home setting. 

2. Build on What They Know: All working sessions were designed to provide 

maximum opportunity for participants to share their knowledge and 

experience. The Health Surveillance Assistants (HSAs), while 

provided 

never 

opportunities for any formal training previously, came tot'e 

workshops with a great deal of applicable practical knowledge, notably in 

sanitation technology and cholera control. Some workshop sessions 

systematized 

merely 

or validated already acquired knowledge. This process 

encouraged debate, thought, and a sense of confidence in their own 

abilities. 

Three major content themes were woven into the workshop design throughout the 

three-week period: 1) a cooperative approach to interaction with villagers, 2) 

the Project Strategy, and 3) the documentation system. 

1. A cooperative approach to motivating community participation in sanitation 

and health promotion was repeatedly emphasized throughout the 

workshop. Historically, government officials had taken an authoritarian 

"policeman like" approach to changing health and sanitation practices. To 

develop a cooperative consultative approach required a number of new 

skills and the development of a different attitude. Workshop leaders 

demonstratc.d an attitude of respect and encouraged and validated the 

expressirn of opinions and the shairing of experiences. Workshop sessions 

repeatedly addressed the issues of villager and field worker sharing 

responsibility for improving health and sanitation practices. 

2. The project strategy outlines in a step-by-step fashion the activities of 

the Health Assistant or Health Surveillance Assistant in a target village 

from first meeting to follow-up visits. These steps provideu the 

framework for the sequencing and flow of the workshop design. 

3. The documentation system devised by Ainsworth is comprised of a series of 

11 forms correlating to field worker activities in the villages. These 

forms provide data for monthly progress reports and continuing records 

for review of effort and outcomes. These forms alko provided a structure 

and a t~ngible set of expectations that %ere new in the experience of 

these Field workers. The purposes and utilization of this somewhat 

complex set of forms became another repeated theme. 

The assistant trainers were the primary resource assessing 

for the participants' 

prior level of skiil or knowledge and adapting new principles and 

practices introduced by the consultant coordinator to the specific Malawi 

cultural or organizational situation. 

Each training session was designed in detail in consultation with the 

Assistant Trainers on the training team. It was imperative to involve these 

trainers in the detailed planning as they had major responsibility for leading 

-10

most workshop activities in the Chichewa language; t'he consultant functioned 

as a supervisory coordinator. 

Most Health Surveillance Assistants could understand simple English talks 

especially when accompanied by written English visual aids. However, their 

ability to express themselves in English was limited, and, as verbal 

interaction is a .jor point of the adult learning process, it was necessary 

to limit English language talks to the minimum and conduct the workshop in 

Chichewa. However, all written material, includin~g the charting or reporting 

on newsprint of discussions was done in English. They served not only to 

enable the consultant coordinator to keep track of what was going on, but 

provided the prticipants with necessary practice as they are required to do 

all written correspondeiice and reporting in English. 

The training team met for three days prior to the start of each workshop to 

plan activities in detail. Every (lay the team met after the day's work to 

assess the effcctiveness of the design for recommended revisions to the next 

workshop and to review again the plans for the next day. Weekends also 

provided time for planning. 

4.4 Goals of the Workshop 

By the end of the workshop, participants should be able to: 

o Describe rural piped water projects. 

o Describe the steps in the Project Strategy and related activities. 

o Perform a village inspection. 

o Conduct an analysis of village health and sanitation problems with 

village leaders. 

c Design and conduct a training session on a health or sanitation topic for 

a small group of village leaders. 

o Discuss the formation of village health committees. 

o Correctly record results of village inspections and report results to 

supervisors and village leaders. 

o Report HESP activities to supervisors. 

o Review knowledge of water-related diseases and sanitation technology. 

o Define major messages related to HESP for villagers. 

Specific objectives for each session are outlined in the draft design which is 

in a separate document. 

-11

4.5 Agenda 

The agenda for each of the three regional workshops varied slightly depending 

on local market days, government holidays, and availability of meeting room 

space. A representative outline of workshop topics, as planned 

wo.kshop, 

for the 

follows. 

last 

Specific session objectives, workshop activities, 

materials 

and 

distributed are included in the supplement to this report. 

Day 1 - Registration 

- Opening ceremonies 

- Introduction and expectations 

- Background and project strategy 

Day 2 - Village leadership: Sharing the responsibility 

- Firsc village visit: To meet leaders, view water supply system, 

introduce self, and make arrangements for further visits. 

Day 3 - Review village visit 

- Introduce documentation system: Forms 1, 2 and 3 (see supplement) 

- Coordination with Water Department 

- Village inspection and Form 5 

- Advising families 

Day 4 Second village visit: To do a village inspection, report results to 

villaga leaL.?rs, and seek additional facts about the community 


- Introduce forms 4 and 10 (see supplement) 

- Review forms 1, 2, 3, 5 (see supplement) 

- Computing percentages 

- Review project strategy and the week's work 

- Workshop evaluation 

Day 6 - Relationships of water and sanitation to disease 

- Sanitation technology: review current practices, introduce 

ventilated pit latrine, consider tap area development, and 

"hand-washing technology" 

Day 7 - Village health committee training: Innovation and change theory 

- Adult-learning principles 

- Leading discussion groups 

Day 8 - Practice in leading discussion groups 

- Analyzing village health problems with problem analysis visual aid 

- Practice using problem analysis visual aid 

Day 9 - Third village visit: To do village health problem analysis with 

village leaders 

- Review village visit 

- Introduce Form 9 (see supplement) 

- Review Forms 3 and 10 (see supplement) 

- Developing training plans for village health committees 

-12

Day 10 - Water-related diseases: Causes, signs, treatment, control and 

prevention 

- Review project strategy 

- Evaluation of workshop 

Day 11 - Other diseases 

- Diarrhea and dehydration in children 

- Demonstration of rehydration fluid therapy 

- Practice in demonstrating rehydration fluid 'herapy 

- Uses of demonstration method 

Day 12 - Lesson planning: Content and methods, step-by-step approach 

- Practice planning lessons 

Day 13 - Practice in giving lessons 

- Fourth village visit: To give health training to village health 

committee 


- Review recording: Forms 1, 2, 3, 4, 5, 9, 10 (see supplement) 

- Introduce reporting: forms 6 and 7 (see supplement) 

- Introduce monthly planning: form 11 (see supplement) 

- Project expectations for 1983 

Day 15 - Review adult learning principles and methods 

- Review project strategy 

- Workshop examination 

- Workshop evaluation 

- Recommendations 

- Closing ceremonies 

4.6 Evaluation 

Participants evaluated the workshop weekly. Frainers utilized a variety of 

group discussion techniques to get participant reaction to workshop methods 

and to assess retention of material presented for purposes of modifying the 

approach or scheduling extra reviews. In general, workshop participants found 

the methods involving, surprising, exciting, and tiring. When a large group 

expressed difficulty with the concept presented (usually concerning the 

documentation system) reviews were scheduled into the next week's activities. 

lwo individual written instruments were administered at the end oi the 

wrrkshop: one solicited participant assessments of progress regarding 

objectives and general reactions to trainers, setting, and content; the other 

tested knowledge of some of the workshop content. 

Participant assessment of progress on objectives was high. Likes and dislikes 

expressed regarding particular topics or methods reveal.d no pattern, and 

different participants responded positively and negatively to the same issue. 

The only criticisms by a large number were related to logistics and requested, 

for instance, a greater variety of food, more vehicles to transport 

participants to village practicals, and more daily allowance money. 

-13

The written examination on workshop content revealed one serious deficiency in 

both the central and south region workshops--the computation of percentages. 

More time and practice were devoted to this topic in the second workshop, yet 

almost 30 percent of the group still did not do this "word problem" correctly 

on the exam. (Copies of these two written instruments are included in the 

supplement to this field report.) 

-14

Chapter 5 

RECOMMENDATIONS 

5.1 Training for Supervisors of Field Workers 

The current training of personnel identified as project supervisors (Health 

Assistants and District Health Inspectors) does riot address principles and 

methods of supervision. In addition, at this moment, the field workers 

greater 

have a 

understanding of the goals and expectations of the project than their 

supervisors. As the field workers are only minimally trained and must work 

independently, the success of the project is very dependent on the skills of 

supervisors in assessing individual progress, setting attainable 

objectives, 

work 

evaluating and r2commending personnel changes, and motivating and 

supporting their supervisees. Consultant assistance should be utilized 

developing 

in 

an initial workshop to train project supervisors in basic personnel 

practices, supervision skills, and management theory and practice. 

5.2 Local Counterparts 

As only three years remain at current funding expectations, consideration 

should be given now to the identification and education of professional 

Malawian counterparts to replace or assist ex,'atriate personnel funded 

USAID. 

by 

The project has potential for signific--nt expansion as gravity-fed 

piped water is brought to more villages and could be expanded immediately to 

serve villages that have potable water from boreholes. 

5.3 Full-Time Trainer 

The Principal Health Coordinator cannot afford to take time away from 

administrative and program development duties to meet all the training needs 

necessary to the success of the health and sanitation promotion component. The 

full-time assistance of a trainer who speaks Chichewa fluently is required. 

Principal duties would be: 

1. To make follow-up visits to field workers to assess effectiveness of 

these workshops and identify needs for further training. 

2. To organize four to six regional workshops for these field workers this 

year and four to six "refresher" seminars late next year. 

3. To develop and distribute materials (visual aids, lesson plans, etc.) to 

assist field workers in VHC Training. 

4. To organize and assist in the design and delivery of three pre-service 

workshops for 50 to 60 workers anticipated in early 1984. 

5. To organize and assist in the training of project supervisors. 

-15

5.4 Production of Visual Aids 

Tangible tools and visual aids provide great support to unsophisticated and 

inexperienced teachers. The goals of the project would be reached more quickly 

and effectively with the use of a great variety of-visual and manipulative 

aids (posters, games, illustrated lesson plans, story-books, dolls, measuring 

devices for oral rehydration, etc.). 

Consultant assistance in the creating and adapting of teaching aids to serve 

the particular needs of the Malawi project is necessary. Further, both funding 

and technical assistance is needed to produce aids 

the 

in 

use 

sufficient 

of village 

quantity 

health 

for 

committee members and field workers. It is far 

easier and less time-consumiag to train health workers in how to use 

appropriate 

an 

aid effectively than it is to teach them how 

produce 

to create, 

such aids 

test, 

themselves. 

and 

More control can also be exercised 

national 

at the 

level over the messages that are delivered to villagers if aids are 

produced in quantity and distributed. 

5.5 Training New Field Workers 

Fifty or 60 new workers may be hired in the beginning of 1984. If so, 

assistance may be necessary to design pre-service training for these workers. 

The Principal Health Coordinator is also anticipating using this training as a 

final assessment and selection device'in hiring these workers, and assistance 

in designing that model is advisable. 

5.6 Planning for Coordination and Integration 

Some coordination efforts have begun, notably with the Department of Lands, 

Water and Valuation at ministry officer levels. In addition, the project field 

workers have been encouraged to contact and share information with local water 

monitors. While some "territorial-type" conflicts could arise in that both 

groups are focused on the use and maintenance of safe water supplies, the 

goals of the two groups and their dependence on village action to support the 

goals of both projects provide a substantial basis for mutual support, 

coordination, and understanding. 

The coordination and information effort with local and district political and 

government leaders is already carefully structured and integrated into the 

project strategy. A more difficult coordination and integration task lies 

ahead with established medical personnel. The field workers must now limit the 

amount of time they have spent assisting medical clinics in the past in order 

to do the work expected in this project. The clinic personnel on whom these 

duties will now fall may not support these changes. 

While officials at the national level are fully informed and supportive, a 

thorough information and coordination effort must 

district 

be undertaken 

hospital levels. 

at the 

Professional medical personnel at these centers and 

out-station clinics can provide a great deal of support to the field workers 

or, alternatively, critically undermine their efforts. 

-16

Village development efforts by other ministries also affect the ability of a 

village community to create healthy conditions for its members. Coordination 

with extension workers in agriculture, homecrafts, nutrition, etc. would be 

beneficial to the efforts of all groups. This coordination effort can be 

delayed for some time as this p-oject gets implemented but planning for such 

coordination efforts could begin soon. 

5.7 Roles of Women 

All the workers, supervisors, and policy-makers on this project are men. 

Day-to-day family health and sanitation practices are the responsibility of 

women. Will the messages and methods of the health and sanitation promotion 

component reach women? Who influences village women? What do village women 

believe now? Answers to these questions were not available at the time of the 

consultant effort. Either proper studies must be undertaken or the information 

gathered from other sources. That information should be integrated into the 

training effort. In addition, the project administration should have access to 

some kind of advisory c;roup that can offer counsel on the impact and 

effectiveness of project .ctivities for women. 

5.8 Transport 

These field workers must rely on their feet for transport. Project 

expectations require almost 20 visits per village per year (or about 200 

village visits per year per worker). They need bicycles with tool kits ana 

training in how to maintain and do their own repairs. This bicycle should be 

sold to them at a cheap price. If they do not know how to repair the bicycles 

themselves, they will spend lots of time getting into centers where bicycle 

repair is done. 

-17

Chapter 6 

OUTCOMES AND CONCLUSIONS 

Outcomes of the technical assistance can be identified at several different 

levels. 

6.1 Training for Promotion of Village Health and Sanitation 

o The 70 participants in the workshops are now prepared to form or 

revitalize village health committees in over 1,500 target villages in the 

rural -iped water project areas over the next three years (12 to 25 

villagus per field worker). 

o The health education and sanitation promotion work of the field workers 

and village health committees could reduce the incidence of disease among 

750,000 people (average of 500 people per village). 

0 The draft design will be the basis for training another 50 field workers 

in 1984. The work of these new surveillance assistants with 15 village 

health committees each may affect another 375,00 people by the end of 

1985. 

o The Health Assistants and Health Surveillance Assistants trained in these 

workshops represent only a portion of those in the field throughout the 

country. Some workshop ideas will be shared informally with colleagues at 

home stations. In addition, the other field workers may begin to apply 

pressure on personnel in the Ministry of Health for training to upgrade 

their promotion skills. 

o Participants in the workshop can readily identify needs they have for 

additional training, are eager to attend follow-up workshops, and can 

better utilize other learning sources. 

6.2 Staff and Program Development 

o The design, delivery, and training management skills of the Principal 

Health Coordinator were developed further in the process of implementing 

these workshops. Further, training needs for the project were more 

sharply defined and a calendar of training activities tentatively 

outlined for the next year. 

o Twelve supervisory personnel in the Public Health Inspectorate learned 

and practiced new training techniques. Several of these now have the 

capacity for functioning as lead trainer in future workshops sponsored by 

the Ministry of Health. 

0 The field workers in the workshops not only gained new knowledge and 

skills to apply in their home stations but an orientation to a new 

-18

structure and set of expectations. They are now answerable for their work 

dctivities to a new review and documentation system that reports to a 

national level. 

6.3 nther Development Issues 

The concept of village self-help was given new impetus and some elaboration by 

the approach taken in these workshops. Whereas participants in the workshops 

initially viewed villagers as only a source of labor for accomplishing changes 

(digging trenches for pipes or pits for latrines), they began to see that 

villagers had knowledge and skills that could be utilized or developed for 

motivating and educating others in good sanitation practices. If villagers are 

successful in bringing about changes in local health practices, energy and 

skills will be available for other development goals as well. 

The model of training local personnel to assist in the delivery of workshops 

was functional and can be applied to other development settings effectively. 

Even if only a tenth of the potential benefits of the technical assistance are 

realized, the cost-benefit ratio is extremely favorable. 

-19

APPENDIX A 

WATER AND SANITATION FOR HEALTH (WASH) PROJECT 

CRDER OF TECHNICAL DIRECTION (OTD) NUMBER 144 

March 7, 1983 

TO: Dr. Dennis Warner, Ph.D., P.E. 

WASH Contract Project Director 

FROM: Mr. Victor W.R. Wehman Jr., P.E., R.S. A L 

AID WASH Project Manager 

AID/S&T/H/%,S 

SUT JECT: Provision of Technical Assistance Under WASH Project 

Scope of Work for USAID/Malawi 

REFERENCES: A) Lilonrwe 00399, dated 2 Feb 1983 

B) Government of Malawi Request for Assistance 

1. WASH contractor reauested to provide technical assistance to 

USAID/alawi as per Ref A., para 1-6 with exception that one (1) 

consultant rather than the Two (2) requested will perform the 

services. 

2. WASH contractor/subcontractor/consultants authorized to expend 

up to 84 person days of effort over a five (5) month period to 

accomplish this technicalssistance effort. 

3. Contractor authorized to expend up to 70 person days of international 

and/or domestic per diem to accomplish this effort. 

4. Contractor to coordinate with AFR/DR/HN (J. Shepperd),.AFR/DR/ENG 

(J. Snead), Malawi Desk Officer and USAID/PC/Malawi and should 

provide copies of this OTD along with any ETA information, or interim 

reports as may be requested by S&T/H/ATS, AFR/DR or USAID staff. 

5. Contrac-'or authorized to provide up to one (1) international 

round trip from consultants home base through Washington D.C. (for 

briefing and preparation) to Malawi and return to consultants home 

base through Washington D.C. during life of this OTD. 

6. Contractor authorized local travel for consultants in Mal~wi 

NTE t900 without the written approval of the AID WASH Project Manager. 

7. Contractor authorized to obtain secretarial, graphics or 

reproduction or piecework assistance ( miscellaneous) services in 

Malawi or WASH CIC as necessary and appropriate to accomplish tasks. 

These services are in addition to the level of effort specified in 

para 2 and 3 above and NTE t1900 without the prior written approval 

of the AID WASH Project Manager. ,Drsser a hICK , Inc; 

-20 

WASH PROJECT 

MAR 0 81983

(2) 

8. Contractor authorized to provide 

as 

for 

necessary 

car or vehicle 

and appropriate 

(s) rental 

to facilitate 

and PC/r,:alawi 

effort. 

and 

USAID/Malawi 

Government of Malawi strongly 

vehicle 

encouraged 

support for 

to 

workshop 

provide 

if at all possible and if available 

and appropriate, 

9. WASH contractor will adhere to normal established administrative 

and financial cnntrols as established for WASH mechanism in WASH 

contract. 

10. WASH contractor should definitely be prepared to administrativelor 

technically backstop field consultants and subcontractors. 

11. Contractor report on overall progress 

writing 

of 

in 

activity 

the field 

to 

after 

be made 

conclusion 

in 

of effort. 

report 

A draft 

in English 

coordinated 

is to be left at USAID/Malawi. 

to S&T/H within 

Final 

30 

report 

days of 

due 

return of 

report 

consultants 

to be in 

to the 

Engli3h 

U.S. 

and 

Final 

will be edited and printed by WASH CIC. 

12. New procedures regarding subcontractor cost estimates and justification 

for subcontractor/consultants remain in,. effect. 

13. USAID/Malawi, PC/Malawi and persons identified in para 4 above 

should be contacted immediately and technical assistance initiated 

as soon as possible. 

14. Appreciate your prompt attention to this matter. Good luck. 

-21

t+,I: IV W." M4 pl, FfOi€ 

AC +-, II3 OL AI'-. 

IL*I.ii I'IIk'F l 

ACT 

f 'A..0 F~~aJ ItI A) 0P 1i SAONII -J.tt Ar. Lb I' LO-I'IH .111 

A 

I v A I 8L k i I3 E S 

+LI II W,(+ 

1 !F~~ r,p QPAS~i"11^1111!I 1 N xCol 

a 

aLNIIICoA RIf S r (0jII 1 Nr7 tRAII 

~ ~~ 1 ,, 1Ei O Oti ;;I I OIIFEARN o 

A~~~~~~~~~~ ~ ~~~ ' 

0 1 : 1111WA-IGCIC A C OU 1 I I A 1 v 

I FA'"l3..i~l~Ol~~ 

0 

S:: MA 

E1^,1 

0 

0 

' LE0 AT LEAT TWNO WCRA-IICP' ORAOULI( 

~ . ~ ".* ~ 4 L.~ LARNING THEORY U'ING EXP RIIIE 

*MC 

AL LEfAfllilli 

A L~r It ++,++ !1m +++++++., ,........... ......... NOTI ! EF I R OU I NO I RE- EVICUZ A 4 

~- ~ ~ * 3~AFR ICA RUR'AlL L IVING I rDTAII EIAE I4E 

.+i+++; ..++++ .. .. .... . .. + ~fS*W' 

ANDh 

T8 THOOo;4 

AFA/SA; F.++ O ++ I ..++..' 'i? . ..... .++ .'+ . .+ ... ...+.+h .++ 

U:DIN 

+ : 

u 4OAViO FO TH IIAIRO81 , 

. FOR . . RECOO'- . i i .:+..++i .... ... . 1 

WVA~R.-BOCA 

NER'O'U t l o [ IC I IOl 

QUOTE 4ELPgMKC 4 

1ALrK IVORKIR: ~ 

23 N,0 /A

SCOPE OF WORK 

for Malawi Training Assignment 

OTD-144 

I. Work closely wit,, +he Ministry of Health (MOH), Public Health 

Coordinator's (Richatd Ainsworth) Office and the staff of the 

Regional Public Health Inspectorate of Malawi. 

2. Design and deliver a training of trainers (TOT) workshop for 12 

senior public health officials for each of the three regions in 

Malawi. The workshop should incorporate experiential learning 

techniques. 

3. With the Ministry of Health staff design a 3-week community participation 

workshop for rural health workers (Health assistants aid 

health surveillance workers) including the following subjects: 

- communications process 

- adult learning theory 

- community motivation methods 

- designing and implementing learning activities with villagers 

- village health committee formation, functions and characteristics 

* in all of the above, the examples and content should bh based on 

water and sanitation issues in villages. 

- communicable diseases 

4. Deliver, with the assistance of Ministry of Health staff, two threeweek 

workshops and prepare the staff for the delivery of a third 

workshop for up to 20-25 participants each. 

5. Submit a final report detailing the planning, implementation nid 

evaluation of the TOT and the community participation workshops as 

well as recommendations for further follow-up'training activ" *_3 for 

the MOH. A draft of the report should be left with AID/Mala., and 

the final report submitted to WASH. The workshop designs and 

ma~terials used should be included in this report. 

-23

Tl\I' ING COLBULTAT 

TEIS OF REFERE1CE 

1. To organize and conduct three two-week workshops for up to '0 

public health field personnel to increase their skills in providing 

health education and sanitation promotion inouts in rural water 

projects. 

2. To work closely with up to six local health personnel to ungrade their 

skills as trainers and supervisors of the above nersonnel. 

3. To develop effective training modules in the areas of: 

- Communication with rural communities 

- Community problem identification/community diagnosis 

- formation and training of Village Health Committees 

- health education tedhniques and materials 

- performing sanitary inspections of villages 

- completing project mo nitoring forms 

- appropriate sanitation technology 

4. To develop a training guide for use in future workshops. 

5. Reports directly to the Principal Health Coordinator in all 

matters pertaining to the Workshops. 

6. Estimated duration of consultanty: 13 weeks. 

weeks 1-3: preparation fgl workshops and training of trainers 

weeks 4-5: workshop I 

week 6: preparation, 

weeks 7-8: workshops II 

week 9: prepoxation 

weekslO-11: workshop -III 

weeks12-13: rap-up and writing of training guide. 

-24

APPENDIX B 

Persons Interviewed and Contacted 

1. Mr. Richard Ainsworth, Principal Health Co-ordinator (MOH) 

2. Mr. Tindsay Robertson, Chief Water Engineer (DLVW) 

3. Dr. M. C. Chirambo, Chief Medical Officer (MOH) 

4. Mr. L. L. Chipungu, Acting Principal Health Officer (MOH) 

5. Mr. S. Cole, Director, USAID/Malawi 

6. Mr. D. Garms, Project Officer, USAID/Malawi 

7. Dr. A. Klouda, PHAM Primary Health Care Co-ordinator 

8. Mr. J. W. Nyirenda, Acting Regional Health Inspector 

(South) (MOH) 

9. Mr. C. S. C. Mhango, Acting Regional Health Inspector 

(Central) (MOH) 

10. Dr. Anita Springs, WID Consultant, USAID 

11. Mr. Sam Lewis, WHO Specialist, Health Education (MOH) 

12. Drs. John and Mary Gillies, Government Medical Officers, 

Ntcheu District Hospital 

13. Mr. John Rankin, Training Consultant for Primary Health 

Care Committee (MOH) 

14. Dr. Ann Marie Hayes, Peace Corps Country Director/Malawi 

15. Mr. Ray Colliver, Peace Corps Volunteer/Malawi 

16. Mr. Bill McCoy, Peace Corps Country Director, Lesotho 

17. Mr. K. B. Ntoambe, Principal Health Educator, Lesotho 

Ministry of Health 

-25

Participants: 

Leaders: 

Visitor: 

APPENDIX C 

TRAINING OF TRAINERS MEETING 

MSAMBA, APRIL 5 - 8- 1983 

M. F. Magombo, DHI 

A. L. Msampha, HA 

G. L. Majikuta, DHI 

H. M. S. Abdul, SHA 

C. S. C. Tasaukadala, DHI 

S. K. 0. Mphande, HA 

L. N. Chilambula, HA 

R. C. Mandebvu, DHI 

J. Zoya, HA 


F. Z. M. Ndhlovu, SHA 

A. S. Kanchila, HI 

R. Ainsworth, Principal Health Coordinator 

L. McCoy, Senior Consultant, WASH Project 

L. L. Chipungu, Acting Principal Health Officer 

-26

PAITICIPUrW'3 

HEALTH TTI17C.r'IIr A ] ' . 

i M)\ r A. I ,T N" PION 

INI RUUTIL PIPMr " R'jL'p"' 

TC' 0.1OY9KSIP - 18 IPRIL - 61 3/8 

Llam Pout Stat ion 

1 Mr. Kalurnbamoyo AU3i Nwanscrnbo 

2 * Hr. HczJoz, limb:: WA -Kacalkula ("nrchisi) 

3. Dre Tonthani I.chinji 

4. Mr. Tombo U~3A Kochilira 

5. Ir. Tl isky Dciza 

6. Mr. A. 1. Kukasha M-an.onj 

7. Mr. Eo Kalindi Lizulu 

' 

8, 5bx0 R-:,. "Iadcya T.mlcd 

9. I.r. C. chumbuza IS. Kaponi 

10. r. P. Danda h, Ntchou 

11, fir. R. n. Kasamba IiS.I Dzunjo 

12. Mr. V. Hiakuclolo IISA Kasinjo 

13. Ira H. Kamili 3wanjo wA 

14- Mr. E. rC.Ilbamer.t ilulanjo 

15, Ii'. D. ". Vf'". HA Muloza 

16. Mr. P. Sitima HI.A Chondo 

17. Nr. To i.poo.ia SII' Namitambo (Chiradzulu) 

18. lire k~£: iroC I~aIJAal ,,C11* 

19. Mr P. Nhdopo IS"' Plalombo 

20, Mr. CoN. NyircndL i. Chitokesa 

21. fr. J. C. Labana Il! Nambazo 

22. 1r . 1, K. :atla HS*It Nazombo 

23. fr. F. Do Soyama IISi Npasa 

24. Mr. S. J. Ntambalika HSA Kambonjo 

25. Mra A, Chi1yocrr, I1. Linramasa 

26. lr.To Kamoto IS. anochi 

1?7. 1-r. Nzatemba fisl, I adoch 

TRAININ C.T,\pl, 

Ms Louise McCoy, Tr, inin;v,, Coordin,.-or 

Mr. R. A. Ainsworth, Principal ,*"o,-lth Coordi.w.tor 

Mr. G. Lo Majiku'tu DIII, Tr-.inur 

Mr. LF. 1a.ombo, PII, Traincr 

Mr i-io M. So Abdul, ., Train r 

4r A. L. HIsanpha, IL1 Trainor 

-27

IoB.C& Vumbe 

J.W. Kanthalo 

A-It Chipande 

J.R. Tbangalimodzi 

Y*G. Ndasau1ka 

W*JJ Mazuwa 

S. Daglas 

S.B, Marnauhiyaka 

AqH. Kaliya 

J, IManyungwa 

R.M. Mveru 

M.J. Kandaya 

J.M. Ngodi 

DeAsM. D)elepano 

R.3s Katunga 

EsJs Chidiohie 

8.A# Wllikesi 

P.S. Mau~lana 

A.G. Makupe 

C*A.N. Chitute 

NMV. Mbewe 

C.fl. Chalcwana 

IDqG Zaunmimba 

G.R. Mtenigula 

Foe Mbangala 

Z.N. Tembo 

MANGOCHI WORKSHOP 

17 May - 3 June 

NAM~ES OF PLITICIPANTS 

1;/A. Muloza - I'lulanje. 

H.30AV Thucohila" 

3,H9A* o 

H.S.Aw Chinyazna 

Hq3*Aq Chonde " 

H.$.A9 Nazombe 

H.8.Ao lluloza 

He8*A* M~ulomba" 

H.S.A, Kalinde " 

H*S@A. Namnbazo 

H*S*Ao Chitekesa 

H.S.A. Naniitambo Chiradzulu 

H*S.Ao Nkalo 

H*S@Ao Zr.mba 

H.o3.A Makw'apala Zomba 

H.SoAo Pirimiti Zomba 

H.8.*Ao Chingals I Zomb~a 

H.SeAe Domasi, Zomba 

Hes.Ao Chin~,alep Zomnba 

H*S.A. KachuJlu (H) 

Ha8.Ao Machinga 

Ho.3@Ae lachi-nga 

Hs8.Ao Machinga 

H@S*Ao Maohinga 

HeA.. Zomba 

He~s.Ae fiohinji 

-28

APPENDIX D 

Consultant's Calendar of Activities 

March 24 

26 

28-31 

April 1.-5 

6-8 

10-12 

12-16 

18 to 

May 6 

May 8-10 

11-15 

June 5-7 

17 to 

June 3 

8 

13-14 

-29 

Washington D. C. 

Lilongwe 

Lilongwe, Ntcheu 

Lilongwe 

Msamba 

Lilongwe 

Ntcheu 

Ntcheu 

Lilongwe 

Mangochi 

Mangochi 

Lilongwe 

Lilongwe 

Washington D. C. 

Briefing 

Arrival 

Orientation & 

Workshop 

Planning 

TOT Design and 

Preparation 

TOT Delivery 

Workshop Design 

Workshop Planning 

with Training 

Team 

Workshop (Central 

Region) 

Review and Revise 

Workshop 

Design 

Workshop Planning 

with Training 

Team 

Workshop (South 

Region) 

Prepare Draft 

Design and 

Recommendations 

Report to 

Mission 

Departure 

Prepare and Give 

Briefing

APPENDIX E 

MAILYASTMES kIWMAYztix UAY.lIs3 

Health and sanitation 

promotion 00 seminar ends 

rWENTY-sevcn particiants 

to a workshop on 

ealth and sanitation pro- 

.motion in rural piped water 

projects in Ntcheu district 

p.ye been asked to imple- 

ment the skills they had 

earned for tjcbenefitoftthe 

community. 

A government medical 

.officer, from the district 

hospital made the appeal 

when he dtlosed the threeweek 

workshop last week.. 

.The. medical officer 

urged the participants' to 

.teach.people what they had 

learnt through the village 

Health Committee in order 

to ensure achievement of 

the workshop objective " 

to promote health and pro- 

SSt ACU-W3 

per sanitation in the rural 

areas. 

Trhe workshop panicipants 

were commended for 

their enthusiasm throughout 

the workshop., They 

shied new ideas wad went 

out'into the field t lear 

new' skills and involved 

themselves in the whole 

programme instead of just 

sitting and listening to Icctures, 

he said. 

-."you are in the forefront 

and you have a great role in. 

promoting health in the vil 

lages and in helping to 

build a healthy vi'age population-where 

people live 

happily," said their, workshop 

co-ordinator. 

The workshop. also set 

-30 

several objectives which 

health assistants and health 

surveillance aisistants 

should achieve. by the close 

of the year. 

*By December 31 they 

should have formed Village 

Hcealth'Coimttee"in each 

target Village, made - two 

village,*insptction in. each 

target 'fillage,2'completed 

village heah" committee 

training, ' .irformed -two' 

folloW-ui visits in each tar-' 

get village. 

They should also have 

'conducted'. health education 

courses for four target 

villages in the case of health 

assistants and two in the 

case of health surveillance 

assistants. -Mana


FOR HEALTH PROJECT 

A f1 LA, ,5rf& I m IL 

w w wm w 



Operated by T-he CDM 

Associates 

Sponsored by the U. S. Agency 

for International Development 

1611 N. Kent Streel, Room 1002 


Telephone: (703) 243-8200 



Telephoe (703) 

9 ftO' (0 

r -1773 

SPLMN 


DETAIL REPORT ON 

TRAINING OF TRAINERS 

MSAMBA, MALAWl 

APRIL 6-8, 1983 

AND 

DRAFT DESIGN FOR WORKSHOP FOR 

FIELD WORKERS IN HEALTH EDUCATION 


Ministry of Health, Malawi 

June 1983 

31

SUPPLEMENT TO 


MALAWI TRAINING FOR HEALTH EDUCATION 


Prepared for the USAID Mission to 

the government of Malawi under 

Order of Technical Direction No. 144 

Contains: 

Prepared by: 

Louise McCoy 

June 1983 

DETAIL REPORT ON TRAINING OF TRAINERS 

DRAFT DESIGN FOR WORKSHOP FOR FIELD WORKERS 

IN HEALTH EDUCATION AND SANITATION PROMOTION 


Contract No. AID/DSPE-C-0080, Project No. 931-1176 

Is sponsored by the Office of Health, Bureau for Science and Technology 

U.S. Agency for International Development 

Washington, OC 20523

PART I 

DETAIL REPORT ON TRAINING OF TRAINERS 

Msamba, Malawi 

6-8 April 1983 

Health Education and Sanitation Promotion 

in Rural Piped Water Projects 


Prepared by Louise McCoy 


Sponsored by the U.S. Agency for 

International Development 

June, 1983

CONTENTS PAGE 

1. INTRODUCTION 1. 

1.1 Paiticipants 1. 

1.2 Leaders 1. 

1.3 Visitors 1. 

1.4 Site 2. 

1.5 Goals and Objectives 2. 

1.6 Programme 2. 

2. TOT DELIVERY: GOALS, ACTIVITIES, MATERIALS 3. 

2.1 Tuesday Morning 3. 

2.2 Wednesday Morning 5. 

2.3 Wednesday Afternoon 6. 

2.4 Thursday Mornina 8. 

2.5 Thursday Afternoon 11. 

2.6 Friday Morning 12. 

2.7 Friday Afternoon 13. 

3. EVALUATION 14. 

3.1 Participant Responses to Evaluation Instrument 14. 

3.2 Participant Comment 16. 

4. RECOMMENDATIONS 18. 

4.1 More Time 18. 

4.2 Second Training Consultai.t 18. 

4.3 Discussion group Leadership Skills 18. 

APPENDICES 20. 

A. List of Participants 20. 

B. List of Materials Distributed 21. 

C. Copies of Hand-outs

1. Introduction 

This workshop was designed to introduce selected 

Ministry of Health personnel to experiential 

and performance-based training methods. Purposes 

were twofold. 

A) To develop training skills of Ministry 

personnel 

B) To make it possible for these personnel 

to function as bilingual (English and 

Ch~chewa) Assistant Trainers for Health 

ZIucation and Sanitation Promotion Workshops 

to be held for field workers in the 

three regions of Malawi (Central, South, 

and North). 


Six District Health Inspectors and six Health 

Assistants with supervisory responsibilities in 

rural piped water supply projects were selected 

by the Principal Health Co-ordinator (Richard 

Ainsworth) and the Regional Health Officers to 

attend this TOT and to serve as trainers for 

the workshops. Each of the three regions was 

represented by two District Health Inspectors and 

two supervising Health Assistants. This team of 

four would join Louise McCoy, the WASH training 

Consultant, and Richard Ainsworth, the Principal 

Health Co-ordinator, to plan and give the workshop 

for field workers in their own region. All but 

1 had attended the National Seminar in February 

providing a background in the goals of the project 

and an introduction to experience-based training 

technology. The list of participants is appendixed. 

Two participants representing the Northern Region 

were delayed by a plane cancellation and missed 

the Tuesday evening and Wednesday morning sessions. 

1.2 Leaders 

Ainsworth and McCoy shared leadership responsibility 

for the delivery of the workshop. 

1.3 Visitors 

Mr. L.L. Chipungu, Actihg Principal Health Officer, 

observed the Wednesday morning session. 

(1)

1.4 Site 

The TOT was held at Msamba Training Centre on the 

campus of the Msamba Catholic Secondary School 

about 3 miles from Lilongwe. Each participant 

had a single room furnished with study table, etc. 

The meeting room and dining hall were adjacent to 

the dormitory. The meeting room was an excellent 

size for a group of 10-12, well-furnished, and with 

lots of windows to provide ventilation and light. 

Meals were served buffet style. A refrigerator 

was stocked with soft drinks and beer for participants 

to purchase. 

1.5 Goals and Objectives 

Goals: To improve skills and increase knowledge 

of training techniques for village health 

and sanitation. 

To plan application of new skills and 

knowledge in workshops for field 

workers in Health Education and Sanitation 

Promotion for Rural Piped Water Projects. 

Objectives: By the end of the meeting, participants 

will be able to: 

1.6 Programme 

A. Discuss principles of adult learning 

B. Use the experiential learning cycle in 

designing training sessions. 

C. Do a task analysis of environmental 

sanitation and health education work. 

D. Write behavioral objectives for training 

sessions. 

E. Select and use a variety of training 

methods and visual aids. 

F. Design and deliver a short trainL:.g 

session to practice utilizing new 

knowledge and skills. 

G. Evaluate the effectiveness of a training 

session. 

H. Identify tasks to be accomplished for 

workshops. 

Tuesday Evening 7:30-9:15 PM 

- Introduction 

- Sharing Expectations 

- Discussion of Schedule 

- Group Norms 

(2)

1.6 Programme (Continued) 

Wednesday Morning 8-12 noon 

- Adult Learning 

- Learning Styles & Trainer Styles 

- Experiential Learning Cycle 

Wednesday Afternoon 1:30-5:30 PM 

- Task Analysis 

- Behavioral Objectives 

Thursday Morning 8-12 noon 

- Content/Process/Methods 

- Methodologies 

Lecture/Visual Aids Lecturette 

Group Discussions Role Plays/Skits 

Demonstration Field Trips 

Case Study Practicals 

Instrumentation 

Thursday Afternoon 1:30-5:30 PM 

- Trainer Skills 

Session Design Feedback 

Delivery Skills Co-training 

- Preparation for Practice Sessions 

Thursday Evening 7-8:30 PM 

- Preparation for Practice Sessions 

Friday Morning 8-12 noon 

- Practice Sessions and Feedback 

Friday Afternoon 1:30-6:00 PM 

- Planning for Workshops 

- TOT Evaluation 

Saturday 

- Return to station 

Tea breaks were scheduled at 10 AM and 3:30 PM 

for 15 minutes each. 

2. TOT Delivery: Goals, Activities, Materials 

While goals and activities for the workshop were 

developed by McCoy, the leadership of sessions 

was shared with Ainsworth. 

2.1 Tuesday Morning 

Goals: Introduce ourselves 

Get to know each other 

Review expectations, objectives and schedule 

(3)

2.1 Tuesday Morning (Continued) 

Activities: Ainsworth opened the session with a 

brief statement outlining the background 

and purposes of the meeting. McCoy was 

introduced, goals for the evening announced, 

and brief introductions ard ice-breakers 

conducted (members knew each other already 

and had recently attended a National Seminar 

together). 

Expectations: In 2 groups of 5 members each, 

expectations of the worksnp were solicited, 

charted, and posted. 

These expectations were compared to TOT 

objectives to determine where planners and 

participants agreed and disagreed. 

Members of the group expressed the hope that 

they would learn supervision skills. While 

some training skills were also applicable in 

supervision activit'.es, the topic wa' outside 

the scope of this meeting. The need for 

development of supervision of skills was noted 

and hope expressed that there may be an 

opportunity in the future for a seminar on 

this topic. 

The schedule was reviewed and agreement of group 

members solicited. 

Agreements on member behaviour guidelines were 

discussed and posted (being on time, encouragement 

to ask for clarification, etc.). 

The session closed with a review of goals accomplished 

and an outline of the next morning's 

activities. 

Materials: Each participant was given: 

(1) A ring binder 

(2) A pen 

(3) Paper for note-taking 

(4) Welcome letter outlining meal 

times, meeting times, etc. 

* (5) List of participants, staff, and 

visitors expected 

(6) List of TOT general objectives 

(7) Summary of resume of WASH Consultant 

Louise McCoy 

Appendixed (8) Programme 

(4)

2.2 Wednesday Morning 

Goals: Identify issues in adult learning 

Discuss experiential learning theory 

Begin making notes for planning workshops 

Activities: To illustrate the need to expand our 

thinking about adult learning beyond the 

limits of classroom experience the Nine 

Dots exercise was done. 

The dots are to be all connected with 4 

straight lines without the pen leaving the 

paper. 

,;7 

Participants individually completed the 

sentence "Adults learn best by or when 

......... " Then, gathered in groups of 

5, they wrote their responses on newsprint 

and, after posting, individually marked 

their opinion of each statement. Their 

opinions were compared to adult learning 

principles outlined in Working With 

Villarers. Similarities and differences 

were noted. Implications for planning 

the workshops was discussed and c.arted. 

Participant Responses: Applying Adult Learn 

ing Principles to Workshop Planning 

- Use discussions 

- Utilize the field experience of workers 

- Go to villages with workers to demonstrate 

village inspections 

- Use field trips to see the problems and 

alternative solutions 

- Use practical examples and demonstrations 

- Do community diagnosis in villages nearby 

- Ask questions to learn what they know so we 

can build on what they know 

(5)

2.2 Wednesday Morning (Continued) 

The learning styles inventory was administered, 

scored, profiled, and interpreted. Discussion 

followed on how this information can be applied 

to preferences in trainer style and needs to 

design the workshops for a variety of participant 

learning styles. 

P lecture on the Experiential Learning Cycle was 

given. The "Ostrich Game" was played to illustrate 

the cycle and the utilization of structured 

experiences in classroom setting. 

The morning's activities were summarized and the 

afternoon's outlined. 

Materials: Learning Styles Inventory and Profile 

Sheet 

Experiential Learning Cycle, Peace 

Corps Health Guide, 1982 

2.3 Wednesday Afternoon 

Goals: To analyse health education and sanitation 

promotion work 

To practice writing training objectives 

for the workshop 

Activities: The "Box of Squares" exercise introduced 

the concept of analysing work duties 

to identify all the tasks involved in 

accomplishing an assigned duty. 

The group was shown this figure and asked 

"how many squares are in the box?" Eventually 

30 squares were discovered. 

The portion of the job description for 

health assistants (HA's) health surveillance 

(6)

2.3 Wednesday Afternoon (Continued) 

Activities: assistants (HSA's) Liivolving the rural 

piped water system projects was posted. 

One of these duties (making village inspections) 

was analysed to list all the detailed 

tasks involved in a village inspection 

from preparation and planning through reporting. 

The group was divided into pairs 

to list the task detail for other duties. 

These lists were posted and reviewed. One 

list of detailed tasks was further analysed 

and given number values as to frequency, 

importance, and difficulty. The numerical 

totals represented a ranking of training 

priorities. After practicing the number 

codes a little individually, the group went 

back to the detailed task lists to assign 

values and establish training priorities. 

The need to break down tasks additionally 

into skill and knowledge requirements was 

briefly discussed. 

The purposes and criteria for training objectives 

was presented. 

A) Outcome-oriented: "By the end of 

the session ........ " 

B) Trainee is the subject: "Trainee 

will be able to ......... 

C) Action verb describing observable 

behavior. 

A brainstorming technique was used to make 

a list of verbs which were then evaluated 

as to whether or not they were action verbs. 

Participants practiced writing training 

objectives for the tasks they had previously 

identified and checked them against the 

criteria with partners. To conclude, a 

few were taken and checked against the 

criteria in a large group. The issue of 

measurability and performance standards 

was noted. The value of performanc-based 

objectives in evaluating the effectiveness 

of training was also discussed. 

It was agreed that more practice was needed 

and that the next session would start 

with practicing writing objectives. 

(7)

2.3 Wednesday Afternoon (Continued) 

Materials: "Task Analysis" and "Behavioral Objectives": 

both handouts based on R.F. 

Mager's "Preparing Instructional Objectives" 

2.4 Thursday Morning 

Goals: Practice writing training objectives 

Discuss content for workshops 

Identify a variety of methods to use 

List guidelines, advantages and disadvantages 

in the use of several methods 

Write personal notes for planning 

Activities: Before beginning the day's activities, 

the leaders wanted to "check-in" on participants' 

feelings about speed of speech, 

use of jargon or complex terminology, and 

amount of material being delivered. By 

checking a five point scale, it was learned 

that participants were generally comfortable 

with language speed and difficulty and, 

while a few were feeling a bit rushed, most 

were comfortable with the amount of material 

being presented. 

The criteria for training objectives were 

reviewed and the group practiced writing 

some individually and then checking their 

work with a partner. In the large group, 

problems and purposes were clarified. 

The content of the up-coming workshops was 

outlined by assigning percentages to each 

of the major duties of an HSA. These 

percentages represented the expected training 

accomplishment for each major duty as 

some duties can be addressed more fully in 

other workshops at a later time. Those 

duties of immediate concern to the HSA's 

will be covered more fully in this workhsop. 

(8)

2.4 Thursday Morning (Continued) 

HESP Content 

100% Village Health Committee Formation 

100% Village Inspection 

100% Recording and Reporting 

75% Village Health Committee Training 

75% Water-related Diseases - Identification, 

Treatment, Prevention 

50% Co-ordination with the health groups and 

government departments 

40% Health Education 

25-50% Sanitation Technology 

25% Follow-up Visits 

Content was contrasted with methods. Group identified 

methods used in this training and in the National 

Seminar they had attended the previous month. 

To become more familiar with certain methods, the 

group was formed into pairs. Each pair took one 

of the following group of methods, researched the 

identified resources, prepared a 10 minute sample of 

the method and guidelines for trainers in using the 

methods. 

As each of these methods were presented, the discussion 

that followed included listing the advantages and 

disadvantages of each method. A sample of participant 

developed material follows: 

Discussion Groups 

Guidelines for Trainers 

- Welcome informally 

- Make participants feel at ease 

- Sit in a circle 

- Keep on the subject 

- Do not interrupt 

- Utilize group resources 

- Get group participation 

- Be open and friendly 

- Laugh with people, but not at them 

Advantages 

- Can share ideas, experiences, and skills 

- Can learn what they know 

- Can build from what they know 

- Can identify problems that they feel 

- Involve the members 

(9)


Disadvantages 

Discussion Groups (Continued) 

- Some people are shy 

- Some can dominate 

- Have to control properly to keep on 

. topic 

- Leader must have skill 

Below is a list of methods addressed in this fashion 

and resources utilized. 

1) Lecture, Lecturette, Visual Aids: 

Workinq with Villagers, Pg 72-74, Media Labs 

Helping Health Workers Learn, Chapter 12 

Handout "Lecturette" 

2) Discussion Groups 

Working with Villagers, Pg 51-65 

Helping Health Workers Learn, Pg 4-9, 10 

Handout "Group Discussion" 

3) Demonstration - Practicals - Field Visits 


Handout "Showing How" 

4) Games, Instruments, Questionnaires 


Helping Health Workers Learn, Chapter 11, 

Pg 24-28, Chapter 4, Pg 6-8 

Handout "Instrumentation" 

5) Role-Plays, Dramas 


Helping Health Workers Learn, Chapter 14, 

Chapter 1, 17-23 

Handout "Role-Play" 

6) Story-telling, Case Studies, Critical Incidents 

Helping Health Workers Learn, Chapter .3, 

Chapter 1, 26-28 

Handout "Case Study and Critical Incidents" 

Materials: American Home Economics Association and 

International Family 

Planning Project, Working With Villagers - 

Trainers Manual, Washington D.C., 1977 

David Werner and Bill Bower, 

(10)


Materials: Helping Health Workers Learn, Palo 

Alto, 1982 

2.5 Thursday Afternoon 

Handouts 

"Lecturette" 

"Role-Plays" 

"Group Discussion" 

"Case Studies and Critical Incidents" 

"Instrumentation" 

Extension Service, USDA and AID, U.S. Dept. 

of State, Showing How the Demonstration 

Teaching Method pamphlet by Helen Strow, 

Educational Specialist U.S. Govt Printing 

Office 1974 : 720/767 

Goals: - Continue viewing samples of different 

methods 

- Identify advantages and disadvantages of 

different methods 

- Discuss and practice the following delivery 

skills: - 

co-training 

- 

feed-back 

listening 

paraphrasing 

questioning 

Design planning presentations 

Activities: Methods were presented and discussed 

as described in the morning session. 

Delivery Skills: Co-training was described 

by the participants as they saw the leaders 

modeling it. Pluses and problems were discussed 

and charted and guidelines for 

effective co-training generated. 

The group used a brainstorming technique to 

identify listening behaviors. The use of 

paraphrasing was outlined and demonstrated. 

A short lecturette was given on the difference 

between questions that are "open" and encourage 

discussion and questions that are "closed" 

or require a short, factual or yes - no answer. 

Ten questions were read for the group ritembers 

to practice differentiating open and closed 

questions. 

(11) 

/"

2.5 Thursday Afternoon (Continued) 

Activities: 

To practice these discussion skills the 

group divided for two small group discussions 

with a leader and observor identified. 

A topic was given and observors commented 

on leader behaviors after about 15 minutes 

of discussion. Time permitted only one round 

of discussion. 

Performance review or "feed-back" guidelines 

were presented for use in critiques of lessons 

to be presented the next day. 

Guidelines for preparation of presentation 

were outlined as follows: 

1) In teams of two-both to have a part 

2) Prepare a 40 minute lesson-on a topic 

to be presented in the workshop 

3) Write a behavioral objective for the 

lesson 

4) Lesson should take learners through 

the experiential cycle 

5) Try something new 

6) Use resources here 

7) Ask for help 

Topics selected by participants were: 

Control of Cholera, Construction of a Pit 

Latrine, Principles of Adult Education, 

Bilharzia, VHC Formation, and the Inspection 

of Village Water Supply. 

The evening was devoted to preparation of 

Materials: None 

2.6 Friday Morning 

these lessons with leaders available to help. 

Goals: To present a training session 

To practice evaluating the effectiveness of 

observer trainer behaviors 

Activities: Each participant pair presented a 

training session of 40 minutes 

Each session was followed by a review 

identifying specifically effective behaviors 

(12)

2.6 Friday Morning (Continued) 

Activities: 

and noting a couple of improvement alternatives. 

Four teams presented during the morning. 

Materials: None 

2.7 Friday Afternoon 

Goals: - Continue presentation of training sessions 

- Continue practicing session evaluations 

- To plan for the workshops 

- To evaluate this meeting 

Activities: The last two teams made presentations as 

described in the morning session. 

To conclude the practice session, participants 

were asked to state generalizations or 

conclusions they could draw from observing and 

delivering the sessions 

Participants Conclusions 

- Experienced different styles 

- Different styles can be equally effective 

- Saw improvements in: how to make more clear, 

how to expand-a session to cover more detail, 

how to involve people more 

- Saw different methods in different combinations 

- Should combine lecture with other methods 

never alone 

- Use of objectives to evaluate a lesson 

- Specific step-by-step process in lessons 

- Co-training adds to the lesson, increases 

flexibility 

- Visual aids should be used 

- We learned from each other 

A number of topics to be discussed during the session 

on planning had been identified over the 3 days by 

posting a piece of newsprint where individuals could 

write ideas as they came up. Each item was raised, 

discussed, action identified, and responsibilities 

assigned to individuals. The list of items discussed 

follows. 

(13) Lii

2.7 Friday Afternoon (Continued) 

Things To Discuss 

- Cash incentive or "pocket money" for 

-participants 

- Iedicine/first aid kit for workshops 

- diet - menu 

- Language/translations 

- Planning meeting: place/time 

- Opening and closing ceremonies 

- Assignments on content 

- Entertainment and recreation 

AdditLonally, roles of members of each 

:egional training team were clarified. 

A handout, "Helping Hands", was distributed 

to be reviewed prior to workshop planning. 

An evaluation instrument was posted and each 

participant responded individually in writing. 

Brief closing comments were made by the leaders 

and "tools of the training trade" formally 

distributed to these new trainers. 

Materials: Markers (blue, red, and black) 

Staplers (small) with staples 

Ruler 

Handout: "Helping Hands - Giving Volunteer 

Leaders a Place" 

Extension Service, U.S. Dept. of Agriculture 

and USAID, U.S. Dept. of State. Helen A. 

Strow, author, U.S. Govt Printing Office 

1974: 720/764 

3. Evaluation 

3.1 Participant Responses To Evaluation Instrument 

A) Overall Value of the TOT 

NONE SOME ALL RIGHT GOOD GREAT 

1 2 3 4 5 

Three (25%) participants gave the TOT a 4 on the 

scale above and 9 gave a 5 (75%) 

(14) 1%

3.1 Participant Responses To Evaluation Instrument (Con't) 

B) How fully were objectives accomplished? 

Scale. 

0% 25% 50% 75% 100% 

1 2 3 4 5 

1) Discuss principles of Adult Learning 

1 0 

2 0 

*3 1 or 8% 

4 6 or 50% 

5 5 or 42% 

* 2 participants not able to attend first 

session 

2) Use the experiential learning cycle in designing 

training sessions 

1 0 

2 0 

3 0 

4 6 or 50% 

5 6 or 50% 

3) Do a Task analysis of health education and 

environmental sanitation work 

1 0 

2 0 

3 0 

4 3 or 25% 

5 9 or 75% 

4) Write behavioral objectives for training 

sessions 

1 0 

2 0 

3 1 or 8% 

4 6 or 50% 

5 5 or 42% 

5) Select and use a variety of training 

methods and visual aids 

1 0 

2 0 

3 1 or 8% 

4 5 or 42% 

5 6 or 50% 

(15)

3.1 Participant Responses to Evaluation Instrument (Con't) 

6) Design and deliver a short training session 

to practice new knowledge and skills 

1 0 

2 0 

3 1 or 8% 

4 4 or 32% 

5 7 or 60% 

7) Evaluate the effectiveness of a training 

session 

1 0 

2 0 

3 0 

4 6 or 50% 

5 6 or 50% 

8) Identify tasks to be accomplished for 

workshops 

1 0 

2 0 

3 0 

4 2 or 16% 

5 10 or 84% 

C) Write 3 ideas or skills you learned that you 

consider most useful. 

Behavioral Objectives (11) 

Methods of Adult Education (1111) 

Presentations (1111) 

Discussion (111) 

Demonstration 

Visual Aids (11) 

Adult Learning (111) 

Learning Styles 

Experiential Theory (11) 

Task Analysis (111) 

Co-training (11) 

Delivery Skills 

Lecturette 

Story or Critical incident 

Evaluating effectiveness of'a training session 

D) 11 of the 12 participants gave Msamba, the train 

ing site, a "great" rating, the other a "good" 

3.2 Participant Comment 

1) "I think such a workshop should be scheduled 

for a much longer period than three days, as 

(16)

3.2 Participant Comment (Continued) 

the subjects to be covered are many. Your 

teaching skill and organization are marvellous" 

2) "Great - SLper. You really know your profession. 

You deserve a distinction". 

3) "I think this training has made me change my old 

teaching methods to a real practical way and that 

such training should be encouraged. The training 

was properly organized that I did not have the 

problem of traveling to the site and that every 

thing at the site was well organized". 

4) "Very helpful co-training. Very great co-trainer. 

All gave helpful, useful feedback. The training 

has been very great and of very beneficial to all 

of us". 

5) "Deserved worth of praises for the big job rendered. 

When other workshops are thought of in future, 

Msamba should be considered first priority". 

6) "You all had the skills and knowledge of training 

the trainers, in that I have at this time new 

techniques for village health and sanitation. 

Excellent planning of the meeting". 

7) "Need more discussion in session. The place was 

very quiet and the programme or timetable so 

systematic. The seminar was so fantastic". 

8) "You really designed the workshop and in future 

please do not change. We really enjoyed our stay 

at this place these three days look to be (to me) 

3 hours. There was no free time especially at the 

closing day for people to go round the town". 

9) "Training sessions should be short in order to 

give time to trainers for relaxation - especially 

the last session. Arrange for an entertainment 

session to mark the closing of the workshop". 

10) "Very hard workers who accomplished their task. 

Good explanations of topics and ideas. I hope 

they will work even harder in the future seminars. 

Very beneficial workshop. Wished it has lasted 

2 weeks or more. Hoping you will choose some 

member to study further whether here or abroad". 

11) "The feedback from Ainsworth and McCoy was very 

good. The whole workshop as whole was very 

spendid and fruitful but only that the days 

were very short". 

12) "Very good. The workshop was well organized and 

all the subjects were well arranged". 

(17)

4. Recommendations 

4.1 More Time 

Due to Easter holidays and the travel time requirements 

of participants, the 5 days that were originally 

planned for the TOT were cut to three days. Seven 

to eight days is recommended, especially as there 

were additional time needs to accomodate participant 

limitations in English. All sessions needed further 

development and elaboration to achieve participant 

mastery of the skills and new knowledge. 

4.2 Second Training Consultant 

The planners for this consultation requested a team 

of two trainers which was later cut to one trainer 

during approval stages for the consultancy in Washington. 

A second consultant trainer would have made a significant 

difference in the effectiveness of the TOT in 

at least the four areas outlined below: 

A. A better assessment of the needs and limitations 

of the participant group with more interviews of 

participants prior to the start of the workshop 

and the design of a "pre-test" instrument to be 

administered during the first session. 

B. The design of specific instruments (tests, checklists, 

etc.) to provide relevant practice to 

achieve mastery of a particular concept or 

skill. For example: to distinguish behavioral 

vs. non-behavioral objectives; record observations 

of discussion leading skills. 

C. The revision of hand-outs to simplify the English 

anJ to make more specific to local circumstances. 

D. The development and delivery of brief demonstrations 

of various methods using content relevant to the 

work of the participants. 

4.3 Discussion Group Leadership Skills 

This population had little experience with participation 

in discussion groups and no experience with 

thG leadership of them. It is the most critical 

skill to functioning as an assistant trainer in 

experience - based workshops, for purposes of processing 

and applying new skills and knowledge acquired 

in field or itructured classroom experiences. Other 

content of a TOT should be sacrificed if necessary 

(18)

4.3 Discussion Group Leadership Skills (Continued) 

to achieve participant mastery of these skills. 

(19)

Participants: 

Leaders: 

Visitor: 

TRAINING OF TRAINERS MEETING 

MSAMBA, APRIL 5 - 8- 1983 

M. F. Magombo, DHI 

A. L. Msampha, HA 

G. L. Majikuta, DHI 

H. M. S. Abdul, SHA 

C. S. C. Tasaukadala, DHI 

S. K. 0. Mphande, HA 

L. N. Chilambula, HA 

R. C. Mandebvu, DHI 

J. Zoya, HA 


F. Z. M. Ndhlovu, SHA 

A. S. Kanchila, HI 

R. Ainsworth, Principal Health Coordinator 

L. McCoy, Senior Consultant, WASH Project 

L. L. Chipungu, Acting Principal Health Officer 

(20)

List of Materials Distributed 

Books 

Handouts 

Ring Binder 

Pen 

Paper for note-taking 

Welcome letter outlining meal times, meeting times, etc. 

List of participants, staff, and visitors e>ojected 

List of TOT general objectives 

Summary of resume of WASH Consultant Louise McCoy 

Programme 

Markers (blue, red, and black) 

Staplers (small) with staples 

Ruler 

American Home Economics Association and International 

Family Planning Project, Working With Villagers - 

Trainers Manual, Washington D.C., 1977 

Werner, David and Bill Bower, Helping Health Workers 

Learn, Palo Alto, 1982 

"Lecturette" 

"Role-Plays" 

"Group Discussion" 

"Case Studies and Critical Incidents" 

"Instrumentation" 

"Showing How: The Demonstration Teaching Method" pamphlet 

by Helen Strow, Educational Specialist U.S. Govt Printing 

Office 1974 : 720/767 

"Helping Hands - Giving Volunteer Leaders a Place" 

Extension Service, U.S. Dept. of State. Helen A. Strow, 

author, U.S. Govt Printing Office 1974 : 720/764 

"Learning Styles Inventory" and "Profile Sheet" Experiential 

Learning Cycle," Peace Corps Health Guide, 

1982. 

"Task Analysis" based on R. F. Mager's "Preparing Instructional 

Objectives" 

"Behavioral Objectives" based on R. F. Mager's "Preparing 

Instructional Objectives" 

(21)

THE LECTURETTE 

Description 

This is a form of the lecture technique that opnr conversation between the trainer 

and the participants. 

When is it a useful trainingtechnique? 

Itis a useful choice when: (a) you need to present information or ideas and (b)the information 

or experience in the group can support what you are talking about. 

How does it work? 

During the presentation of the lecturette, the trainer needs to mr.intain effective contact 

with participants and to break up the lecture with activities that will give oints 

added meaning. The following methods can aid in keeping participants involved during 

the presentation. 

"Soliciting examples. Instead of giving examples, the trainer can ask participants to 

offer their own. The request to "give me an example in your experience that illustrates 

this point" can provoke both task-relevant thinking and productive sharing. 

"interviews. Participants sit in pairs and are instructed to interview each other at 

selected points when the lecturette is interrupted. A good practice is to encourage 

interviewers to avoid "yes-no" and "why" questions and to experiment with "what" 

and "how" ones. 

•Right-left comparisons.At appropriate points during the lecturette. the trainer stops 

talking and instructs participants to compare their reactions with the persons on 

their right and on their left. Similarities and differences are reported to the total 

group. 

" Checking understanding.The trainer stops from time to time and asks the simple 

question "What do you hear me saying:" Distortions. misinterpretations and omissions 

can be dealt with before continuing. 

"Interviewing the trainer.Participants can ask as reporters at a news confere.xce and 

pose questions on the points just raised in the lecturette. 

" "Rightnow I.. . "At appropriate points in the presentation. the trainer solicits statements 

from the participants. These statements begin with the phrase "Right now 

I..." Variations include "Right now I'm thinking... ". "Right now I'm feeling 

and "Right now I'm imagining...". 

It is important to underline that using these techniques in excess can work against 

learning. --he significant considerations are to keep partiCipar.ts actively involved with 

the content and to make certain that they also hear the major points or ideas of your presentation. 

What are the advantagesof doing lecturette? 

*Involvement. In general, it is important to design any training or consulting activity 

in such a way as to avoid putting participants in a passive posture because commitment 

only results from a sense of ownership through meaningful involvement, 

97

*Relevance. It is difficult to anticipate what will be significant to each member of a 

group. When participants are engaged in activities linked to the ideas presented. 

they make the content immediately credible for themselves. 

"Increasingintbrmation. Using experiential techniques in conjunction with lecture 

capitalizes on the experience that exists within the group. 

* Two-way communication. The trainer models effective communications when the 

content is clear, and two-way discussion are much more likely to meet this criterion 

than one-way talking. 

"Checkingunderstanding.It is important for the trainer to deter-mine the accuracy of 

the communication and to clear up any misconceptions. Experiential exchanges 

help to identify misunderstandings. 

' Maintainingrapport. Presenting ideas can create a sense of distance between the 

trainer and the group. The g-roup may come to depend on the trainer to explain 

everything, rather than to look within itself for ideas. 

" Ecitement. Participants are more likely to listen to ideas that tlkev experience in a 

lively manner.

CASE STUDY AND CRITICAL INCIDENTS 

Desc7iption 

Case studv and/or critical incident are problem identification, problem solving 

activities. 

Both the case study and the critical incident are descriptions of situations which are 

as close to reality as possible. The case study is usually complex and contains several sets 

of information from a variety of sources. 'the critical incident is very short and simple 

and provides a limited amount of back.round information. Either technique may or mdv 

not demand a decision or resolution at the end of the exercise. In both techniques the 

focus should be on thinking, talking, and deciding about the many ways of solving the 

problem, and analyzing the factors which may have contributed to the situation. 

When is it a useful technique? 

Case studies and critical incidents are useful when the learning goal is to practice 

analyzing a complex set of factors of a specific situation or problem. It assists in developi%, 

part cipants' analytical and problem solving skills and provides the basis for discussion 

of alternative solutions to a central or common problem. These techniques also dre 

useful in giving participants a chance to practice a method of tackliig difficult problems 

before he, she is personally involved in a "real" situation that may be difficult, confusipg, 

frightening or overwhelming. 

How to construct a case study or critica!inciden 

A case study starts with the identification of what,,vou want participants to learn. 

Then a situation, tasks, and time period are selected which will include all the aspects you 

want participants to consider. Fxamples of these might be a phone conversation, a 

meeting, the handling of a grievarice, or one day in the life of a steward. Charactersare 

developed through the writing ,, memos, letters, sample dialogues and any'other paper 

that will give the appropriate setting and personal information. 

These guidelines below will be helpful in developing a case study 'or critical 

incident. Remember the critical incident may, in fact, be only a two or tlree sentence 

description of a problem situation so some of these guidelines may not be - 'applicable. 

* The case study/critical incident is a description of a specific situation, near to reality asi 

possible (with names changed to protect the innocent). 

* The focus is on experience, therefore an actual situation where action/decisions can be 

made. 

* Thus the discussion centers in an actual, multi-faceted situation. 

" Case studies emphasize the particular rather than the general as much?i possible,: 

° The participants are to feel that they have had the experience that tile case stud 

describes. 

108

.)-: ;@ : 1, . : ; 

Thierefore th care study must be of inte rest so the participant can get into it. 

T-" i"'rncikiual or.tie read erg'Zo- dIPCIO the c"cision- m'king There are usuall; 

Ilk) 1ar%pectntocs in the groutp._ 

F42,, 

'I~..:v. ::-etcl and analyzed as the --rub~oV oe 

,ociall\.. the case tud method. when Used well gets the participant. in the habit f 

InukinLr decisions. 

If a time-frame is established. i.e. 60 minutes. 2 hours. etc.. decision-making includes 

*use of time. We have to decide. and as the saving has it. "not to decide isto decide." 

To make good decisions. all the factual material in the case study should be used. 

* Case studies are best when thev come as close to reality as possible: therefore. they 

shOuld reflect day-to-clay and Rnnof-the-mill decision-making with opporunity for( 

differences of opinion. Resolving those differences of opinion into consensus. or 

majoriy-minoritv decisions is part of the task. 

to tira case mtud' 

. ':u.i:lr .. n-ucetn', e.,ea he rnwrials Lnd their analv5is, the trainer 

* . ' ;"1 .. :i "c.ic to(wci t d rwi..i,,"ju*tle 1 11.n0 Sometirn It istiSefUi to have smalli 

'roup,, dicus tile material initially and report to the lare tgroup as a means ot 

begrinninu the largie group discussion. 

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.L i i]. ,¢,,, , , :,. F& -- *1 ' 

* F est vaikbloDocument. 

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Description 

INSTRUMENTATION 

Instruments' are the questions, statements or words participants are asked to react 

to, rate, or rank. They are generally written, but can be given verbally. They range 

from the very simple to the complex. 

When is this a useful technique? 

Instrumentation is useful to assist participants to focus on and have a common language 

for talking about their attitudes, feelings or behavior. Spontaneously derived instruments 

are helpful in exploring ideas, generating here-and-now data for discussion 

and processing. Additionally, participants have a high involvement in the activity because 

it is talking about how thev feel, or what they think rght now. 

Methods .fordeveloping instruments 

"Attitude scales. The trainer selects an appropriate topic. Each participant writes a 

"true" statement about the topic. These statements are posted and numbered, without 

discussion. (The facilitator needs to be careful not to edit the statements except 

to make them comparable.) Then they are listed and rated by the participants on a 

scaie uf t5) Aree to (1) Disagree. The responses are tallied and followed by a discussion 

of the results. 

*Adjective check lists. Adjectives are solicited by brainstorming or free association. 

These are alphabetized and then used for various purposes such as feedback. intergroup 

perception checking and evaluating. 

An example comes from a team-building session. The trainer wants a way to focus on 

perceptions about influence within the group. Members are instructed (1) to recall an 

individual in their past (not present) who has influenced them both significantly and 

positively and (2) to write down two or three adjectives that describes that person. 

Then the process is repeated for a person who influenced them both significantly and 

negatively. These two lists of adjectives are called out, alphabetized. and posted. This 

"instrument" is then used to guide the discussion of individuals in the team. 

Another example has everyone decide whether they are "'inside" or "outside". Participants 

discuss what makes them feel this way, how they defined it,what it means in 

their behavior, etc. 

*PolarScales. Participants develop a list of adjectives such as hot-cold. light-heavy, 

high-low, etc. It is important that the adjectives are true opposites. These are 

posted as the ends of a scale, with six or seven points in between, e.g., 

empty /.......... /................ /........../ ...... / full 

fast /.......... /...................... 

/ /......... slow 

Then a topic to be rated is announced. Each participant rates the topic according to 

his or her associations with it. Thbse rates are tallied, written, and become the 

agenda for discussion. 

Instrumentation is a very large area of types of "tests", generally written, that are designed 

to help people focus on either their behavior or attitudes. Some instruments 

are tested so what they think they are measuring or testing is validated and then 

comparisons can be made between people or groups, etc. Here we are dealing with 

a much less technical form of instrumentation and, in fact, it could be termed spontaneous 

instrumentation. 

11.0

* 

ROLE PLAYING 

Description 

Rol

Determine the number of role players needed. 

Develop the specific roles for each person by answering these questions: 

-what is this person like? 

-what is important about their background? 

-how do they feel about the other "people"? 

-how do they feel about the situation? 

-what do they think about the situation? 

These role questions can be written or given verbally to the players. 

How to set up a roleplay 

From the trainer's point of view, thefirst roleplaying iscruciaL It is at this time that the 

group's attitudes to the technique will be determined and their future performance as 

role players will be settled. The role-playing session should startby the trainer briefing all 

the parrcipants.He/she should outline the situationthat is to be the basis of the role playing 

and should vt'e a concise description of the characters nvoi'ed in the situation. This being 

done. the group then ac:s out the sitiuatiln.making up :heirlines as they go along.At the end ot 

the scene, the actorsand the audience discu.-: .hathas taken place duringthe scene, the motivations 

ot the people int'voied and ahY.the scene developed as it did. 

In a role-playing situation that is effectively handled. not only the actors. but also the 

audience. become invoived. and this involvement often carries over to the discussion. 

thereby enriching and enlightening it. 

If the trainer utishes to involve the audience further, he/she may give members of the 

audience definite tasks to carry out during the scene. For instance, one member of the 

audience may be required to note the gestures and mannerisms of the actors, another may 

be briefed to listen for significant remarks, and ve"another may be asked to try and spot 

focal points of the drama. 

it is also possible to use the rule play in small groups. having several role plays 

occuring at the same time. This is harder to manage the processing of the learning, but 

has more l.2ople directly involved. 

Regardless of the number of role plays and types of participation, you start all-role 

plays the same way: 

0Describe the purpose for the role play. 

*Describe the situation briefly and clearly, even if prepared written roles a::e 

used. 

* Unless everyone is participating, select the role players. (A volunteer who gives a 

"bad" performance could lose face before his/her peers.) Take care in assigning 

roles (e.g., do not chose people who might overidentifv with problem. etc.) 

*Brief the actors. Allow enough time to understand or read the roles. Tell role 

players to make up facts or information not covered in roles or that the.' forget. but 

which seems necessary. Do riot try to "stump" other ac:ors. Do not "overact. 

*Assign tasks or structure what the audience or observers should look for. 

106

Se the scene. Label props (if used) and place role players to define the 

physical situation and mood. Help relieve tension/anxiety of actors by 

smiling, making physical contact, and checking for readiness. 

Remember, most of the common problems in managing role plays can be avoided by 

a carefully prepared and delivered introduction. 

How to monitorthe role play 

*Start the action. When several groups are involved, all should begin at the same 

time. 

* Stay.out of the line of vision of the role players. Quietly observe. 

- Coach only if absolutely essential-if role player has difficulty getting 

started, breaks role, etc. (Unless you are using a "stop action- role play 

procedure where you have explained beforehand that you will be interrupting the 

role play at various points to discuss or add information or switch roles.) 

* Cut the role play. Try not be too abrupt. Don't continue too long; often the role 

play will arriveata natural end point. Just a few minutes of interaction can provide 

data for a long discussion, so don't overload the audience. 

• Thank the role players. using realnames. This removes them from their roles and 

provides a bridge to the discussion to follow. 

How to process a role play 

- Allow role players to comment before the audience. Between the players. allow the 

person who "had the responsibility for solving the problem" to go first. 

* Open discussion to audience and/or observers. Trv to trace the way the situation 

and interaction developed; why the role players behiaved as they did; how it might 

have gone differently to achieve a better outcome. 

* Encour .a audience/observers to describe their own feelings as certain events 

occurred, rather than only analyzing the behavior of the role players. 

*Summarize major issues and tie these to role play purpose. (Do not evaluate the 

acting ability of the role players or get stuck in their interpretation of their roles. 

Rather. stay focused on what the role play contributo. s to the understandi ng of the 

problem they were demonstrat.ing and/or attempting to solve.) 

107

GROUP DISCUSSION 

Description 

Centered on a specific topic, proble n or question. group discussion is an exchange 

of ideas among members of a group facilitiated by the discussion leader. 

When is it a useful technique? 

Group discussion is more useful when one or more of the following conditions are 

met: 

'There is experience or knowledge on the subject in the group. 

*There is a need to create new ideas or action from these experiences. 

*There are complex ideas to understand or make decisions about. 

*There is a need for talking about personal values, attitudes or feelings that will 

lead to involvement. " 

*There is a need to determine the participants needs. 

The !unction of the discussion leader 

The purpose of the discussion leader Is to assist the group in doing its job. The 

leader helps set the stage. keeps the discussion moving along, develops wide participation. 

and assists the group in establishing a systematic approach to its task. 

Some functions of the group leader are: 

1. Setting (he Group Climate. The leader has an important part in developint the 

climate of the group. He/she should make sure group members have become 

acquainted with one another. This needs to be done early in the session. The informality 

of the group leader and the building of a warm and friendly attitude 

toward all group members encourages participation. 

2. Stating the Question. Clear phrasing of the question. which the group is being asked 

to discuss, is important to focus the group's attention on its basic task and purpose. 

A well stated question szimulates constructive and creative group participation. 

3. Encouraging Group Participation. The group leader can encourage group participation 

by: 

a. Keeping aware of individual's efforts to be heard and by providing them an 

adequate opportunity to contribute. Yhis includes calling the group's attention 

to unheard contributions. 

b. Helping the group understand the meaning and intent of individual 

contributions. 

c. Maintaining continuity of group discussion by pointing out the relationship 

of similar ideas offered by different group members. 

d. Encouraging inter-member discussion rather than member-leader discussion. 

e. Conveying acceptance by exhibiting a non-critical attitude and by refraining 

from evaluating member contributions.

f. Don't let anyone take over and monopolize the meeting, and don't rely on 

those who are always articulate and eager to talk. Try to bring in those who 

aren't talking by making them feel that their contribution would be welcomed 

by the group. Call on people by name when you know that they are tring to 

get in, or when you are sure they won't be embarrassed by being called upon. 

g. Keeping the discussion on the subject. Some diversions may be fruitful, but 

only insofar as they can be related before too long to the main topic. 

h. Helping the group bring out logical fallacies and errors of reasoning. It 

would be a mistake to try to push too hard, or move too fast along these lines. 

The leader should not fit the discussion rigidly into a preconceived pattern, 

nor use cross-examination where the result is to make people look foolish. 

4. Utilizing Group Resources. In most groups. participants have special knowledge 

and skills which are useful to the group. The leader sho. Id become aware of these 

resources and make sure they are available to the group. He/she should not. 

however, permit such resource people to dominate group discussions. 

5. Keep the Discussion Moving Along. A good brisk pace is desirable. but don't move it 

faster than the group wants to go; patience is an important attibute of the good 

leader. It is also an important part of the discussion leader to use the time well. 

6. Testing for Group Consensus. The leader can assist the group in developing consensus 

by occasionally reviewing points developed during the discussion and by summarizing 

what appears to be the group's conclusions. 

7. Summarize the Group's Conclusions and Ideas. At the end review and reinforce the 

learning that you intended to draw from the discussion. It is important that the 

discussion leader remains impartial during the discussion so that this function of 

summary and review can be clearly heard by the participants. (Be careful not to 

give answers or give persorial opinions as "facts" during the discussion or this wi 11 

decrease your impartiality and thereby decrease participants' ability to hear your 

summary.) 

How to lead adiscussion 

1.Set the Climate 

Start on time. 

Try to make the group feel at ease. 

State the general purpose of the discussion. (It is assumed that you have specific 

learning objectives and this technique is appropriate.) 

Announce the topic clearly and concisely. 

Explain the discussion procedures and define its limits. 

2. Guide the Discussion. 

Encourage participation by all members. 

Control the over-talkative member. 

Draw out the shy member. 

S,'

Don't allow one or more members to monopolize. 

Deal tactfully with irrelevant contributions. 

Avoid personal arguments. 

Keep the discussion moving. 

Keep the discussion on the subject. 

Summarize frequently. 

Use audio-visual aids. 

3. Summarize the Discussion. 

Review the highlights of the discussion. 

Review the conclusions which have been reached. 

Make clear what has been accomplished by the discussion. 

Restate any minority viewpoint. 

Get agreement for any action proposed. 

Types of questions and their uses in discussion leading 

The Uses of Questions 

To get all members of the group involved in the discussion. 

To draw out quiet, shy or backward members. 

To start people thinking. 

To awaken interest. 

To find out what previout knowledge of the subject members may have. 

To keep the discussion moving. 

To keep the discussion on the subject or bring it back to the subject. 

To recall a "wandering" mind. 

To stop private conversa'tions. 

To prevent monopolization by one member. 

To draw out members' experience which may be relevant and helpful. 

To pull a "difficult" member in place. 

To get each member to hear a range of opinions all different from his/her own. 

To highlight important aspects of the subject. 

To check on the group's assimilation of the subject matter. 

The Types of Questions 

Broadly speaking, there are two types of questions: 

1. The generalquestion(sometimes referred to as the "overhead" question) is addressed 

to the group as a whole. The discussion leader wants to stimulate thinking by all 

members of the group. If he/she names the person who is to answer before he/she 

asks the questions, he/she is simply encouraging all the other members to go to 

sleep while the "victim" tries to answer. If he/she puts the questions to a group as a 

whole, every member of the group has to think. In addition, by using a direct 

question too early in the discussion, it may embarrass members of the group by 

asking them questions which they are not yet ready to answer.

2. The direct question is addressed to an individual by name. It has definite advantages 

in certain circumstances. but it must be used with care. it could, for exampie. 

put the person to whom it is addressed in the very uncomfortable and embarrassing 

position of having to reply when he/she just does not have anything to say. On 

the other hand. if there is an acknowledged "expert" on the (opic under discussion 

in the group. the direct question can be used to draw upon his/her experience. It 

can also be used to draw a shy member into the discussion. but in this case the 

question should be carefully chosen and be one which he/she is pretty sure to be 

abie to answer. It can also be used to break up private conversations or to inte.'rnIot 

a "monopolizer" (i.e.. by asking someone else to comment). 

Note that it is a useful technique to phrase the question as a general question first. 

pause to allow all the members of the group to think, and then nar". the individual who 

should answer" e.g., "What do you consider the basic reason why this situation arose?" 

(pause)-then call the name. 

Another form of the direct question is what is sometimes described as the "pick-up" 

question. T1his is used to refer back to a contribution which got passed over in the "heat" of 

the discussion. This frequently happens with a contribution from a shy member who may 

speak rather quietly and be interrupted by a more aggressive or more vocal member. The 

important thing is that the leader should make a mental note at the time and come back to 

the point later if only to give recognition of the contributor. Here is an exampie: "I 

believe that you were saving a few minutes ago. Mr. Smit'., that you found a new wav of 

dealing with this particulartype ot robiem', Would you like to tell us a little more about 

We have said that every question is either a general question or a direct question. In 

addition. questions can be further divided into a number of categories. A few are described 

below. 

An open question is expressed in very broad terms and is capable of a wiae variety of 

answers. It is usually prefixed by who. what, when, where. h6v or whv. 

"Who ought to be responsible for taking action on this type' of situation? 

"Whv is it important that a company should have a sound induction scheme?' 

"WVhat are the advantages of apprentice training schemes?'" 

A-actual question seeks facts, information, data. etc. 

"How many people have attended a previous training course?" 

"Which of you have previous experience in the steel industry?" 

A re-directedquestion is used when members of the group put specific questions to he 

discussion leader. The leader. should. wherever possible. re-direct them to other members 

of the group. This keeps the group active and prevents a dialogue between the discussion 

leader and one member. 

In the case of a rhetoricalquestion. the leader does not expect the group to answer and 

the group knows this. They know that either no answer is required or the leader will 

answer it.e.g.. "In these circumstances what else could I do but go along with the crowd'?"

In a leadingquestion, the answer is implicit in or suggested by the question, e.g.. "This 

son of behavior is quite unacceptable. isn't it?" 

There are many other categories of questions including, for example. imperative. 

exploratory, provocative, controversial, and ambiguous. but the categories dealt with 

above are the most important in the industrial discussion group situation. Of the five 

categories, the last two, rhetorical and leading, have no value in disc'ssionleading.They do 

not provoke the group members to think and they do not stimulate Iurther discussion. In 

any case. the leading question is usually considered siightly "improper". If you have the 

choice. try to pose questions most frequently in the "open" or "neutral" or "nondirective" 

form. 

GeneralHints on the Use of Questions 

1. Questions should be be brief. clear and simply worded. 

2. Direct questions should be distributed at random. A fixed order, e.g., clockwise 

around the group, shotld be avoided at all costs. They should also be well distributed 

among the various members of the group. 

3. Questions should, as far as possible, cover one point only. 

4. Question should, where possible. be related to the ability and expe e:nce of the 

person to whom they are addressed. 

5. Having asked the question, give the members of the gr'oup time to think before 

expecting an answer. 

6. Don't use rhetorical or leading questions to try to get out of a difficult or awkward 

situation in the group. This is more likely to make the situation worse. 

Using Questions to Establish the Right Pattern of Discussion 

Finally. on the use of questions, here are two diagrams which give us a bird's eve 

view of the pattern of discussion we are trying to achieve. 

NOT THIS BUT THIS 

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REINFORCING THE EFFECTIVENESS OF 

LECTURE. LECTURETTE AND GROUP DISCUSSION 

After the lecture. lecturette or group discussion. there should be some a:.ivitv th 

builds on the learning. Otherise. the retention of the content will be lessened. The activities 

should be sequenced in such a way that they link the previous,acti-'ities with later 

ones. Several methods can be employed to "nail down'" the learning. 

* Question/answerperiod.This traditional teaching method helps to clarify points. A 

good practice is to have participants rehearse their question., with each other 

before asking them. 

SQuLz. The trainer administers a test based on the concepts presented. The presentation 

may be oral, posted. or printed. Individuals respond to the items. compare 

their answers with each dther. and discuss any disagreements with the trainer. It is 

important not to establish a traditional classroom-like atmosphere with adult 

learners. The use of this method should not result in anxiety ai()ut le'irnin or 

"'answers". 

*Statements. Participants are invited to make declarative statements to the trainer 

and to the group. The trainer directs a discussion of the points raised. Thi.s method 

requires some patience on the part of the trainer since many participants have been 

heavily conditioned to ask "the expert" questions. rather than to look within themselves 

for statements. Many par-ticipant questions are statem2nts in his~uie, however. 

and need to be turned around before the trainer responds. 

"Handouts. Learning canbe reinforced by givinq participants the essential Content 

in print form. If this is done before or during the presentation. parzicipants can distract 

themselves through reading instead of listening. If this is clone alter the 

activity, the trainer needs to announce beforehand that a handout will be provided 

because some participants will resent having taken noteS unnecessarily. A sitni'icant 

portion of participants. however, will listen better if taking notes at the same 

time and will do so even if handouts are distributed. 

*Appiicationsplanningandgoalsetting. Participants are instructed to work individually 

or in pairs to apply the ideas presented to actual situations. 

"Role playing.Subgroups are formed to create role plays to illustrate various points 

in the learning. These skits are presented to and discussed by the total g.roup. 

*Skillpractice.The trainer demonstrates the application of one or more concepts in 

structured situations to provide opportunities to act out effective behaviors. 

*Linkingtrithother experientialmethods. A lecturette can lead into a structured experience. 

or it can augment the generalizing stage of the experiential learning c3cle. 

The major concerns of the trainer after presentin, a lecture or lecturette are to ensure 

that the ideas have been understood clearly and that it has practical usefulness for 

participants. The "so what?" and "now what." stages of the experiential learning cvcle 

need to be applied, the above activities are examples that can meet this need.

.:.

SHOWING 

HOW 

The 

Demonstration 

Teaching Method 

ABOUT DEMONSTRATIONS 

What Isa Demonstration? 

How Demonstrations Teach 

New Practices 

Why Demonstrations Improve 

Your Program 

Who Should Use Demonstrations7 

What Can Be Demonstrated? 

Where Can Demonstrations Be 

Held? 

GETTING READY FOR THE 

DEMONSTRATION 

Plan Ahead 

When and Where 

Publicity 

Study Your Subject 

Select ihe Right Demonstration 

Outline Steps 

List Key Points 

Assemble Equipment 

Rehearse 

Suggested Outline for Planning 

Demonstrations 

CONDUCTING YOUR 

DEMONSTRATION 

Before the Audience Comes 

Presentation 

Followup 

Evaluate Your Demonstration 

Appendix

ABOUT DEMONSTRATIONS 

What 

A demonstration 

Is a Demonstration?" 

is a way to 

o demoroiw to 

show pe6ple how to do something. 

Usually, you show them how and 

tell them why you do it. A good 

demonstration shows how t do d 

something so clearly and so carecopy 

what you have done. 

One of the oldest ways toteach 

is to demonstrate. Parents usethis 

method to teach young children. 

When a mother wants to teach her 

child how to hold a dish, she shows 

him how to put his hands on each 

side to support it. Then :he has 

him practice until she is sure he 

has learned. When a father wait. 

to teach his son how to cut weeds, 

he shows him how to hold and ft 

the hoe and how to strike the 

weed to cut it. Then he gives his 

son the hoe to repeat what he has 

shown him. 

These are very simple demonstrations, 

but they are demonstrations. 

The main difference betweinsThe 

aildffe rn b 

tween the simple demonstration 

and the teaching method demonstration 

is that the latter is carefully 

planned. 

How Demonstrations Teach 

New Practices 

" They help people to take more 

interest in learning. 

" They combine seeing with 

learning. 

" They encourage people to try 

new practices, 

* They make each step easy to 

understand, 

" They convince people who see 

and examine results. 

4 

Why Demonstrations Improve 

Your Program 

They are dramatic and attract 

attention, 

They build confidence in the 

local worker. 

Announcements of a demonstration 

can be used to publicize 

a program. 

Demonstration results make 

news that can carry the suggested 

practice to a broader 

audience, 

Who Should Use 

Demonstrations? 

Local workers - Village workers - 

Agents - Village workers have 

Ag ts - Vla e w r rs h vi. 

many places to demonstrate to 

farme. viliage women, boys and 

girls. Never tell how to do something 

when you can show how. 

Form the habit of putting this kind 

of action in your teaching whenever 

you can. 

Leaders - It is easy to train lead- 

ers to give demonstrations. New 

leaders are more comfortable 

giving a demonstration than using 

any other method. Well trained 

leaders enjoy showing their 

neighbors a new skill, 

Trainers - Supervisors - 

Specialists - People responsible 

for training local workers have 

many uses for demonstrations, 

A supervisor or specialist should 

study his teaching outlines to locate 

points at which he can demonstrate, 

rather than just lecture. 

The audience will learn faster and 

he will get better results. For example, 

go to a village with a new 

worker and demonstrate how to 

make a home visit, rather than 

confining training to a discussion 

in the office, 

What Can Be Demonstrated? 

Both home economics and 

agriculture have almost unlimited 

posibilities for the use 

demonstrations. Here are exan 

If a program is aimed to im 

prove diets, demonstrations cc 

show how to plant a garden, cz 

for it, select the best vegetable 

prepare them for family use, a 

how to prepare vegetables for 

baby. 

If the program emphasizes 

kitchen improvement, demons: 

tions might include how to plar 

where to place a new stove, hov. 

to build a smokeless stove, how 

to use the new stove and care fo, 

it. 

In a program of poultry improvement, 

demonstrations migshow 

culling, mixing feed, and 

making feeders. 

Where Can Demonstrations Be 

Held? 

1. Hold demonstrations where a 

group can gather to see and ht 

you. Arrange benches under a 

tree, in a home, or use a publi 

building. 

2. Exhibits at fairs offer a good 

place to demonstrate. The dem. 

onstrations need to be short an; 

related to the exhibit. For ex 

ample, at an exhibit showing 

homemade equipment for a 

baby, agents showed how to 

make a baby's bed from a 

wooden box. 

3. Demonstrations in a market mi 

show how to use foods. This 

helps the farmer and the con. 

sumer. 

4. A talk to school children on 

health could include a short 

demonstration on how to make 

a homemade toothbrush and

how to use it. 

5. In farm and home visits, you , , 

have many opportunities to ,a". [ 

say "Let me show you how to 14 

........ ou may show a 

woman how to adjust the tension 

on her sewing machine, how to 

t. 

w 

feed her baby, how to wash Q * V, 

greens, how to get a spot off a AV 

garment, or how to clean a pot 

that has food burned on it. You 

may show the farmer how to 

.. . r .. " 

plow a straight furrow, how to.. 

prune a fruit tree, or how to tie• - .,, 

GETTING READY FOR THE . - r ' 

DEMONSTRATION .'', 

Plan/-,head j-i . - 

Plan your demonstration as a I . 

partof your totalprogram. Weeks ; - i-." ," 

or even months before you give a . -.. t 

demonstration, write in your plan 

•*I..... r .. .... ..... -**' . , '. 

of work that you will use demon- ...... _ 

strations to teach certain skills. Use equipment that i amiarto your audience. 

'

When and Where 

Plan when and where you will 

give your demonstration. Plan the 

time and place most convenient 

for the people you want to reach. 

Ask these people to help you plan. 

They will know when they will 

have free time. They will also know 

about a suitable place for the number 

of people you expect to attend. 

You may need to review with 

them the requirements fQr a meeting 

place. 

Select a place 

* Large enough to hold the 

audience. 

" Where everyone can see thc 

demonstration and can hear 

what you say. 

" Suited to the demonstration. 

For instance, a plowing 

demonstration should be 

held in a field. 

Publicity 

Advertise the demonstration 

ahead of time to reach the people 

you want to attend. In your plan 

of work, you indicated who these 

people would be. Will posters tell 

them about the demonstration? 

Do you have leaders in the village 

who will notify others? Call on 

key people in the village well in 

advrice, to be sure they remember 

cie time and place of the 

demonstration. 

Study Your Subject 

To conduct a successful demonstration, 

study your subject. Be 

skilled in the practice you plan to 

demonstrate. Know more about 

your subject than you tell your 

audience. They will ask questions. 

Convince them that you are 

thoroughly familiar with the 

method you are teaching. 

Select the Right Demonstration 

A demonstration should: 

* Teach a sound practice. 

* Have wide application, 

e Be timely - Show how to 

treat seeds for disease just 

before planting season and 

how to prepare beans when 

they are available in the 

garden. 

* Be one that you do with 

available equipment. Don't 

demonstrate how to can 

fruits when people have no 

cans or jars. Consider a drying 

demonstration instead. 

Don't demonstrate the use 

of a sprayer if the farmer 

can't nf t one. 

Outline Steps 

Make an outline. List each 

step you will take when you give 

your demonstration. Each step 

should be an act you will perform. 

For example, to wash dishes 

some steps would be: 

1. Arrange equipment and 

dishes. 

2. Put wash water in pan. 

3. Add soap to water, 

To dust a chicken to get rid of 

lice, some steps would be: 

1. Hold tha bird on a firm 

object such as a table, 

2. Put a pinch of dusting powder 

on its head, neck, breast, 

tail, thighs, and under its 

wings. 

3. Work powder in well. 

List Key Points 

The steps you list are the framework 

of your demonstration. But 

they are not enough to make it a 

success. Use key points to support 

every step. Key points are 

the facts that are brought out in 

each step. These facts will make 

each step easier for your audien 

to understand or will eliminate 

hazards as they try to practice 

what you are demonstrating. Li 

this information in your outline 

under a column called Key Poin 

Here are two examples: 

MAKING CEREAL 

Step Key Points 

Add cereal Water must I 

to water. boiling, stir 

continuousl, 

TRANSPLANTING A 

TOMATO PLANT 

Step Key Points 

Put earth Press firmly, 

around plant. half way up 

stem. 

Both steps and key points shOL 

be written in simple, concise 

terms. For example, in transplar, 

ing, it is better to write "press 

firmly" and "half way up stem". 

which you can read quickly, thai 

the full comment you will make. 

This comment might be "While 

you hold the plant upright in yo 

left hand, put the earth around I 

plant with your right hand. Whe 

you have put enough earth arour 

the plant to reach half way up tht 

stem, press the earth down firni 

with your hand." 

Assemble Equipment and 

Material 

After you have outlined your 

demonstration - step by step 

with all the key points - younext 

job is to assemble everythin 

you will use. Select equipment 

that is familiar to the people whO 

will attend. For example, if you 

plan to show village women howl 

-IK

to cook, use cooking pots, spoons, 

and other utensils 'amiliar to 

them. A second choice would be 

to use equipment available in the 

local market at a price they can 

afford to pay. 

If you are teaching how to use 

a new food, or prepare an old food 

in a new way, use the same kinds 

of equipment they now use. When 

you want to demonstrate a new 

piece of equipment, use foods that" 

are familiar to the group. If you 

are showing farmers how to.make 

a rope halter, use the kind of rope 

the farmers have. 

Arrange your equipment neatly 

as you plan to use it in your 


Rehea rse 

Like an actor on the stage, you 

must rehearse your demonstration. 

Whether you are an experienced 

demonstrator or a beginner, 

this is necessary. This is the only 

way you will know that you 

have all the equipment and supplies 

you will need; all the information 

you will need; and most 

important of all, that you will 

know how to coordinate what you 

do with what you say. 

Demon strations help youn7 childrenlearn. 

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Here is an outline for planning a demonstration used by agricultural workers in Kenya. 

1. Demonstration: 

SUGGESTED OUTLINE FOR PLANNING DEMONSTRATIONS 

2. Why ;3 this demonstration important? 

3. What materials and equipment will be needed? 

4. How will the demonstration be conducted? 

STEPS KEY POINTS 

a. a.. 

b. b. 

C. C. 

d. d. 

e. e. 

f. f. 

5. What kind of followup will I use? 

6. How w;l I evaluate this demonstration? (See Appendix, page 13 for exarrple.)

People 

work. 

enjoy 

They 

watching 

appreciate 

an expert 

fore. 

thought and careful 

When 

preparation. 

yc'j give a well-prepared 

demonstration. Tt lets your 

know 

audience 

important. that you think they are 

Rehearse your demons ation 

exactly as you 

your 

plan to 

meeting. 

give it at 

Find a place to 

practice where you will be un- 

* 

interrupted. Do and say out loud , 

exactly 

and what 

say 

you are 

in 

going 

your 

to do 


Repeat the demonstration h 

until 

you know . 

it well enough to wel-. 

come 

without 

questions 

losing 

or interruptions 

; 

your chain of 

thought. 

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Do the demonstration where1 the Problem ij /ocC (C 

2 

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CONDUCTING YOUR 

DEMONSTRATION E' 'T 

Before the Auaience Arrives: 

On the day you give your dem 

.,, .. 

onstration,ing place ahead plan of to time. reach For the many meet- " A. 4

12 

iasm is contagious. Act as 

if you believe in what you 

are doing. " 

Be yourself - You can be 

yourself if you have practiced 

your demonstration 

and you are confident in 

your ability to present it. 

Smile occasionally as you 

talk to your audience, 

Talk to your audience - 

Each member df your a0dience 

should feel you are 

talking to him. Look at 

your audience whenever 

you can. During your demonstration, 

don't attempt 

to talk to your audience 

while your back is turned 

to them. 

Speak loud and clear - 8pared 

sure the audience can hear 

you. Speak distinctly. You 

may wish to have someone 

posted in the back to raise 

his hand when he can't hear 

you. Use words that the 

audience will understand, 

If you use words you think 

are unfamiliar to them, explain 

the meaning. 

Follow your outline - Ex 

plain step-by-step what you 

are dbing, how it's done, 

and why this practice is 

important. Have some of 

the audience demonstrate 

oack to you steps you feel 

are difficult. Repeat a step 

if necessary. 

Work alone - It may be 

better not to have an assistant 

when you demonstrate. 

The group may get 

the impression that the 

operation is too complicated 

for one person to do. 

However, you could ask 

some members of the audi. 

ence to help in certain 

lengthy operations, after 

you have shown your 

ability to work alone, 

3. Question and Answer 

Period - E;icourage discussion. 

You may tell your 

audience that there will be 

time at the end of your 

demonstration for questions. 

You may, however 

feel that questions during 

the demonstration will help 

to make it clearer. Then 

tell your audience that 

questions are welcome at 

any time. No matter what 

instructions you give your. 

audience, you must be preto 

answer questions 

that interrupt your demonstration, 

and be prepared 

to handle them 

graciously. 

Always repeat a question 

so everyone can hear 

it. Be sincere and tactful 

in answering. Suggest, 

don't dictate. They may 

ask some questions that 

seem silly to you, but be 

sure to answer them willingly. 

Discourage the group 

from laughing at or embarrassing 

anyone that asks 

a question. Even if a question 

is asked at a time or 

on a subject you feel is 

unsuitable, you must never 

make the questioner feel 

uncomfortable, 

4. Summary - Summarize 

your entire demonstration. 

Hand out reference materials. 

Advise audience 

where to get further as- 

sistance, and where they 

FOLLOWUP 

can get materials and equip. 

ment. If this demonstration 

is one of a series, announce 

when and where.Lhe next 

one will be given. 

Publicize what happened at the 

demonstration - Here are some 

ways you can publicize your 

demonstration: 

1. News Item - If you have a 

newspaper available, use local 

names, incidents, and situations 

as background to describe 

the new practice. 

2. Radio • If you have a radio 

program, publicize your 

demonstration the same as in 

a newspaper. 

3. Ask leaders to talk to others 

about the demonstration. 

4. Hold a followup meeting at 

the home of a fa.nily who is 

satisfactorily using the practice 

shown in the demonstra. 

tion. This type of meeting is 

an effective vway to prove 

further the local value of the 

practice. 

Eval Aod deon 

the shod poue caes in 

mets ole usT 

measure your effectiveness: 

t eoplerwho anded 

the demonstration and find 

out if they have put the recomendations 

into practice. 

2. Check with local storekeeper 

to see if they have had increased 

demands for special 

materials you recommended

EVALUATE YOUR DEMONSTRATION 

Everyone likes to know how well he hds performed. Here is a score card you can use to evaluateyour 

own demonstration. 

Score Card 

Yes No 

Plan - (20%) 

Did I discuss why the demonstration should be given with local leaders beforehand? ....... ] [E 

Was this meeting definitely related to local problems and needs? ..................... El1 

Was it designed to improve knowledge, skills, and attitudes? ........................ [] El 

Did I arrange in advance for local people who took part? ........................... il 

Was the community alerted to the problem and its solution? ........................ El 

Did I publicize the demonstration to the local community? ......................... 7 

Was the meeting piace suitable? .............................................. E ED 

Was my demonstration conveniently timed? .................................... El 0 

Were the materials and equipment available .................................... E E 17 

Conduct - (50%) 

DEMONSTRATOR 

Was I at ease? ............................................................ [] El 

Was I familiar with my subject? .............................................. El3 

Was I skilled at doing what I was trying to teach? ................................ 0l 

PHYSICAL ARRANGEMENTS 

Did I check all equipment to see if it would work properly? ........................ ED El1 

Was my equipment arranged and adjusted to fit my subject and the size of my audience?. . ED El 

Was the place suitable for this kind of demonstration? ............................. ElD 

Could the audience see and hear all parts of my demonstration? ..................... M l 

PRESENTATION 

Was it clear and divided into logical steps? ...................................... 0El 

Did it convince my audience how easy it is to practice the skill I demonstrated? ......... 0El 

Did the group participate through discussion or practice? .......................... El 

Results - (30%) 

Did a large percentage of people with the problem attend? ......................... El 

C3 

Did a large percentage of people attending indicate they would change their practices? .... El El 

Were the meeting activities reported to the community through 

news articles or other media? ................................................. El

HELPING 

HANDS 

Giving 

Volunreer Leaders 

A Place inThe 

Extension Program 

WHO ISA LEADER? 

WHY ARE VOLUNTEER 

LEADERS IMPORTANT? 

HOW TO FIND LEADERS 

Leaders Are Selected for 

Specific Jobs 

What Kinds of Help Can 

Leaders Give? 

Leaders Grow 

A Leadership Ladder 

TRAINING LEADERS 

Recognize and Thank Leaders 

Village Leadership Patterns 

WHAT DOES THE EXTENSION 

AGENT DO IF LEADERS 

ARE TEACHING? 

What Do You Get Out of It? 

LEADER'S GUIDE FOR 

DE R TI O O N 

DEMONSTRATION ON 

TESTING SEED FOR 

3

WHO IS A LEADER? 

Anyone in 

the viilage or community may 

possibly be a leader. A person is 

a leader when his ideas or actions 

influence others, or when he 

helps the people of the village 

get what they want. In every village 

there are already people 

with some knowledge and experience. 

When other people in 

the group benefit from these attributes, 

the people who have 

them are put in a leadership 

position, 

These are all leaders: 

1. The chief or head man of 

the village 

2. The head of the religious 

group 

3. The teacher of the school 

4. The person who helps a 

youth club 

5. The farmer who tries a 

new variety of a crop and others 

ask him about it 

6. The woman who grows 

better tomatoes than her neighbors 

and shares the knowledge 

with them. 

7. The young mother who 

invites other mothers to her 

home to see a demonstration on 

how to better feed their babies 

8. The farmer who cails a 

meeting to order 

9. The woman who tells 

others about a meeting 

10. The young inan who 

helps the arricultural officer 

d..monstrate seed treatment, 

Many others serve as leaders 

in a great variety of ways, both 

large and small. 

These leaders fall into two 

groups. The first consists of the 

designated or formal leaders, 

such as the chief, the religious 

leader, the Extension worker, 

and the teacher. 

The second group is made up 

of those who are leaders because 

of what people expect of 

them. In this group are many 

who do not consider themselves 

leaders. These are often called 

volunteer leaders, unpaid leaders, 

or informal leaders. 

WHY ARE VOLUNTEER 

LEADERS IMPORTANT? 

Volunteer leaders are im. 

portant for two reasons. One is 

that leadership and experience 

help an individual grow and de. 

velop self-confidence. The second 

is that an educational pro, a,, 

such as Extension conducts, 

needs local people who are will. 

ing to give time and effort to 

plan and carry out a program. A 

professional paid Extension 

worker cannot reach all the peopie 

needing assistance without 

help from the local villagers, 

Most people like to help others 

by sharing their knowledge and 

skills. They often use leadership 

skills they learn in an Extension 

program tL help in othe'r programs. 

With the help of leaders, an 

Extension worker can reach more 

people. In many countries, an 

Extension worker has 1,000 

families to serve. With the use of 

trained and supervised volunteer 

leaders, an agent can come much 

nearer to meeting their needs. 

For example, in a half a day the 

age:it may teach the members of 

one youth club or train leaders 

who in turn may teach the mem. 

bers of 1,) or 12 clubs. Thus, in 

place of helping the boys and 

girls in one club, the Extension 

worker has helped boys and girls 

in 10 to 12 clubs. 

Including volunteer leaders 

from the community gives a pro 

-ram a greater chance of success. 

It is &heirprogram and they will 

work to have it succeed. Leaders 

help keep a program realistic and 

related to needs. They not only 

channel information to the 

people, but also relay the 

people's reactions back to dhe 

professional worker. People trust 

local leaders and may work with 

them more readily than they will 

with you, the professional 

leader. 

HOW TO FIND LEADERS 

1. You m--t believe in leader. 

To find leaders, you must believe 

that people can be leaders. Sometimes 

an Extension agent will 

say, "There are no leaders in my 

area," and, of course, he has no 

leaders helping with the program. 

He is looking for people who are 

called leaders, or who stand out 

from other people in the village. 

One rarely finds such people. 

Usually one finds potential 

leaders and helps them develop. 

In one country the State supervisor 

said that she played a game 

of hunting leaders each time she 

visited a village Without fail, as 

she wa3 leaving a village, she 

would say about some woman, 

"There is a leader." She could see 

the small signs that indicated a 

woman might be a leader. This

supervisor looked for women who 

had done something a little better 

than others in the village. They 

seemed willin to share their . 

knowledge or skills with others. 

An agricultural officer in one 

country says he looks for the farmer 

who tries a new idea out, 

such as planting a new variety of 

seed, or building a fence of thorn 

bushes around the garden. He also. 

finds leaders who ask for more information 

about new agricultural 

practices they have heard described 

over the radio, 

work, or hearing a person's name 

used often by neighbors may be 

your keytto a potential leader, 

If you are to find leaders, you 

must believe that village people 

can become leaders, and you 

must want the help of leaders to 

share with you in teaching the 

people. If you don't believe that 

leaders can be found and that 

you want their help, you will 

never find them. The agent referred 

to at the beginning of this 

section, who had no leaders, 

probably did not really want any. 

Another Extension worker has 

pointed out the need to be alert 

and aware of the shy person. They 

often show interest in what's 

happening, but may not have 

done anything outstanding. Often 

these potential leaders are lost 

because they were not encouraged. 

2. Look for Leadership Traits. 

Always be on the lookout for 

potential leaders. Observe where 

their particular skills are. See if 

Leaders Are Selected for Specific 

Jobs 

Leaders can't be "leaders" in 

name only. Jhey must be leaders 

of something. Since leadership 

means having responsibilities, a 

leader must be depended upon 

for a certain specific job. A group 

will choose the person they think 

would be best for the particular 

kind of leadership responsibili. 

ties. 

they appear well liked by the 

people. You will find some who 

might help with the youth program 

and others who might be 

good garden leaders to teach how 

to plant, weed, or harvest vegetables. 

Others may crganize a 

farmers' club. Still others may 

announce meetings or get people 

interested in a program. 

Do not expect every potential 

leader to fit into e,ery leadership 

job. Different people will emerge 

for different jobs. 

You may not find obvious enthusiasm 

or willing volunteers, 

You may have to look for less 

obvious evidence. Interest, 

frier tiness, or willingness to 

For example, the members 0; 

a clu' generally elect the perscn 

the.; think is best suited to ba 

pre., dent of the club. The mebers 

of a committee rften select 

the person who is to serve as 

chairman. A group of women 

may sele,-t one member they 

think WCr ljd do the best job as a 

clothing 'eader. The farmers' club 

may selkct a member to be a rice 

demonstration leader. Before 

this selection is made, the job 

the leader will perform should 

be carefully described to the 

group, so they can select wisely. 

A second way to select leaders 

is to appoint them. You, or 

another official, may appoint or 

6 

ask a person to be a leader for a 

specific job. This is usually not 

as effective as having the group 

select the leader to represent 

them. However, leaders so seleci 

ed often like it because it demonstrates 

your faith in them. 

A third way is to let people 

voluntee-. If the best person is 

too shy to volunteer, you may 

need to give encouragement, 

like "I would be grateful for 

your assistance." All of these 

ways are good. It is probably 

wise to vary your approach. 

What Kinds of Help Can 

Leaders Give? 

There are many ways leaders 

can help you and the program. 

Ask them for special kinds of 

help and give them specific job, 

to do. The following are examples 

of the help leaders can 

give: 

1.Notify others of meetings. 

2. Bring people to meetings. 

3. Arrange for and find meeting 

places. 

4. Help identify problems in 

the village and decide the best 

ways to solve these problems. 

5. Give simple demonstrations. 

6. Conduct meetings. 

7. Lead youth groups and 

various individual projects. 

8. Interest others in becoming 

leaders. 

9. Teach neighbors skills. 

10. Share information with 

neighbors. 

I; Serve as officer in an organization 

or chairman of a 

committee. 

Different kinds of leadership 

ability are needea to carry out 

the different jobs outlined above.

Some people have one kind and 

some another. 

The different types are: 

1. Special know-how leadership 

having some special skill, 

know-how, or interest. 

2. Teaching leadership - having 

ability to share or teach 

others what they themselves 

know or learn. 

3. Organization.al leadership - 

having ability tc lead and guide 

an organized group. 

4. Opinion, advisory, and influence 

leadership - having the 

respect of others so their opinion, 

advice, and approval is wanted 

on important matters. 

People and leadership jobs differ, 

so there isa greater possibility 

of finding someone for each 

leadership job. 

Leader, Grow 

Leaders grow in many ways as 

they are trained and given 

chances to help with your program. 

They grow or develop in 

understanding, and in the things 

they can do. They also become 

more skilled in working with 

ofla eader youth club calls on members 

to help them with theirprojects. This en. 

courages members such as this boy to 1vor/CM 

hard to have a succeful projecL 

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people. With the development of 

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The first thing 

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Leadership 

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consists 

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Leadership 

matter 

Ladder: on what to 

ask a new leader to arrange teach for example, how to 

Member Becom of Village Council benches 

sit on, tell 

under 

him 

a cree for 

and 

people 

show 

to grow 

him 

tomatoes, 

ex- 

treat seed, or 

B 

feed a baby. 

Become 

actly how you 

ing 

want 

discourages 

them. Noth- 

a leader more 

2. How to teach 

Chairman 

- how 

for 

to 

Village Tour 

give 

quickly 

a demonstration, 

than to be asked 

make 

to 

and 

ar- 

Become 

use visuals, lead a discussion, 

President 

range the 

of 

benches 

Homemakers and then 

Group 

have 

you 

make 

rearrange 

a home 

them 

visit, 

because 

preside 

they 

at 

meetings, or appear 

Become 

before 

Youth 

aren't 

Club 

right. 

Leaders 

So, it iswith each 

step. Be 

groups. 

clear in your directions. 3. How to explain to people 

Train 

Make 

Other 

sure 

Leaders 

the leader understands, 

and do not 

what 

give 

Extension 

him too many 

and other 

devillage 

programs 

tails in relation 

are. 

Demonstrate to his 

to Small 

first task. 

Group He 

4. How 

may become 

to involve 

confused 

leaders 

and 

in 

not want 

will 

to 

planning 

assume responsibility. 

and helping with 

training 

leader 

You can insure 

meetings. 

Tell and Show One Other Person 

success 

leader 

for the 

and give him 

5. 

a feeling 

Guides 

of 

prepared 

to 

for 

use 

them 

in teaching (see example 

Help with 

satisfaction 

Demonstration in his accomplishments 

by giving 

page 14.) 

him careful train- All these ways are needed. 

Notify 

ing. 

Members Work out a training plan to 

parepre 

every leader 

TRAINING 

for his or her 

LEADERS 

Arrange Meeting 

job. 

Places 

Let leaders help plan their 

training. 

Bring Another Person 

Arrange Chairs 

A leader cannot do what he 

or she does not know how to do. 

It isa mistake to expect leaders to 

do something without preparing 

or training them for it. In fairness 

to them, you should prepare them 

Training in 

ment 

leadership 

is far 

develop. 

more than just how to 

do a job or how to be good at 

something. Training should in 

clude discussion of: 

1. The characteristics of a good 

leader 

8.

ho meaning of "responsibility" 

forthe leader. 

3. How a leader works with 

people. 

4. How a leader interestsaenideas. 

5. How a leader overcomes 

resistance to new ideas and pro. 

grams. 

6. The characteristics of a 

good program. 

Good training avoids difficul, 

ties. Local leaders may misinform 

others, if they themselves 

lack knowledge. If they do not 

understand the value of sharing, 

they may want to do all the work 

themselves. Other people in the 

village may become jealous if you 

do not teach leaders how to work 

with them without becoming 

overbearing. Giving many people 

the opportunity to work as 

leaders can help overcome 

jealousy and the feeling that you 

have favorites. Make it easy for 

the leader to learn. Make it easy 

for leaders to lead by giving them 

good training. $ 

Many village workers use community 

or Extension advisory 

councils. Organizing various 

leaders into an advisory council 

isan excellent way for them to 

learn to work together and to develop 

leadership. Such agroup 

:an help develop and carry out a 

:,; ogram in the village. An adisory 

council will give you many 

.raining opportunities. Through 

.raiing, you can help leaders im- 

)rove the way they think about 

ie villvie and its problems, 

Recognize and Thank Leaders 

The only pay a leader receives 

is satisfaction - a feeling 

of special accomplishment, 

Leaders must feel their work is 

appreciated. We all like reccgni. 

tion, and good leaders need to be 

given some special attention. En- 

couragement, praise, and a hearrfelt 

"thank you" are good ways 

to recognize leaders. This can 

come, not only from you, but 

also from one of the village officials 

at a public meeting. 

Special attention and training 

can be-given by taking leaders on 

tours or visits to other villages, 

government experiment stations, 

public health centers, libraries, 

schools, or to the capital to meet 

national officials. If the "tillage 

has a newspaper or a board where 

news items are posted, you might 

publicize some special work a 

leader has done. Tell public officials 

about their work. Give 

them a chance to meet interesting 

visitors who come to the vil. 

lage. A small gift to leaders can 

show appreciation for their 

services. Or present a ribbon, or 

a certificate signed by the Extension 

Director or Minister of 

Agriculture. 

Make leaders feel they have an 

important part in planning and 

carrying out a program in the 

village. This isone of the finest 

kinds of recognition you can 

give them. Ask often for their advice. 

Treat each leader as an important 

person by remembering 

the small thoughtful things that 

make a person feel he is appreciated. 

You can write a personal 

letter at the end of the season 

to all leaders to thank them 

for their assistance and congrat. 

ulate them on the good results 

it has brought. Always give 

leaders the credit for what they 

do. 

Village Leadership Pat-erns 

As you become accustomed to 

working with leaders, you will 

have more of them. Tha leader. 

ship picture of a villag2 might 

look like this after you have 

worked with it for some months: 

1. Chief of village, the general 

adviser. 

2. Agricultural council - elect. 

ed president and five farmers 

with the village chief exofficio. 

3. Homemakinj council - e. 

lected president and five women. 

4. Youth council - elected 

president, five youths, and five 

adults. 

5. Four presidents of four 

farmers' clubs. 

6. Twelve leaders of six youth 

clubs. 

7. Secretaries of six youth 

clubs. 

8. Fifteen project or subjectmatter 

leaders of five women's 

clubs. 

When you have this many 

leaders the villagers will see you 

as a trainer of leaders. They will 

know you as one who helps them 

do the things they want to do. 

This is not presented as an ideal 

or a pattern, but si.nply one possibility 

among many. As a program 

expands, there will be more 

and more leaoar;. This isas it 

should be. You don't want to use 

the same leaders over and over.

i 

ths:) 

!Ict 

to4 

*n~a to reonz edr st ie 

, 

IEDR AGN DO I 

:al 

t hi 

44 

.vyoreonzeedesi lh~ 

eecty lesnt h ot rus 

grops Yo ae0l 

dohWyinu leaders, yo musadn 

geahytan yourf.omteach 

far-mes' lb r oe 

groups. Yuposae aol thciearo 

bagnt forin leartch eeth 

odetse your meets.Thsings jobyou 

r 

rangment fo 

You dveriseyourmeetngs 

You o attnd, e courge pe 

eac 

dove beenuding, ads you'vcn Trinn ledrngop - 

ple 

. 

k 1 

meeing 

AG, ~* 

On 

iity fiil m nte rn m s

joyed it. If you train leaders to 

do it, what are you going to do? 

This question will occur to you, 

so let's consider it. First, you 

train leaders to do a specific 

demonstration. Train them so 

carefully that they will give the 

demonstration well and feel 

good about it. At the same time 

you will explain to the club members 

that a leader is going to give 

ademonstration. On the day of 

the club mceting you will attend 

as usual, but will let the leader 

set up the materials for the demonstration 

without your supervision 

or guidance. You will introduce 

the leadcr and explain 

what he or she will be doing, 

Then you will go to the back of 

the group and observe, if the 

leader wishes you to remain, 

Leave if they prefer to demons-trate 

without your presence. 

It isa good idea to train two 

leaders for each demonstra,;on. 

They can help each othei, or if 

one is unable to come on the day 

of the meeting, the other can still 

demonstrate. Before the next 

club meeting, you will train the 

leaders for another activity. At 

this training meeting you can review 

the last meeting and answer 

questions leaders have about it. 

Again prepare the club for the 

leader's participation, and again 

let them to do it without your 

obvious supervision. Slowly and 

;arefully shift the club program 

-nore to the leaders. Soon you 

vill be able to tell the club memers 

that you will only come 

very other meeting, or whatever 

ou think is suitable. 

While this club meets you can 

gin organizing a second club in 

the village, Try to find two adult 

leaders who will meet with this 

club from the first, so that you 

only attend some of the meetings. 

Soon you can begin to train four 

leaders at a time, instead of two. 

Move on to the third youth club 

and the fourth, and so on. At the 

same time, vou will be enlarging 

your adulc program through 

leaders and will be spending more 

time on leader training and less 

on direct teaching. This shifts 

your role to that of a trainer, 

In the beginnng, as you enlist 

leaders to help with a teaching 

job, you will spend more time 

helping the leaders than you 

would spend doing the job yourself. 

You will have to train the 

leaders, remind them of the 

meeting, encourage them to do 

the job, follow up after the meeting, 

publicize their work, and see 

that they have recognition. As 

they slowly assume responsibiliity, 

you will begin to see an expknded 

program reaching more 

arid more people, and feel the 

support a loyal leadership will 

give you. 

What Do You Ge- Out of It? 

1. Your satistaction will come 

through seeing leaders do well out 

each job they undertake, rather 

than from the appreciation expressed 

by individuals who learn 

a new skill directly from you. 

2. You will help more families 

improve their agricultural production 

and family living. If 

volunteer leaders are not included 

in yourprogram, the number 

of people helped each year is 

limited to those you can reach 

personally. With leaders you will 

be recognized throughout your 

area as a professional leader with 

large and important programs. 

Instead of 200 families, you may 

be reaching 1,000. 

3. You will deal personally 

with the leaders in each cornmunity. 

This isa great satisfaction 

because they usually accept 

new ideas more quickly th3n 

the average person.. 

4. You help people develor, 

and achieve their potential in 

leadership. They will express 

their appreciation for this in 

many ways. Developing pecplt 

is a most important element in 

an Extension worker's job. 

5. You become a trainer of 

leaders, nnt just a teacher of 

people. You continue to 'each 

people as you always have, but 

you add this broader dimension 

to your efforts. 

LEADERS GUIDE FOR 

DEMONSTRATION ON TEST- 

ING SEED FOR GERMINATION 

.- 

Preparation Ahead of Time 

1. Notify people of the day, 

time, and place where meeting 

and demonstration will ta;.e 

place. 

2. Learn all you can about the 

co rmunity problems and neeas 

as they relate to seed: 

a. How the people of the 

village care for their seed from 

harvest to planting 

b. Problems farmei have 

had in planting seed that did not 

grow well 

c. The extent to which 

farmers are already testing their 

.eed for germination, and meth

LE.MING STYLE fl'EN'TORY 

This inventory is designed to assess your method 

inventory, 

of learning. 

giva a high 

As you 

rank 

take 

to those 

the 

words which 

learn 

best 

and 

characterie 

a low rank to 

the 

the 

way 

words 

you 

which are less characteristic of your learning 

style. 

You may find It hard to choose the words that best describe your learning style 

because there are no right or wrong answers. Different characteristics described 

in the inventory are equally 'ood. The aim of t'e inventory is to describe how 

you learn, not o evaluate your learning ability. 

Instructions 

There are nine sets of fou words listed below. 

words 

Rank 

assigning 

order each 

a 4 to 

set 

the 

of 

word 

four 

which best characterizes 

a 3 to the 

your 

word 

learning 

which next 

style, 

best characterizes 

next 

your 

most 

learning 

characteristic 

style, a 2 

word, 

to che 

and a 

of 

1 

you 

to 

as 

the 

a 

word 

learner. 

which is 

Be 

least 

sure to 

characteristic 

assign a different 

four 

ranknunber 

words in 

to 

each 

each 

set. 

of the 

Do not make ties. 

i. ___discriminating -tentative involved --Practical 

2. ___receptiv- ___relevant analytical impartial 

3. __feeling _.watching ___thinking doing 

4. ___accepting __.risk-taker ___evaluative aware 

5. ___intuitive 

_roductive 

logical questioning 

6. __abstract __observing ___concrete active 

7. __.yresent-oriented reflecting _future-oriented __pragmatic 

8. ___experience ___observation ___conceptualization ___exp.rimentation 

9. ___intense __reserved ___rationI __.responsible 

FOR SCORING ONLY 

CE RO AC AE 

234578 136789 234539 136789

EXPER ,NTIAL TRAlLiG IETHODOLOGY 

The experiential training methodologt presents an inncvative approach 

toward training. To facilitate the acquisition of specific 

competencies during training and to encourage t,.c applic:ition of those 

competencies by trainees, trainers use a flexible, learner-center,-c, 

experiential learning approach. This approach h:s its bs:-3 in thc 

following assumptions: 

- 2ecause individuals are imique, particularly in reraml to 

learning processes, a training cur:iculum must incorporate 

a variety of educaticnal approaches in order to accojnrm datc. 

the variety of ways that people learn. 

- Learning is not smnething that can be injected into pcopl- ; 

rather it emerges from them as a result of their experiences. 

-- Learning is most effectively brought about when the learning 

goals and objectives have relevance and meaning for the traineeFs 

in terms of their own lives, what they already know, and tlcir 

personal goals. 

- Learning is an inherent prcdulct cdliving. Training is 

most effective when it facilitates learning by focusing on 

issues and problems that have relevance in peoples' lives. 

- Learning is meaningless if Ji. is confined to only the acquisitin 

of facts and figures. The acquisitiJon of information must b-a 

supplanented by an understanding of why this irfrmati,.n i: 

important and how this knowledge can be utilized productively. 

Eff ctive training is a pro,(ss Arhidi f4cilitates this. 

Experiential methodolog incorporates a flexible ,structure CC classroom 

activities, simulation exercises, and actual ex' eriences in "real lifeI' 

situations. Trainees, acqu'.s,.tion of bmowledge and sk..lls related to 

their work is facilitated by the trainers. Their primary role is one 

of creating learning environments which are stimulating, relevant, and 

effective. This learner-centered, experiential approach toward training 

allows the individual trainees to manage ard assume responsibility for 

their own learning.

Experiential learning is exactly what the name implies-learning from 

experience. Effective training str::.Zegies which incorporate experiential 

learning approaches, build upon thi3 precept by providing learners with 

situations/set iings/environzents th:nt stimulate the process of experiencing. 

Within the context of a training curriculum, learning experiences in these 

:3ituations/ettings/environments may take the form of classroom activities, 

rsimulati-ons, or "real life" activities. Experiential learning occurs when 

a person engages in an activity, reviews this activity critically, abstrr ts 

some useful iisight from the analysis, and applies the result in a practical 

situation. The experiential process follows the following theoretical circle: 

Experiencing 

(Activity, "Doing") 

Applying Processing 

(Planning more effective (Sharing and discussini 

Exoeriencing 

behavior) reactions and observLion:3) 

Gene ralizinz 

(Inferring fran the experience 

truths about the "real world") 

This is both initial activity ard the dataproducirg phase of the expe&i-nttf.L 

learning cycle. Experiencing is, in fact, an inherent element of living, In 

experiential learning, however, thd s activity of experiencing is linked to a 

process which includes interpretinr the experience, drawing generalizations 

from it, and determining how to make use of the learning. The experiential 

learning process helps individuals to minimize subjective reactions, and 

draw out objective 'elements fram their experiences. 

There are a wide range of activities and exorcises for providing trainees 

with experiences from which they may extract the data to process and make 

generalizations. Individual and group activities used to facilitate the 

"experiencing" step include: 

- role plays 

- case studies 

- films and slide shows 

- sharing descriptions of specific experiences 

- placing trainees in actual situations requiring them to 

react and/or perform 

- allowing trainees to train one another.

D£.zing this phase it is not possible to control or to structure precisely 

the experiences which will occur. This is not a problem. Since ex.orienti ] 

learning is a process car.prised of several phases, the function of the 

"experiencing" phase is merely to establish the initial data upon whil. 

the overall process is based. 

P,'ocessing 

This is a crucial step in the experiential learning cycle. During this phae, 

individuals share with others the specific experiences they had during t1:e 

previous phase. Tis may happen on an indiyidual basis, in small wcri ,ou s, 

or in a full training -group. Individuals share both their cognitive and 

affective reactions to the activities in which they have engaged; and du-inq 

sharing, try to link these thoughts and feelings together in order to derive 

some meaning from the experience. Initially, the experience may or ,may riot 

appear to be meaningful to the traiices, however this phase of the cycle 

alows them to think throug;h the ex'erience and conceptualize the reasons 

for comir tc such conclusions. T! i trainer's role as facilitator is very 

importoric durinF, this phase of expc iential learnings. He/she should be 

prepared t) help the participants t. , think critically about the experience. 

In addition, it is the trainer's rc ;ponsibility to help the particiants 

verbalize their feelings and percep;,ions as well as draw attention to any 

rcc,:rent themes or patternr which :ppo'r in the trainees' reactions to 

che experience. In short, the tra.:ier's role involves helping the trainLes 

conceptualize their experiences so that they have some con rete data upon whicih 

tz, draw conclusions ari generalizations. 

Piocessir, estallishes the context for the next phase of the esperiential 

cycle which is "generalizing". Therefore, any experiences which trainees 

have duriT.training, whether thor are films, role plays, 

field experiences, etc., should be "processed". That is, traint.s !i3ouiu 

be given time to reflect on such experiences in order to assess whether 

they help facilitate their learning: 

Techniques used to facilitate the processing step include: 

- groups discussion of patterns and recurring topics and themes 

which arise as a result of individual experiences 

- generating and analyzing data 

- reporting 

- interpersonal feedback 

- interviewing 

- trainees functioning as pr,-cess observers

Genera! iz ing 

This phase involves drawing inferences frcm the patterns and themes which 

have been ilentified. Trainees deturmin- how these patterns whihh evolVwd 

duriT, the structured learnirg expo-'ience of the training sessions relate 

to the unstructured experiences of ..veryday life. In other words, the 

participants in the experiential pr-cess have t:.e opportunity to identify 

sLmilarities between the experience- within the training session and 

exper.nces which they can cite frou the "real world". They are given 

the chance to see the relationships between training, their own personal 

goals and the Lif a they will have after training. 

Activitia3 used to facilitate the generalizing step include: 

Aiplying 

- summarizing learning into concise statements or generalizations 

- group discussions of an agreement upon definitions, concepts, 

key terms and statements 

- individual ang group response to questions like: "How do you 

think what you have done and learned in this session relates 

to your back-home activities. 

If learning is defined as a relatively stable change in behavior, it is tUe 

"applying" step in the experiential learning process that facilitates 

learners to modify future behavior. Drawing upon insights and conclusionts 

they have reached during the learning process, trainees incorporate their 

a..rning into their lives by develcping plans for more effective behavior. 

Techniques and activities used to facilitate the "applying" sten include: 

- individual and group responseto the question: "How mi,-ht you 

use this lcarning to be more effectivw within the specific 

geographic and cultural se tting of your assignnt?" 

- reviewing lists generated during preceding training sessions 

and making revisions wl'i- reflect new insights, plans, and 

behavior 

- modifying and/or developing plans of action, personal goals, 

and strategies for personal behavior modification 

..,;ru are numerous advantages in using the experiential learni:g process. 

.'!is approach permits active participotion by all individuals involved. 

onse(uently, it facilitates the acquisition of various carputencics, 

:hich are b(;st learned by "hands on" experience.

The Role of The Trainer in Experiential Methodolopy 

*orkshops are conducted by trainers whose role in the training 

is 

process 

defined *.sbuing facilitators. -.s such, their prinary responsibility 

is to provide the trainees with an effective and appropriate learnini: 

environment; and to facilitate an active process by which trainees 

determine and address their invididual learning needs. This ray ,c 

accomplished by facilitators who: 

- encourage the active involvement of all trainees 

- promote an atmosphere of cooperation 

- adapt trairing activities ard exercises to the specific 

needs of a articular training group 

- .provide linkages to other canponents of training 

- assist trainees in aking linkagej batw.en each training 

session 

- encourage trainees to cons:-antly r-l2tc trainirn, ;xpera eocc;s 

to "real life" situations 

direct trainoo toward mat. rials aiyl huan re.ources they may 

require 

- make them:elves availaible t serve as resources, but. do not. 

establish themselvc3 as experts who dispense answers. 

Adaprted from Basic Health Training Manual, U.S. Peace Corps, 1930.

T.ASK ANALYSIS 

Suppose you are faced with the problem of a car that woa't run properly. 

Would you start selecting tools at random and doing whatever comes to mind? Would 

you use the same tool on every part of che car? Or would you first analyze the 

problem, decide the result you wish to obtain, select and use the tools that are 

most suitable to attaining that result and then check to see that it has actually 

been accomplished? In prograrming and training Vds you will face a good 

many analagous problems. Too often we approach this work much in the way that 

is suggested in the first method; that is we pick up the first available tool 

and start whaling away. It should not come as a surprise that the results are 

often less than satisfying. 

A systematic approach to programming-traning-e;al:t.icn is anal_ .ous to the 

second procedure mentioned. It involves detailed ;.jeciiaticns cf the desired 

result, develop=ant of an instrument by which success c.:- h.: -i.z-r-2d, development 

of procedures to achieve that resul-, and ways to contit-,a.7y ensure improvement, 

Several steps are involved in this systerztilc approaech. During this session 

we will cover them in same depth as well as provide r ::ies for pr.:tice in 

their use. You should be familiar with the overall apprcav:h, it doesn't differ 

significantly from approaching any problem syste--.tically. The tocls differ, 

but the procedure is virtually the same. 

The three phases of the process are: 

1. Determine and describe what we want to achirv2; 

.2. Do what is necessary to achieve the des.:znd result, and; 

3. Evaluate the result to determine whether wa succeeded in doing 

what we set out to do. 

In developing instruction thls means; 

1. Deriving and describing objectives in a meaningful form; 

2. Developing lessons, activities and materials designed to 

meet these objectives, and trying them, and; 

3. Determining how well the objectives were achieved and making 

any necessary modifications and improvem-nts. 

Whatever the subject matter, the goal of instruction is to develop ourselves 

or others to thepoint where we or they are: 

1. Capable of performing satisfactorily in the job described; 

2. Capable of iproving skill through further practice. 

Task analysis is directly related to the first g;.al. To prepare someone 

to perform a job, we must know what the job consists of, cne needs to do to 

perform each of the tasks, and how fr:quently each of these tasks is performed. 

Once we have this basic information -.e can dcsign *n approach which is performance 

oriented rather that subject oriented. The stra-egy is to us, the job as the 

basis for deciding -what will be taught and in -what order and de.pth, rather than 

to simply present as much subject matter as possit e in :.given time. 

Let us suppose that you/are given respoiblli y for program-iug and training 

an agriculture program for,/( t s. The usu l approach is to take an old 

10f.Amercan voc. ed. syllabus and present the =aterlals called for. This 

might well involve extensive training in subject rAtter concerned with American 

crops, machinery, and the use of fairly sophisticated agricultural supplies. 

$~ ~ I Docu~u ru~:n v

Task Analysis (Ccnt'd) 

-2- 

Much of this will probably be just plain irrelevant to the needs of a potential 

Vlt'meeer in a developing nation. If, on the other hand, we analyze the job, 

r, we will soon be able to identify the knowledge a ad skills 

which are essential for him to perform satisfactorily and to continue to develop 

his skills. This should provide the basis of performance oriented i.nscruction. 

1. JOB DESCRIPTION. The first step in developing 

"Job description." 

a task analysis 

This 

is 

is 

a 

the frame or outline 

description 

from which 

is 

we 

a general 

work. A 

statement 

job 

about what a person 

tells 

on 

something 

the job 

about 

does, 

the 

and 

conditions under which 

description 

he does 

of 

them. 

what 

It 

he 

is 

knows. 

NOT a 

Usually such a description 

than a 

is 

few 

short, 

paragraphs. 

not more 

The following criteria describe a job description: 

I, It tells what a person does; 

2. It describes any special or unusual conditions under which he does 

his job; 

3. It includes all areas of performance e.g., technical, crosscultural 

and language; 

4. It is short. 

An example of a simple job deicription is as follows: 

VOCATION: Radio and Television Servicemen 

He may be required to install, maintain and 

and 

service 

frequency 

amplitude 

modulated home and auto receivers, 

radios, 

transistorized 

black ,nd white and color televisions, 

amplifiers 

high fidelity 

and tape recorders. He must be able to 

diagrams 

read circuit 

and codes of values to select component 

His 

substitutes. 

job requires meeting the public both in his 

service 

shop and 

calls. 

on 

He may be required to drive 

He rust 

a car 

be 

or 

able 

truck. 

to work at heights. He should be able to maintain 

business records 

A job 

and 

description 

inventory. 

sketches the outlines 

not 

of 

adequate 

high spots 

as 

of 

a basis 

the job, 

of instruction--it 

but it is 

isn't 

does, 

sufficiently 

however, provide 

specific. 

a guide 

It 

for the next step, task analysis. 

II. TASK MALYSIS 

A job invariably includes a number of tasks. A task is a set of 

logically related actions required for completion of a job objective. It is 

a complete job element. 

An example of a partial task analysis for a service station 

would 

attendant 

probably include the following tasks: 

1. Cleans or replaces spark plugs; 

2. Adjusts and bleeds brakes; 

3. Replaces wheel cylinders; 

4. Inspects and flushes radiators; 

5. Tests antifreeze. 

This differs from '?task detailing" which 

steps 

is 

involved 

an analysis 

in completing 

of each of 

a task. 

the 

To illustrate this, look 

of the 

at 

task 

the 

"cleans 

detail 

or replaces spark plugs." 

1. Note plug location relative to the cylinder; remove plug cover, 

2. Remove 

leads; 

all spark plugs; 

3. Identify the type of plugs; 

4. Decide whether to clean, adjust and/or replace plugs; 

5. Adjust and clean plugs if appropriate; 

6. Reinsert plugs in engine; 

7. Connect Ignition wire to appropriat;e plugs; 

8. Check engine firing; 

9. Prepare bill for 140.99

Task Analysis (Cont'd) 

.This information is far more specific than the basis task analysis and 

reprasazts a later step instructional development. 

-23 

The first step in a task analysis is to derive a list of all possible 

tasks. In this process we are concerned with: 

A. BASIC PREMISE-that you have learned as much as possible about the subject 

matter area. This enables you to evaluate the answers you receive . It also permits 

you to logically refine statements that are not tasks and, -given an element 

of a task, relate it to the actual task. 

B. CONTLNT--tka job of stlolunteer can be delineated in terms of three areas: 

cross-cu2.t ral, technical and language. A job-description should include these 

three and a comrplete task analysis will include cross-cultural, technical and 

and language tasks. (It should be noted that these 2ra seldom performed separately 

or in isolation from tasks in the other areas. They merely reprenent a convenient 

way of describing tasks that are logically related.) Vithin each of 

these three areas there are tasks which are cognitive, tasks which are affective, 

and tasks -which are psychomotor. Briefly these can be defined as follows: 

1. Conitive--this type of activity is intellectual and includes 

skill like me-ry, analysis, problem solving, etc. 

Examples of technical tasks which are primarily cognitive would. 

include: 

a) Writing a proposal for an ecology project; 

b) Designing an agricultural vocaticnal education course; 

c) Setting up a schedule of recreational activities; 

d) Ci.-piling a swine or poultry ration fro m locally available materials. 

2. Affective--*ffective activity is concerned with things like values 

attL,jdes and beliefs. For the Volunteer, some affective tanks will 

be dealing constructively with his own attitudes and values. He may 

also be concerned with promoting changes of attitudes in people with 

whom he works. For example, promoting an attitude on the part of a 

client or conterpart which will ensure that he uses a skill that the 

Voluntecr has trained him to perform. 

3. Psycho-wntor--psychomotor activity involves these of the sketal, 

muscular and voluntary nervous systems. They ars physical activities 

like swimming, running, using a tool, drivL±ag a diunp truck etc. 

In summary, when constructing a task analysis for a Volunteer job, you 

should be certain that all technical tasks arc included. Within each of these 

areas you should entiure that you have included -ill tasks 'hich are cognitive, 

all tasks which are affective, and all tasks wh'.ch are psychomctor. Most important, 

each of them should be Yritten in a way that will clearly indicate 

the level in the domain that is required. This is essential if training objectives 

are to be written at the level of Volunteer performance.

7aak-Ana.&sis (Cont 'd) 

-4- 

The next element of content is to rank-order 

doing 

tasks. 

this is 

A 

to 

simple 

determine 

scheme 

what 

for 

the importance of each 

each 

task 

task 

is, how frequently 

m-ust be perromed, and how difficult each task is to learn. 

Fcr importance you might employ a simple scale like: 

1 most important, critical 

2 . moderately important 

3 -marginal or imimportant 

For frequency of importance you might use tarminology like: 

1 --Daily, or more often 

2 Several times a week 

3 - Weekly 

4 -Monthly 

5 =Occasionally 

6 : Seldom 

Difficulty of learning could be described as: 

0 Impossible 

1 Extremely difficult 

2 rDifficult 

3 -Moderately difficult 

4 :Easy 

When you have ranked the tasks in terms of these three criteria, it should 

be relatively sim-le to rank-order them in order of total importance to training. 

C. TECIMIQUE--the steps in conducting a task analysis are. 

1. Preparing an outline (job description); 

2. Identifying a source or sources; 

3. Conducting an interview or - - .. 

4. Organizing the data; 

'5. Valadating the data; 

to discuss individually: 

1. Preparing an outline--using your information about the job. 

area and categorizing it in terms of: 

TECH-2ICAL LANGUAGE CROS SCb-L TUPE 

Cognitive Cognitive Cognitive 

Affective Affective Affective 

Psychomotor Psychomotor Psychomotor 

prepare an outline, along the lines of a sA eletal Job description. 

This outline will indicate the areas in whkch you must identify 

the taskg whi: comprise each aspect of the Job. 

2. Indebtifying a source or sources--essentially there are three. 

types of sources:a) 

Someone doing the actual job: 

b) Someone who knows about the,job, i.e. supervisor; 

c) Yourself. 

The best possible source is someone who is actually doing the job. 

He knows better than anyone else what he acttially does.

Tu~k &Malyvle(Cout'd) 

f 

-5- 

The second best source is someone who knows about the job, 

for example, supervisory personnel. Be aware, however, that you 

will get some information about what soceone doing the job ought 

to be doing, rather than what he actually does. Wlorking with host 

agency personnel, you may have to eventually reconcile these 

differences. With a well r e- and organized task analysis 

you at least have a useful tool in conducting this type of 

negotiation. 

The third and least reliable source is M rself. You willl . 

have your own biases about what the job should entail. Because 

we are Americans out of our own cultural :'aear, it is likely 

that these biases rdight lead us fairly far astray. ;' " 

In doing your task analysis you should try to identify 4,e -t 

a4an-i.r host cotnitry personnel who are actually doing t-eC job. 

In the absence of such personnel, a superviscr is probcil[: 

•.ext best. As a general rule of thunb, more than one source is 

praferable as you will get mars than one perspective of the job. 

In many instances host country sources will deal primarily %with 

technical tasks, though they may also be able to provide some insiiht 

into cross-cultural and language tasks that are essential. 

For the latter two types of tasks, : . -S, t*re f .z!d, even 

if he Isn't doing your type of technical job, is proba-" the 

bt source,as-he--s-engaged-inAoin--language-and-eross-culturel 

C ducting an intervie--- the conducting of an interview is a 

fairly specialized skill and depends to sorz extent on v u,.,.r own 

personality and that of tle person you interview. We would 

suggest a few guidelins that may be of help. 

a) Introduce yourself and give the person a cha:.'.. to do likewise, 

Enjoy any social amenities that seem appropriate. 

b) Zxplain the purpose of your interview that is that you are 

trying to deter-.ine what he does (if interviewing scneone 

- - 

actually performs a job idet.-iz or tolar 

what he thinks someone in ye position doe s or =-ould do 

(if you are working with a super--is'rv type). The operatlve 

word is DOES. While backgroumd iafornation is us eful and 

interesting, it doesn't tell you what the trill do. 

It only indicated the conditions under which he will do it. 

By the n=e token, information on what the person knows, or the 

;1eeT should know, doesn't tell you what he will have 

to do. Stre.'5 that you are trying to Lnd out what zcreone in 

the job actually does and has to do. 

c) Ask the person for a general outline of what he doe= and his 

duties. Vlote anything that doesn't appear in your cutline 

as well as things in your outline that aren't acntioned by 

the source. 

d) The job description should give you so-e rajcr task areas. 

Take each one and attempt to elicit atatemerts stated behaviorally 

about what he does in this area. For example, you 

might receive an initial answer like "I work with teachers."


This, obviously, is subject to any number of interpretations. 

Your goal is to elicit a statevent or set of statements that 

indicate with relative percision what the person who works 

with teachers actually does, stated in a way that you, he, and 

anyone else who reads the task analysis, would share a mutual 

understanding. You might ask: "What do you do when you work 

with teachers?" or "What does working with teachers involve?" 

or "Can you explain the different things working with teachers 

require you to do?" "fDoes that mean you teach with them in 

the same classroom, or supervise their teaching or ...?" 

What you are looking for are statements like: 

"I help teachers to produce lesson plans, by 

reviewing and critiquing them -andmaking 

alternative suggestions.' 

"I team teach with one teacher.'" 

"I do the time and attendance reporcs for all 

the teachers in the school." 

"I design training programs for in-service 

teachers and conduct and evaluate ther." 

e) You should continue to try to refine statement- until 

obtain a statent or set of statement for ;hich further 

elaboration would, essentially, involve the set of steps involved 

in perfor=.Ing that task. 

f) Keep in mind that many people whom you interview will provide 

informaticn in a stream of consciousness and you will have to 

organize this data yourself. One way to facilitate this is to 

record tasks on 3 5 cards and organize them in accordance with, 

your outline scheme. When the source has completed his recitation 

of tasks, review each secticn with him to determ ie whether 

he might have omitted something. 

g) Next, try to determine the level of skill required. In the 

cognitive area, there are six different levels of increasing 

sophistication: 

Knowledge--essentially memory or recall. 

Comprehension--translation, i-terpretation or 

extrapolation from things memorized. 

Application- applying a rule or set of rules to 2 

urrque situation(s). 

Analysis--determining the parts of a whole and their 

relationship to one another. 

Synthesis--creating a unique product from previously 

unrelated data, information, materials, etc. 

Evaluation--applying criteria to determine whet: 

such a product meets them. 

In the Affective there are five levels: 

1. Receiving 

2. Responding 

3. Valuing 

4. Organization 

5. Characterization 

h) Next, go over each of the tasks to determine its importance 

frequency and difficulty of learning. It is important to 

wait until this stage as this is the point when the source 

has produced all the tasks and his judgements on their relative 

importance, frequency and difficulty will be far more 

accurate.


-7 

4. Organizing the data--your outline has already produced the first 

organizational tool. You should have groups of tasks in each of 

the three basic areas which you can identif 7 as cognitive, effective 

and psychomotor. The se,;:nd step would be to determine overlapping 

tasks. For example, in working with farmers in extension work, 

several of the steps in the approach would be similar--only the 

content of information would differ. The third step is to look 

for coumon cognitive, affective and psychomotor skills. You may 

find,for example, that application of a certain method is cowmon to 

many of tho tasks; or that a ;ood many tasks involve analysis-though 

of slightly different situations. All three of these criteria 

provide potential ways of organizing the tasks logically. 

5. The outcome of organization should be a comprehensive list of 

tasks presented in logically coherent categories. Once this 

list is compiled and rank-ordered in terms of importance, frequency 

and difficulty, you would then disecuss it with your source 

or sources. They may suggest changes in the ordering and/or 

the addition or deletion of tasks. Once this process is completed 

You have a final task analysis for the job. 

HOW DO YOU USE TPE TASK ANALYSIS? 

If you are doing the task analysis in order to design a formal or informal 

training program for students, counterparts or clients, you would first attempt 

to assess how many, if any, of the tasks an individual or individuals can perform.Thillmght 

L. dou L PRIET for You would also attempt to determine 

whether they had the skills prerequisite to performing those tasks (for 

example, if you are trying tc train a heavy equipment operaror, your would want 

to find out whether he can drive anything). Next, you would set objectives, 

determine a sequence of training units ;and the ways and means of meeting the 

objectives. Last, you would devise ways of determing whether the individual 

had -met the objectives. 

In this way your instruction of Ve-eeRts will be relevant to the job 

and will develop the skills that you or others need to perform it satisfactorily 

as well as to continue to improve those skills. 

Mayer, Robart, DEVELOPING VOCATION INSTRUCTION, 

Palo A-Ito, Fearon Press. 

1

1. ORDERS: "Don't do that anymore !" 

TWELVE ROADBLOC"S TO C0,-,:ICATIOT 

2. THREATS: "If you do that anymore, I'r going to severely punish you." 

3. PREAC1IM: "you ought to know better than that." 

4. PERSUADING WITH LCGIC: "I read an article that said that stuff will cause 

you to lose your mem.ory. You wouldn,;t want that to 

happen, *ould you?" 

5. ADVICE: "Next time'you're in that mood, Just distract yourself with 

a good book." 

•6. CRITICISM: "you were real-ly stupid to do that." 

7. PRAISE: "tlelJ., I think you're a nice person, anyvay. 1 ' 

8. REASSURAN E: "That's too bad, but don't worry, one mistake doesn't mean 

that much." 

9. DIAGN!OSING: "The real problem is that your parents don't spend enough 

time vrith vn,, -"1 

10. CREGS-ETAMINIWG: "You know the rules. Why did you do it?" 

11. CHAIiGING 71E SUBJECT: "This happened to another kid here at school and he 

was really 

12. SARCAM4: "Of course you thought you would never get caught." 

Any of -.he roadblocks used at a ti. when we should be listening may 

create definsiveness in the other person or further build dependence 

rather than maturity. Praise can have negative results when it replaces 

listening; praise can be and often is the first step in manipulation. 

ListeninC can build confidence that the pervcn seeking help can work out 

his own proble.ma. To actively listen, we rust be willing and able to 

set 

aside our own needs and concentraLe fully on what 

so that our responses are commnunication rather than roadblocks. 

the other is saying 

Thimnt, it. Cordinn, M-:nt Effoctivcnes TraininG, Peter H. Wyden, 

:)#:w York, 1970. 

i 01"

DTR.rCTIjNS: Transfer scores from COLUMN I to nquares below. 

Score indicates the leadership style you 4rND to rely on. 

Low T Relationship a si-" 

sa 

. _- ligh Relationship D-E-E-AT11 G 

Low TaLsk T M 

M 4 

111ch 

1119 

Task 

Relations__ 

Bigh Task ..... . 

Low Relatilonship I ELIG 

PARTICIPATING , 

in 

11O W 

' 

" " '" " '-.O )?--.. fM 

'III 

M O D E R 

Score from COLUMN II indicates a range of flexibility in changing 

leadership style depending upon the situation! 

" - ::L:DI" +L 

.4X 

LESS FT.r XIEILE FLEXIBILE. 

A T E H I G H 11 

n u

MIN TASK: 

or 

= ±\owedereuie 

Codecs; 

Very Importan~t 

-'- 

Imnportan~t 

Less important 

S 

Tr 

= 

, 

Skijll rejuired 

TASK ATALYSIS 

TASK DETAIL 

3 

2 

1 

~4 Cf 4 

Very Difficult 3 

Somewhat aifficult2 

Easy 

1 

0 )~ -P 

E-. 

Daily or '.7eekly 3 

1 or -ai:ce a moath2 

3 or 4.times a year

BEHAVTO.RAJ. ZBJECT-ES 

,rhat is a behavioral objective? 

Briefly, a BEI AVIORUL OBJECTIVE is a way cf describing the objectives of a 

training course in cerms of what the trainees should be able to do at the end of 

that training. 

A BEHAVIORAL OBJECTIVE must be stated clearly and precisely so that everyone who 

reads it will know eyactly what the desired outcome of che training program is. 

By ensuring this precision, at the end of the training program everyone can easily 

agree on whether or not the objectives of the program have been achieved. 

Why use Behavioral Objectives? 

The main advantage of BELWVIORAL OBJECTIVES is their exactness in giving 

direction toa training course. By knowing exactly where you want to go, it is 

easier to determine how to get there. Clearness of goals also make it easier for 

trainers or teachers to communicate among themselves and cooperate on a training 

program. Each of the trainers can agree on exactly what outcome is desired 

and can work to achieve Lt. Thus each trainer can support the achievement of 

another trainer's objective, even while teaching his own. 

BEHAVIORAL OBJECTIVES are action-orianted and thus ideal for Peace Corps 

traiuin-, vocational schocl teaching, in-service job training, and informal 

counterpart training. 

BEHAVIORAL OBJECTIVES are people-oriented since they focus the trainer on constantly 

trying co improve the course as it goes along and to improve the training inputs 

from one course to the next. 

BEHAVIC1RAL OBJECTIVES are respcnsibility-oriented, since they encourage both the 

trainer and the trainee to take the responsibility for achieving the objectives 

of the training. 

How should Behavioral Objectives Be Written? 

A "6ZAVI'2qL OBJECTIVE should be a stitement of what: the trainee will be 

able to do at the end of the training program. 

In order to ensure that every objective is written in these terms, there are 

three basic rules which must be followed. Any training objective which violates 

any one of these rules is not a behavioral objective. 

A statement of a training goal is a Behavioral Objective if it meets the 

following conditions: 

A. EEF.WVIOp L CBJEt'IVES must state what behavior is desired as the outcome 

of the training. Thus, they must specify what the trainee will be able to do 

at the end of the training that he was not able to do before the training. 

ID

A Behavioral Objective is not concered with the content of the course of a 

description of how the instructor intends to achieve the desired objective. 

B. A BEHAVIORAL O3JECT-IV must state the desired outcome of the training in 

terms of observable.measurable actions. Only actions (behavior) can be observd 

arid measured and only by observing and measuring actions can the instructor 

determine whether or not his instruction has been successful. 

C. The trainee must be the subject of the sentence. That is, BEHAVIORAL OBJEC- 

TIVES are written in terms of the trainee's action. The objectives should not 

specify what the instructor muat do but only what the trainee will be able to 

do at the end of the training. 

CHARACTER!STICS OF BEHAVIORAL OBJECTIVES 

A. A BE_-AVIOCAL OBJECTIVE MUST FOCUS ON THE GOAL OF THE TRANING. 

This m.-ans that BEHAVIORAL OBJECTIVES are concerned with what the trainee will 

be able to do at the end of the training. BEHAVIORAL OBJECTIVES only describe 

the rcsults desired from a given training program. They do not describe how to 

go about achieving those reou:.ts. Different instructors may have different ways 

of achieving the same resuls, but the objective is concerned only with stating 

what the results will be. 

A statement which describes the action to take place during a training course 

i- ncvt a BEILIXVORAL OBJECTIVE. It is merely a description of the learning 

activities by which the instructor intends to achieve that objective. 

Example A-1 

Example of NON-Behavioral Objective: 

Trainee will be given the opportimity to have actual 2ractice in doing field work 

related to the theories taught in class. 

"Practice" is not an objective; it is a learning activity, a way to achieve 

an cbjective. Thus the above statement ia unsuitable as a Behavioral Objective. 

Example A-2 

Example of a Behavioral Objective 

Trainee will be able to do cormunity development field work, using extension 

education techniques as described in the manual on txtenslon education. 

This is only one possible way of converting the first example given above into 

a Behavioral Cbjective. Since non-behaviora' "bjectives tend to be very vague, 

there are a number of different ways of interpreting them. However, nctice 

that in this example, the END result of training is emphasized "trainee will 

be able to do..." at the end of the training program.

-3- 

B. A BEHAVIORAL OBJECTIVE MUST HAVE AN ACTION VERB 

This means that the trainee must do something that we can see and measure. If 

we cannot observe what the trainee does, then how can we evaluate whether o.r 

not he is doing it correctly? 

Here are some examples of forms in which Behavioral Objectives are usually 

written: 

Trainee will be able to 

When presented with 

, trainee will 

Under the following conditions, the trainee will 

At the end of training, the trainee will 

After completing this book, the trainee will be able to 

In the black space there should be a verb indicating an observable measurable 

action. It must be a verb that describes exactly what the instructor wants the 

trainee to be able to da. 

Follcwin are two li.'ts of verbs. One List contains verbs which are observable, 

measurable actions and therefore appr-priate for use in BEHAVIORAL OBJECTIVES. 

The other list describes th'ngs which we cannot see or measure and are therefore 

unsuitable for behavioral '3ectives. 

Acticn Verbs Vague Verbs 

DO DE20CNSTRATE : KNOW 

TELL SEOW : UNDERSTAND 

WRITE ANSW'ER : APPRECIATE 

DESCRIBE CHO4SE :HAVE 

LIST ORGIZE . CChIPREHEMD 

WALK CONdUCT : BE AWARE 

RUN DRAW : FEEL 

EXPLAIN 

BELIEVE 

Sometimes, an objective seems to be written in the proper form, but it is not 

really a behavioral objective, because the verb used is not an ACTION verb and 

therefore not observable and measurable. Here is au =xanFle. 

Exaiple B-l 

Expunple of NON-Behavioral Objective: 

Trainee will be able to tuderstand the ,-auses of the pollution problem. 

The questicn here is what do we mean by "understand". Perhaps if we think about 

the ways that this cbjective might be tested, we can think of some of the verbs 

which would indicate actions by which we would measure this "imderstanding" 

19 1'

Some of these actions might include list, explain, describe, write an essay on. 

Here is one possibility. 

E:ample 8-2 

Exaple of a Behavioral Objective: 

Trainee will be able to list the main causes of the pollution problem as Siven 

in class. 

Of course, there are other ways of interpreting the mel:ning of "understanding". 

You may be able to think of several more than are given here. But that is 

exactly why the word "understand" cannot be used in behavioral objectives -- it 

is too vague. 

C. 14 A BLHAiORAL OBJECTIVE, THE TRAINEE MUST BE THE SUBJECT OF TFIE SENTENCE 

A. BEHAVIORAL OBJECTIVE is concerned with what the trainee will be able do do, 

not with what the instructor will do, Therefore, a BEHAVIORAL OBJECTIVE must 

have a subject for t.Ie sentence, as well as an action verb. If an objective 

hafi no subject, then we cannot be sure who is expected to do the action. The 

Fubject can be words like "trainee," "student", "you" ect. 

Exa-aple C-1 

Example of NON--Bhavioral Cbective: 

To discuss the pollution problem and its im-plications. 

Who is going to discuss the pollution problem? The instructor? lhe trainees? 

A guest speaker? The Radio? From this objective it is not clear, because no 

subject is stated. Therefore, it cannot be called a Behavioral Objective. 

Exampie C-2 

E-ample of a BEHAVIORAL OBJECTIVE: 

Trainee will be able to explain the pollution problem and list icplicacions to 

a group of high school students. 

Again this is only one possible way of inLterpreting the previous exa.ple in 

order to make it a BEF.VIORAL OBJECTIVE. Notice that the Trainee has become 

the subject of the sentence. Also the action called for will be at the end of 

the training. Let's look at one more example of a BEHAVIORAL OBJECTIVE. It 

fulfills all the three requirements for a properly written Behavioral Objective. 

D-1 

The trainee will be able to prepare 2 lesson plan whtch incorporates all of the 

five teaching learning principlesi 

A. It describes what the trainee should 'e able to do at the end of the crain 

ing: "Thea trainee will-be able to pre,. ra a lesson plan..." 

n

-5- 

B. It contains an action verb describing an observable, measurable behavior: 

"The trainee will be able to p:apare a lesson plan..." 

At the and of training, we can look at the paper that ha3 the trainee's lesson 

plan and see if the trainee could, in fact, do it. 

C. The trainee is the stated subject of the sentence. 

"The trainee will be able to prepare a lesson plan..." 

Now take a break for a moment ind think about some of the things that behavioral 

objectives can do to help you. 

In formal teaching and informal, as well as informal training, Behavioral Object 

ives can: 

1. Facilitate instructional design and development by providing clear goals to 

work toward. 

2. Facilitate curricul,= development--sequencing, eliminating gaps and overlaps. 

3. Promote more efficient communications between trainers, administrators, 

researchers, and trainees. 

4. Make it e-ident what students actually l.;irn, thereby permitting selection 

of most important goals. 

5. Permit instruction to be evaluated and thereby improve. 

6. Prozote individualized instruction by making possilnle criterion-raferenced 

evaluation--each trainee can be required to master all cbjectives 

(Independent leanIing is also promoted). 

7. Permit students to be more efficient learners, when they find out what is 

expected of them. 

8. Elimilnate the time wasted when trainees can already achieve all or some 

objectives before beginning a course. 

9. Impose a philosophy of trainer responsibility for assisting students to 

mastaer objectives. 

10. Promote the idea of behaviorally analyzing all components of instruction- 

entry per.o'-mance, intermediate performance and ter _inal performance. 

11. Facilitate research in training--advanc4 instructional technology. 

12. Proncte a new role for trainers-instrucelonal designers, managers ane 

resource specialists as opposed to information dispensers.

-6- 

MAIN POINTS ABOUT FEH{VIORTL O3JECTIVE "S 

A statement of a training Foal is a 

Behavioral Objective if i. Meetsthe 

* following conditions: 

A. A BEHAVIORAL OBJECTIVE describes 

what the trainee should be able to 

* do at the end of the training. 

B. A BEFAVIORAL OBJECTIVE contains an 

action verb describin- observable, 

: measurable behavior. 

C. In i DEHAVIOlU OBJECTIVE, the 

trainee is the subject of the 

* sentence.

PART IfI 

DRAFT DESIGN FOR WORKSHOP 

FOR FIELD WORKERS IN HEALTH 

EDUCATION AND SANTTATION PROMOTION 


Prepared by Louise McCoy 

June 1983 

, J1

CONTENTS 

1. INTRODUCTION 

2. TRAINING SESSIONS 

2.1 Intro and Objectives 

2.2 Project Background and Strategy 

2.3 Village Leadership 

2.4 Co-ordination with Water Department 

2.5 Village Inspection Skills 

2.6 Review of Village Inspection Visit and 

Introduction of Related forms 

2.7 Evaluation of the Workshop 

2.8 Introduction to Sanitation 

2.9 Sanitation Technology 

2.10 Introduction to Village Health 

Committee Training 

2.11 What Helps Adults to Learn 

2.12 Effective Questioning 

2.13 Leading a Discussion 

2.14 Problem Analysis - Introduction, 

Practice and Preparation for Village 

Practical 

2.15 Review of Problem Analysis Village V 4 .sit, 

Etc. 

2.16 Communicable Diseases 

2.17 Infestations 

2.18 Diarrhea, Dehydration and Rehydration 

2.19 Lesson Planning 

2.20 Giving T-caining Lessons 

2.21 Village Lesson Review 

2.22 Final Review of Recording and Reporting 

Forms 

2.23 1983 Project Objectives 

2.24 Last Day 

APPENDICES 

A. Sample Workshop Schedule 

B. Trainer Tools 

C. Handouts ( C-i through C-27 ) 

1. 

2. 

2. 

3, 

5. 

8. 

10. 

13. 

15. 

17. 

18. 

20. 

22, 

26. 

30. 

33. 

36. 

39. 

42. 

43. 

45. 

48. 

49. 

50. 

51. 

53. 

PAGE

Chapter 1. 

INTRODUCTION 

. These materials were prepared for use by the Principal 

Health co-ordinator in training Malawian environmental 

health workers working in villages with potable piped 

water supplies. 

The design assumes that the trainer is experienced and 

has four bilingual assistant trainers and that there 

are 20-25 participants with skill in speaking and writing 

English. Verbal interactions are done in the local 

language while hand-outs, written reports, and recording 

of discussions are done in English. 

The material is organized by topic and the time needed 

for each topic is indicated. The topics are presented 

in a logical order, but, with care, sessions can be 

shifted to accommodate different objectives, emphasis, 

time constraints, or circumstances of future workshops. 

A sample schedule is appendixed. 

(1)

Chapter 2 

TRAINING SESSIONS 

2.1 Introduction and Expectations 1 hour 

Objectives: 

To get to know each other 

To share workshop expectations 

To review the program 

Activities: 

1. Welcome the group. Explain need to know each 

other. 

2. Divide group (including trainers.). Get intwo 

circles, one inside the other. Have circles 

move in opposite directions. Call stop, each 

to introduce himself to person closest in other 

circle. Repeat. Repeat again. Hook up partners 

to form groups of 6, sit down in small circles 

and do "match game." 

3. Give instructions to same groups to take 20 

minutes and discuss "expectations" or "what you 

want to learn in this workshop." Group's ideas 

should be recorded on newsprint. Distribute 

newsprint and markers. (Staff can leave groups 

after it is clear that they understand the task) 

4. Trainer posts all lists. In large group, read 

through lists and compare to workshop objectives. 

5. Introduce program and relate their expectations 

to the planned program. 

6. Summarize. Remind to return on time for the next 

session. 

(2)

2.2 Project Background and Strategy 3 hours 

Objectives: 

To increase understanding of the project 

To visualize the goals of the project 

To identify the order of project strategy steps 

Activities: 

1. Introduce objectives. 

2. Give brief talk on the background of the project. 

3. Divide group into small groups of 4. Give directions 

to draw a picture of a village to represent 

bad, unsanitary conditions. Give newsprint, markers, 

and 20 minutes. 

4. Post pictures. Have someone from each group come 

up to elaborate or explain their picture. Summarize 

the bad conditions. 

5. Direct participants to return to the same groups 

and draw a picture of villages as we would like 

them to be. 20 minutes. 

6. Post, discuss, and summarize. 

7. Give lecture on project strategy utilizing visual 

aids step-by-step. Give particular attention to 

new words: "compliance" and "baseline" NOTE: 

If "bad", pictures are quietly moved to far left 

and "good" pictures moved to far right; trainer 

can point out how project strategy steps will take 

us from unsanitary conditions to perfectly clean 

and marvelous villages! 

8. Review, taking down visuals as you go, pass out 

"Project Strategy" hand-out. 

9. Divide group into 2 teams and give each team a 

mixed-up set of the project strategy steps. Hold 

competition to see which team can put the steps 

in proper order most quickly. (No reference to notes.) 

NOTE: If time permits, review results of survey, 

pointing out how far group has progressed 

(3)

Project Background and Strategy (Continued) 

on the project strategy so far. 

(i.e., No. of target villages already 

selected, No. of VHC's already formed, 

etc.). 

10. Summarize the session and close with review of 

the objectives. 

(4)

2.3 Village Leadership 4 hours 

Objectives: 

To explore how village leaders can be useful 

To identify approaches to village leaders 

To identify steps in meeting village leaders 

Activities: 

1. Introduce objectives 

2. Identify 3 groups of 5 to solve "cooperation" 

puzzle. Assign others as observers for each 

group. 

3. Post and review task and rules. 

A. Group is .o create 5 equal squares from 

pieces given in 20 minutes. 

B. No talking. 

C. No pointing or taking pieces from a friend. 

D. You may give pieces away to others. 

4. Brief observers on role. 

NOTE: - Check before to be ure all pieces 

are there. 

- Do not call it a co-operation game 

in front of the group. 

- Review carefully what a square is and 

show on chart five equal squares. 

Show a rectangle with a big X or 

"No" on it. 

- Review rules carefully. Have participant-observers 

take respons.'-ility 

for rules. 

- Trainers must watch that pieces are 

not turned over. Would be best to 

cut pieces of paper with a different 

color on each side. The puzzle will 

not work if 3 or 4 pieces are turned 

over. 

- Must arrange 3 tables, puzzle requires 

a table surface to do. 

(5)

Village Leadership (Continued) 

NOTE: - Trainers should not give much advice 

as they work. 

- Make sure instruction is given that 

group is to make 5 squares. 

5. Give 3 pieces to each person in the group of 5. 

6. After 20 minutes, call time. 

7. Show how puzzle is solved if group hasn't done 

it. 

8. Three trainers lead discussion groups with players 

and observers staying in the same groups - 30 

minutes. 

Key discussion questions: What did players 

see or feel as the time went on? What did observers 

see? How did the group solve the problem? 

Which members did what to help the group 

solve the problem? What does puzzle teach about 

co-operation? 

Trainers should summarize the discussions in the 

small groups. 

9. In large group, trainer charts responses to the 

question "What can villagers contribute to creat 

ing good health in the village?". 

10. Pass out inventory "What Villagers do to Create 

Good Health." Peview instructions and give 15 

minutes to work individually. 

11. Trainer asks if there are additions to the list 

of villager contributions. 

12. Create a list of HA/HSA contributions. 

13. Summarize and take a break, 

14. Introduce issue of good and bad approaches to 

villagers. Divide participants into 2 groups. 

Instruct one group to prepare a drama illustrating 

a bad approach, all the mistakes that an 

HA/HSA can make; the other group is to prepare 

a drama illustrating a good approach. Give 20 

minutes. 

(6)

Village Leadership (Continued) 

15. Present dramas - bad approach first, then good. 

Compliment the players. 

16. In large group, trainer leads and chart"s a discussion 

on what was good, specifically, about the 

2nd approach. 

17. Divide group into 4 discussion groups to be led 

by trainers. 30 minutes. 

Key questions: What are the proper steps in 

meeting villagers and leaders? Who are leaders? 

Informal leaders? What problems have you had in 

getting co-operation of village leaders in the 

past? How can we solve? 

Trainers should summarize the discussions in 

the groups. 

18. In the large group, review the morning's activities 

and objectives to close. 

(7)

2.4 Co-ordination with Water Department 2 hours 

Objectives: 

To increase knowledge of rural piped water project 

To learn about the water departments work in rural 

piped water projects 

To discuss co-ordination with the water department 

Activities: 


2. View Piped Water Film, discuss in large group. 

3. Introduce representative of the water department 

to give talk. 

NOTE: Ask representative to talk about the 

following questions: 

1. How is the department organized? 

2. How does water department start out 

in a new area? 

3. What do water monitors do? 

4. How many villagers does a water 

monitor cover for maintenance? 

4. Conduct question and answer session., 

5. Trainer lead large group discussion on ieed and 

advantages of co-ordination. 

NOTE: At least the following points should be 

made: 

1. Give background, history of water 

departments relationship to Health 

Ministry. 

2. Water Monitors often have knowledge 

about how to work in a village and 

with particular, the village leaders. 

3. Tap committee must be involved in any 

standpipe area development. 

(8)

Co-ordination with Water Department (Continued) 

NOTE: (Continued) 

4. Water Monitors help to maintain piped 

water system which is a health and 

sanitation concern. 

5. Need to avoid potential for conflict, 

undermining, infringment on "territory". 

6. Provide mutual support. Share information. 

7. How? Find out who water monitor in 

your area is. DHI or Project Supervisor 

should know. Meet. Discuss 

HESP Project. Share information. 

(9)

2.5 Village Inspection Skills 3 hours 

Objectives: 

To review village inspection skills 

To review new form for inspection (HESP 5) 

To discuss approaches to villagers and giving 

advice to families 

To identify objectives for the village visit. 

Activities: 

1. Introduce objectives and point out needs to make 

judgments while doing inspections. 

2. Divide into 5 groups. Assign each group one of 

the following topics and instruct them to develop 

a list of conditions that would make it "unsatisfactory". 

A. Latrines 

B. Dwellings 

C. Drainage at taps 

D. General Village Cleanliness 

E. Drinking water pots 

(Groups should 1_ t lists on newsprint) 

3. Each group reports and agreement of large group 

is confirmed. 

4. Trainer discusses infestations: types and ways 

to get information during inspection. 

5. Tally sheet is passed out and reviewed in detail 

(except percentages). 

6. Have group practice (in pencil) with a sample. 

i.e., give total numbers and chart and have them 

put in proper places. 

NOTE: -Discuss (with drawings) the difference 

between dwelling houses and households. 

Review thoroughly. 

(10)

Village Inspection Skills (Continued) 


- May wish to do a simple practice with 

percentages, but save detailed practice 

for afterwards. 

- Note that "village cleanliness" boxes 

require only a tick, not a number. 

- Discuss problems in inspecting drinking 

water pots (privacy, beliefs, 

etc.). 

7. Summarize. Handout material on Village Inspection. 

8. Introduce approaches to families, discussing 

reactions of different people to inspections, need 

and use of VHC members in accompanying, etc. 

9. In large group, trainer chart participant ideas 

about "advice to field workers in doing village 

inspections and advising families." 

(Alternative if time permits: Staff present a 

drama showing a good approach by an HA/HSA to 

different "problem families" (Woman alone without 

male assistance to dig latrine, etc.; 

"nice" family that says "yes, yes" but won't 

follow-through; rude, unco-operative family that 

resents any suggestion). Discuss, soliciting 

specific, good approaches used by the "HSA" 

with these problems. Then, in 1g. group, identify 

other kinds of families that might be encountered 

(shy, co-operative, etc.). In small 

groups, have participants discuss and develop 

"advises" on working with problem and co-operative 

families while doing inspections. Have 

small groups report to the large group and 

summarize.) 

10. Post and review village and team assignments 

(put experienced people with lesser - experienced. 

Put people from different areas together). 

11. Post and review tasks for the village visit. 

NOTE: Make sure those listed below are consistent 

with the alternative design you 

have chosen. 

1. Meet Village Health Committee 

(11) A\12

Village Inspection Skills (Continued) 


2. Discuss project, the training program, 

and the limits of your role in the practice 

villages. 

3. Get information about the VHC (When elected, 

activities, no. of members, etc.) and the 

tap committee (composition, rules, etc.). 

4. Do "fact finding" about the community itself. 

5. Observe and identify problems at taps in 

carrying water and in uses of other water 

supplies. 

6. Learn how village was organized to get 

piped water. 

7. Do village inspection. 

8. Report on village inspection results to VHC. 

9. Make plans with VHC for appointment next 

week to discuss health problems. 

NOTE: - Make all tasks clear. Put on 

newsprint - ask to copy or, 

better, do a handout. 

- Both members of team should fill 

out tally sheet. 

- Maximum 120 dwellings. 1 tally 

sheet only. 

- Arrange transport, where, when 

to leave and collect. 

- Do charts on village assignments 

and tasks in village ahead of 

time. 

(12) 4,

2.6 Review of Village Inspection Visit and Introduction 4 hours 

of Related forms 

Objectives: 

To review village visit 

To learn how to use HESP forms 3, 4, 10 

To review how to do percentages 

Activities: 

1. Introduction of objectives. 

2. Put into 4 groups for discussion. 40 minutes. 

NOTE: Trainers should set up these groups 

ahead of time on newsprint, make sure 

no one is in the same group with the 

person who went to the same village. 

Save this chart as the same groups 

should be used to review each village 

visit. 

3. Trainers lead these groups (4 trainers, 4 groups). 

Key questions: (1) Which local leaders did you 

meet? What was their attitude and reaction to 

you? (2) What conditions and problems did you 

observe at standpipes? (3) What were the Tap 

Committee rules? (4) Which people went with you 

on the inspection tour? How did they help you? 

How did they help the families? (5) What kinds of 

families did you meet? What were their attitudes 

and reactions to the inspection? Why? (6) What 

problems did you have with the new form? (7) Did 

you try to inspect water pots? What reactions did 

you get? (8) Did you report to the VHC at the end 

of the inspection tour? What kinds of problems did 

you discuss? 

NOTE: Select questions for consistency with tasks 

given. Trainers must know why each question 

is discussed. Should draw conclusions and 

summarize as the discussion proceeds. Identify 

a recorder/spokesman for the group to 

take notes on the issues to be discussed in 

the large group. 

(13)

Review of Village Inspection Visit and Introduction 

of Related forms (Continued) 

4. In large group, trainer asks for reports from all 

groups on question 5 (families and reactions 

Summarize. Ask for reports on water pot inspection 

experience (No. 7). Discuss and summarize. Then, 

get problems with form 5 from all groups. Discuss, 

resolve. 

NOTE: You will probably have to review household/ 

dwelling differentiation again. 

5. Trainer reviews how to do percentages. Work a couple 

of problems to illustrate what kind of information a 

percentage can give you. Discuss purpose of these 

percentages (baseline and follow-up inspections). 

6. Give group a sample problem to work individually. 

(3 - 4 minutes). Then do problem on board. 

7. Take numbers from participant tally sheets to create 

5 problems on board. Give 15 - 20 minutes to work. 

Trainers circulate to check work and help. 

8. Instruct participants to do the percentage;: required 

on their form 5. Trainers circulate to help. Take 

a break. 

9. Hand-out Form 4 and instruct participants to transfer 

information from Form 5 to this one. 

NOTE: You may have to give information on project 

name, GVH, etc. for the practice village 

area. Review visual on Form 4. Take 

questions, etc. 

10. Hand out Form 3 and have participants fill out. 

Review visual. Take questions. 

11. Ask participants to get with their village visit 

teammate and identify (jot notes) all facts they 

have about the village they visited. 10 - 15 minutes. 

12. Hand out form 10 and fill out as much as they can. 

Review visual. Take questions, etc. 

13. If time permits, you may also want to review Form 

2. The discussion on compliance will take some 

time. 

(14)

Review of Village Inspection Visit and Introduction 

of Related forms (Continued) 

14. Summarize forms and review objectives to close. 

2.7 Evaluation of the workshop 

Evaluations can have 2 purposcs 

A. To assess what knowledge participants have gained. 

B. To get feedback from the participants on satisfaction 

with workshop methods, pace, topics, etc. 

Two instruments have been developed to use for evaluation 

purposes at the end of the workshop: one is an "examination" 

on the topics addressed in the workshop; the 

other is an "evaluation" of zhe workshop. These will 

take about 1 hour to administer on the last day of the 

workshop. 

Below are four alternatives that can be selected for use 

the fourth or fifth day of the first and 2nd week to 

assess progress and/or participant reactions to the 

workshop. 

I. Divide group into 4 groups. Give about 20 minutes 

to develop questions "to evaluate the workshop." A 

spokesman for group 1 then 'verbally) gives their 

quiz to group 2 - the group can confer before responding 

but the pace should be kept fast. Group 

2 quizzes group 3, group 3 quizzes group 4, group 4 

quizzes group 1. At Ntcheu, this provided a review 

of the week - both content and processes. Questions 

devised by the participants could be recorded by a 

trainer to include in a written test later. 

II. Divide group into 5 groups. Task: Groups discuss 

a series of questions posted by the trainers. 

Questions like: What do you think of'the ways 

lessons are taught here? How could involvement of 

participants be increased? What could trainers do 

to improve the workshop? What topics should be reviewed 

and clarified? What problems do you have? 

Then have each group choose a spokesman to sit in 

a small circle with the trainers to discuss the issues. 

(15)

Evaluation of the workshop (Continued) 

Other participants sit around the inner circle to 

observe the discussion. One trainer should lead 

the discussion. 

NOTE: Trainers should choose questions that 

they want to discuss with participants. 

III. Have people think and jot down their ideas on 

"What do I especially like about the workshop?" 

"What do I wish would happen in the workshop?" 

Give 5 minutes. Then trainer charts the responses 

of the group members to these questions. Have 2 

charts or divide one in half labelled "Likes" and 

"Wishes". Summarize to close. 

IV. Divide group into small groups. Assign each group 

a topic that has been covered in the workshop. 

They are to develop five questions on that topic 

and put them on newsprint. When newsprints are 

posted, trainer should give a different number 

to each question. Give participants a blank piece 

of paper to write their answers to the numbered 

questions. Announce that this is an "open book" 

quiz and that participants can consult any of their 

own notes or handouts for answers. Each to work 

alone and quietly. Collect answer sheets, score, 

report to the group on how the group did, clarify 

any topics that many answered incorrectly. 

NOTE: Evaluations during the workshop should 

be preceded by a review of the week and 

a review of project strategy steps covered. 

(16)

2.8 Introduction to Sanitation 1 hour 

Objectives: 

Review relationship of water and disease 

Identify how to keep water safe- 

Identify water storage messages 

Activities: 

1. Large Group: As group responds, trainer records 

on chart. 

A. Sources of water 

B. Which are safe? (Piped, borehole) 

C. Identify water-related diseases 

D. Identify sources of contamination (man, 

animals, wind) 

2. Put group members into 4 groups of 6. Instruct 

them to develop guidelines or messages for 

villagers on keeping water safe from tap to mouth. 

20 minutes. 

3. Each group report on newsprint in English. 

4. Trainer compare and compare to National Seminar 

messages. 

5. Pass out drinking water poster. Discuss uses in 

village health education. 

6. Review session and close. 

(17) 1\VI

2.9 Sanitation Technology 5 hours 

Objectives: 

To review pit latrine construction, refuse pits, both 

houses, and dish racks. 

To identify and solve various pit latrine construction 

problems. 

To view film on ventilated pit latrine and discuss 

modifications for Malawi. 

To explore alternatives in the development of standpipe 

areas and "hand-washing technology." 

Activities: 


2. Trainer gives a brief talk on the construction and 

purposes of bath houses, refuse pits, and dish 

racks. 

3. Trainer leads a discussion on guidelines for basic 

construction of pit latrines and charts conclusions 

as the discussion progresses. 

4. With the group, develop a list of construction problems: 

i.e. high water table, problem soils, lack 

of materials, weak slabs, squat hole wrong size etc. 

5. Divide into 4 groups. Assign different problem (s) 

to solve. Instruct groups to prepare illustrated 

reports. 20 minutes. 

6. As groups report, trainer leads large group discussion 

and charts additions on each problem. 

7. Hand out "Why villager excretes in unsafe way.,, 

Work individually for 15 minutes followed by large 

group discussion. 

8. Introduce and show film on Ventilated Pit Latrine. 

9. Trainer leads a large group discussion on modifications 

for Malawi. 

10. Pass out handout on ventilated Pit Latrine Construction. 

(18) 9P

Sanitation Technology (Continued) 

11. Trainer introduces the idea of tap arca development 

and leads a discussion on the possibilities with 

particular emphasis on washing slabs (types, cost, 

resources, etc.) 

12. Trainer introduces concept of "hand-washing technology." 

13. Break into 6 groups of 4 to create ideas orn what 

we can suggest to villagers to make, build, or 

buy that will encourage frequent hand-washing. 

Verbal reports to be charted by trainer in the large 

group (i.e. take one report, then ask only for 

additions from the other groups). Summarize. 

14. Review objectives and close. 

(19)

2.10 Introduction to Village Health Committee Training 2 hours 

Objectives: 

To review VHC formation procedures 

To discuss characteristics of good VHC members 

To review Form 2 and VHC compliance 

Activities: 


2. Trainer reviews proper procedures in formation of 

VHC - refer to drama done by participants on "good 

approach". Discuss differences in steps in the 

Project Strategy when working with old or new VHCs. 

3. Introduce theory of steps in how people change: 

1) Awareness 

2) How to accept, action needed 

3) Influence of others 

4) Recongnition of personal benefit 

5) Decision to overcome barriers 

4. Compare how VHC and HSA can help individuals go 

through those steps in discussion with large group. 

5. Review duties of VHC members. 

6. Introduce innovation accektance theory: 

1) Innovators 

2) Early majority 

3) Great majority 

4) Late majority 

5) Laggards. 

(20) \

Introduction to Village Health Committee Training (Continued) 

7. Identify characteristics of good VHC members (young/ 

old, men/women, etc. also). 

8. Have group members look at Form 2. Ask them to 

fill one out on their practice village VEC members. 

9. Review VHC compliance thoroughly. Note purpose 

c2 VHC Training is to get compliance. 

NOTE: Recommend Ainsworth do the theory pieces 

with translation unless another trainer 

has thorough understanding from Batson 

course. 

10. Review session and close. 

(21)

2.11 What HE - 3 Adults to Learn 1 1/2 hours 

Objectives: 

To understand why discussion and sharing of knowledge 

is important to learning. 

To identify ways to encourage group discussion of ideas. 

Activities: 

1. Ask field workers to make notes about each point as 

as you explain it and it is discussed by the group. 

INTEREST: Adults learn most easily about things 

they are interested in. 

EXPERIENCE: Adults base many of their views and 

opinions on their own past experience. 

SEEING RELATIONSHIPS: Adults are more likely to 

try new practices when they see how they relate 

to improving their lives. 

PROLEM-SOLViNG: Adults have to solve problems 

every day of their li~res. New ideas presented 

in the form of problems and questions enable 

people to use and develop these problems-solving 

skills. 

DISCUSSION: Most adults like to discuss things. In 

discussion of problems, people have the chance to 

explore ways a problem might be solved and share 

their ideas with others. When people share information 

and ideas, new ways to solve problems 

often are discovered. 

ACTION: When people take action and find that new 

ways of doing things improve their lives, they gain 

confidence and become interested in learning more 

new things. 

2. Summarize: Ask the participants how they feel about 

these points and discuss those that are unclear. 

(22)

What helps Adults to Learn (Continued) 

3. Draw the following illustration on a chart. 

It represents two types of learning situations. 

A illustrates one person teaching the others, 

and B represents a group of people learning from 

each other. o 

0001000 

00 0 

00 0 oA. 0 

Lead a large group discussion on the following 

questions: 

• What is happening in illustration A? in B? 

• Which represents a learning situation? Do 

they both? 

• Which way is communication flowing in A? in B? 

* Who is the teacher in A? Who is the teacher in 

B? Is everyone? 

! Who is learning in A? Who is learning in B? 

• When is A a good teaching technique? When-is 

B a good teaching technique? 

NOTE- Important points to bring out in the 

discussion: 

A) Both A and B represent learning situations. A 

shows the more traditional setting with the 

learners focusing their attention on one person. 

In B everyone can more easily talk to and look 

at each other. 

B) In A, communication tends to be more in one 

direction--from the teacher to the learner. 7in 

B, it is easier to encourage two-way communication 

among all learners with everyone having a better 

opportunity to participate. 

C) In A the teacher is the main source of information. 

In B there is not only one person who teaches, but 

everyone both teaches and learns as participants 

in the group, sharing information and exchanging 

ideas among each other. 

(23)


D) A may be appropriate for giving a talk to 

provide information or for a demonstration. 

B may be appropriate for discussions, problemsolving, 

changing ideas, conducting a home visit, 

etc. 

4. Post chart written as below: 

WHAT ENCOURAGES ADULTS TO DISCUSS THINGS AND DISCOVER 

NEW IDEAS? 

The answers: 

FEELING COMFORTABLE 

FEELING CONFIDENT 

RECOGNIZING THEY HAVE THINGS TO LEARN AND THINGS 

TO TEACH OTHERS. 

Discuss each point with participants and determine 

how they feel about the three statements. Help 

field workers to understand that in order to discuss 

important ideas, adults must recognize that they have 

knowledge and information to share with others; they 

must have the confidence to express their ideas; and 

they must know that their ideas will not be rejected. 

No single person can know everything, and everyone 

knows some things. Therefore, both the teacher and 

the learners will learn from each other as they try 

to resolve problems and answer questions. 

5. Now ask the participants to look at the questions 

posted. 

What can I do in a meeting to make villagers feel 

comfortable? 

What can I do in a meeting to make villagers feel 

confident? 

Divide the large group into smaller groups of 4 to 6 

persons to work together to list responses to these 

questions. 

(24)


6. Summarize: Ask the field workers to come back 

together after 20 minutes and report their lists 

to the whole group. Ask participants to each list 

answers to the questions in their notebooks, adding 

those things which they might not have included during 

their small group discussion. 

7. Handout "What Helps Adults to Learn?" 

8. Summarize session and review objectives to close. 

(25)

2.12 Effective Questioning 1 hour 

Objective: 

To learn to use questions to stimulate interest and 

participation in discussions. 

Activities: 

1. Trainer gives a short talk as follows: 

Explain to participants that a good field worker 

makes his audience feel relaxed and happy to be at 

the group meeting. He welcomes each person, talks 

about local events while he waits for everyone to 

arrive. 

There are several tools that can be used to help 

everyone in the group to be an active participant-such 

as pictures, games, problem dramas--and we will 

be dealing with these teaching techniques later. 

However, almost all these techniques are based on the 

effective use of questions and discussions to involve 

the group. 

Explain that in this activity you are going to discuss 

how different types of questions can be used 

to get people to express their ideas and to participate 

in meetings. 

The questions a field worker asks after showing pictures 

or at the end of a problem drama or game are 

very important. They help the audience think about 

the important points and talk about their ideas. 

There are different kinds of questions, and tney 

each have different purposes. A mix of different 

questions will usually lead to a good group discussion. 

Inform the group tbn-. three kinds of questions will 

be considered: closed questions, open questions, 

and redirected questions. 

2. Write on the blackboard an example of a closed 

question such as: 

(26)

Effective Questioning (Continued) 

2. (Continued) 

What days is the under-five clinic? 

Who needs pit latrines? 

Which form do you use for a village inspection? 

Ask field workers to discuss what a closed question 

is and how to handle reactions to it. Wh't are its 

advantages, disadvantages? When should it be used? 

Ask volunteers from the group to give you examples 

of closed questions. 

3. Write on the blackboard an example of an open ques 

tion, such as: 

How can we encourage people to build latrines? 

Ask the group to discuss the above question. After 

a few minutes of discussion, ask field workers to 

consider what an open question is and how it should 

be used in a discussion. What are its advantages, 

disadvantages? 

NOTE: Be sure following points are covered. 

Open questions allow for several different answers, 

most of them long. The advantage of an open question 

is that is forces people to think, and makes people 

want to talk and give their opinions. It is a good 

way of getting ideas out in the open for the group 

to discuss. When working with people who are not used 

to expressing their opinions freely in a group, it 

may be more effective to use other techniques to 

stimulate interest (such as a factual or closed question, 

pictures, game, problem-drama) before asking 

open questions. 

In handling answers to open questions, a field worker 

should: 

Encourage everyone who looks as if he wants to 

answer to do so. To do this, the field worker 

must remember to move his eyes and his attention 

around the group and not focus his attention only 

on several members of the audience. 

(27)



• Ask the group to first listen respectfully to 

an answer, even if they disagree with it. 

• Then encourage the group to respond to answers 

that are controversial. This will lead to a 

good group discussion. 

After the question has been well discussed, the 

field worker may want to sum up the discussion, 

emphasizing the important ideas. 

Now ask volunteers from among the field workers to 

give you examples of open questions. 

4. Write on the blackboard an example of a redirected 

question, such as: 

"Mrs. Karodyo says her whole family drinks water from 

the stream without getting sick. She is asking why 

she must boil the stream water for her baby. That 

is a good question. What do you think the answer is, 

Mr. Mbewe?" 

Ask the field workers to identify the advantages and 

disadvantages of redirecting a question from one 

person to another. 

NOTE: Discussion should make these poidts. 

If someone in the audience asks the field worker 

a question, it might be a good idea to ask someone 

else in the group to answer. This places responsibility 

on the group to think through problems 

rather than to rely on the field worker for all the 

answers. The advantage is that it directs attention 

away from the field worker to the learners. A disadvantage 

is that a person may not be prepared to 

answer a question redirected to her and may feel uncomfortable 

about answering in front of the group; 

this is most often true when the question is a closed 

question requiring factual information. 

(28) )


5. Summarize: Ask field workers to identify an open 

question and a closed question. Ask them to write 

their own examples of all three types of questions 

in their notebooks. 

(29) \

2.13 Leading a Discussion 3 1/2 hours 

Obj'ectives: 

To discuss role of discussiun leader 

To practice leading discossions 

To identify what leaders can do to help group discussions 

Activities: 

1. Explain that the discussion is a method of learning 

in which there is an exchange of ideas and opinions 

within a group. A discussion helps: 

people to hear, talk about, and consider new 

ideas. 

the group to work together to find a solution 

to a problem. 

people to make their ideas clear by saying 

them aloud. 

the field worker to learn about the ideas and 

feelings oZ the audience. 

The field worker plays a quiet but very important 

role in the discussion. Although he knows the subject 

very well, he does not force his opinions on the 

group. Instead, he encourages group members to talk 

and he listens carefully--and sets a friendly example 

for the group. 

2. Tell the field workers that there are several things 

to consider in leading a discussion. Ask the group 

how they would answer the following question: 

"What do you think is the role of the discussion 

leader?" 

Put responses on the blackboard and summarize. 

3. Divide the field workers into small groups. Ask 

each group member to take a turn in leading a short 

discussion of one topic, with other members of his 

group acting as village people. 

(30)

Leading a Discussion (Continued) 


NOTE: Some things you, as the trainer, will want 

to do to make these small group discussions 

a good learning experience: 

* Help the groups to get started by asking someone 

to volunteer to be first. 

* A Trainer should sit with each group to help field 

workers review their discussion-leading experience 

* Help group members note and understand things 

that helped or hindered discussion. 

* Write discussion topics on slips of paper and 

have each field worker select a topic. 

Keep time. 15 - 20 minutes for each discussion 

and 10 - 15 minutes for review of discussion 

leading methods. 

4. After each person has had a chance to lead a short 

discussion, bring the grcap together and ask field 

workers the following questions. Discuss with them 

the possible answers and help them to select the 

answers that are best for them as discussion headers. 

" How should a discussion leader behave? 

" What would you do as discussion leader if: 

a) Group members have conflicting views? 

b) Sensitive issues are raised? 

How would you encourage quiet people to participate? 

How would you keep one person from talking all 

the time? 

How would you build questions on responses of 

the group? 

How would you keep the discussion focused on the 

topic? 

(31) .U

Leading a Discussion (Continued) 


NOTE: Be sure following points are made. 

A discission leader should not do all the talking. 

She should ask questions when discussion stops or 

introduce new ideas. 

If two or more group members have an argument, the 

leader can redirect the question to other members. 

The leader should acknowledge different viewpoints 

and introduce factual information that helps to 

clarify the discussion. 

When sensitive issues arise, the field worker should 

observe the general feeling of the group. If she 

feels it is not appropriate for the issue to be 

discussed, she might say, "If you like, we can discuss 

this individually after our meeting." 

5. Summarize the main points raised in leading discussions. 

Ask group to write notes for themselves on leading 

discussions. 

(32)

2.14 Problem Analysis - Introduction, Pract.ce and 3 - 4 hours 

Preparation for Village Practical 

Objectives: 

To learn about and practice using the problem analysis 

visual aid 

To make plans for visit to village to do problem analysis 

Activities: 


2. Explain purpose of visual aid for problem analysis. 

(To list and analyse problems - something done by 

adults all the time - refer to pit latrine construction 

problems). 

3. Trainer presents demonstration with small group of 

participants acting as villagers in Chichewa. 

NOTE: Get small group in circle and direct others 

to be silent observers. Be clear that purpose 

is to get villager opinion, not "right 

answer". As problems Are identified, show 

picture card and explain to each person, if 

necessary the picture. 

If a problem is mentioned that does not have 

a picture, draw one on a blank card to use. 

For colored colums, give 2 or 3 different 

cards to each in group, then explain what 

symbols mean. Have group members put cards 

in plastic packets themselves when the group 

has agreed. Collect left over cards before 

giving out next color. 

Review by asking group members to take turns 

reviewing the analysis of each problem oneby-one 

in priority order. Changes can be 

made as the review goes along if group members 

want. Conclude the discussion with plans to 

discuss one or two of their problems at your 

next visit. 

(33)

Problem Analysis - Introduction, Practice and 

Preparation for Village Practical (Continued) 

4. Pass out a set of cards to every participant. Go 

through with them to get familiar with the symbols 

etc. Nc-te number they should have. 

5. Review visual. 

6. Pass out plastic sheets with pockets. 

7. Put into groups of 5. One in each group to 

volunteer to practice using visual, others to act 

like VHC members. 

NOTE: Point out that they will soon have enough 

plastic pockets to do 20 problems in their 

target villages, that we will do 10 problems 

in the practice villages the next day, and 

that we will do only 5 problems while 

practicing in the classroom to give time to 

everyone to practice. 

Trainers should circulate and watch to make 

sure all stages are followed. 

8. After one practice, get group back in large group to 

take questions and to review any errors that trainers 

noticed. 

9. Then discuss how to leave a copy of the problem 

analysis results with the VHC. 

10. Return them to groups for a different person to practice. 

Direct them to make a copy of the analysis 

as part of their practice. Continue as many practices 

as you have time for but don't worry if not 

everyone gets a chance. They will see it done at 

least three times. 

11. In large group, have groups report different methods 

they used in leaving the problem analysis with the 

"villagers." Compare for most useful. 

12. Summarize. 

(34)

Problem Analysis - Introduction, Practice and 

Preparation for Village Practical (Continued) 

13. Put group into village teams to plan for next 

day's visit. Note that both should do part of 

the analysis with the VHC. 

14. Review objectives for visit: 

1) Do problem analysis; 

2) Leave out line of problems with VHC; 

3) Make appointment with VHC to give 2 health 

lessons day for next village visit. 

4) Bring back completed analysis in the pockets 

for the next class. 

5) Learn more about community for Form 10. 

15. Note arrangements for transport, meals etc. for 

the visit. 


(35)

2.15 Review of Problem Analysis Village Visit, Etc. 3 hours 

Objectives: 

To review village visit and problem analysis 

To practice using HESP forrs related to this visit 

To evaluate workshop 

To learn how to make VHC Training Plans 

Activities: 

1. Introduce Objectives. 

2. Put group into the same 4 groups as they were in 

for the discussion about the village inspection visit. 

3. 4 trainers lead 4 group discussions. Key questions: 

1) Were you able to do the problem analysis? What 

were the circumstances? Where did you put the 

sheet of plastic pockets? 

2) What was the reaction of the villagers to the problem 

analysis? 

3) Did everyone participate? Anyone dominate? Anyone 

not say anything? What could you do to 

encourage more equal contributions to the discussion? 

4) How does this activity use the adult learning 

principles? 

5) What kind of record did you leave with the VHC? 

What is the best kind to leave? 

6) What, if anything, will be different when you 

do this in your own target villages? 

7) What problems did you have? What problem cards 

should be created? 

NOTE: Leaders should summarize as you go through 

the discussion and at the end. 30 - 40 

minutes. 

(36)

Review of Problem Analysis Village Visit, Etc. (Continued) 

4. Trainer review how this activity utilizes adult 

learning principles in large group. 

5. Discuss and identify improvements that can be made 

especially new problem cards that can be created. 

6. Have group take out Form 3 to make note of this 

visit. 

7. Have group take out Form 10 to make any additions 

to information about the community. 

8. Pass out Form 9. Review with visual. Show how to 

list problems according to priority. 

9. Have them get with their village visit team member 

and both should fill out Form 9 based on the plastic 

sheet they brought from village with cards still in 

it. Trainers circulate to assist. Take a break. 

10. Back in large group, take any questions. Note 

column "Date Trained" to be filled in as lessons 

are given to VHC. 

11. Give lecture with visual on what must be done to 

"complete VHC Training". Note purpose is to get 

VHC compliance. 

12. Pass out handout and take questions. 

13. Present sample problem analysis (perhaps the one 

developed in original demonstration) listed in 

priority order. Have group work individually to 

develop a Training Plan that integrates project's 

water-related problems and village problems. 

14. Present Training Plan based on sample. Take questions. 

NOTE: This process is difficult and is reviewed 

again when you do lesson planning. 

(37)

Review of Problem Analysis Village Visit, Etc. (Continued) 

15. Summarize 

NOTE: At thLLs point you should have about 

45 minutes left.. .or an hour and a half 

depending on whether village visit was 

done in the morning or in the afternoon 

the day before. 

You can do one of the evaluation mechanisms 

(be sure to review the project 

strategy beforehand). 

Identify other alternatives and resources 

to assist with VHC Training on villageidentified 

problems where HSA has no 

knowledge or skills to offer. Example: 

crops, - ag. extension wounds, - Red Cross. 

17. Review day's objectives and close. 

(38)

2.16 Communicable Diseases 9 - 11 hours 

Objectives: 

To review caue_., signs and symptoms and preventative 

measures for water-related diseases and other common 

diseases in the region 

To identify primary health and sanitation promotion 

messages for villagers related to control of these 

diseases. 

Activities: 

1. The following water-related diseases must be covered 

in detail. 

Malaria 

Bilharzia 

Diarrhea (and dysentery) 

Worms 

Skin Diseases 

Eye diseases 

2. Other water-related diseases that are of concern are: 

Cholera, Typhoid, Polio 

3. Trainers should select other communicable diseases 

of special concern in the particular region. These 

could be: 

Measles 

Tuberculosis. 

Others 

4. infestations should also be covered. 

(39)

Communicable Diseases (Continued) 

5. For each disease, a 20 minute lecture presentation 

with visuals should be prepared outlining in simple 

language the 

A) Causes, spread 

B) Signs and symptoms 

C) Treatment 

D) Control and prevention measures with emphasis 

on water, sanitation, and hygiene. 

Each presentation should be followed by a 15 minute 

question and answer period. 

Health Assistants in the group can be asked to prepare 

some of these presentations. They should be given 

access to reference resources (i.e. "Where There is 

No Doctor" and Control of Communicable Diseases"). 

These assignments should be made at least 3 days in 

advance so that they have time to prepare. Encourage 

them to prepare visual aids to illustrate their talks. 

It is best if they work in pairs - perhaps with an 

HSA. 

6. Handouts are available on cholera, dysentery, conjunctivitis, 

rehydration. There is a need to develop 

handouts on all topics. 

7. Messages for villagers for each disease should be 

identified. 

8. Participants should be tested on major facts to 

determine where information is lacking and where 

reviews are necessary. Two designs on how to do 

this follow. 

1) Short, less participatory: 

After presentatic-., trainer leads a discussion 

and charts major messages for villagers on this 

disease. Make sure messages are realistic and 

appropriate to piped water project (i.e. no need 

to boil water and it is useless to tell women to 

do it anyway because they do not). While one 

(40)

Communicable Diseases (Continued) 


1) (Continued) 

trainer is doing this, another can be putting on 

newsprint a test that he has developed while 

listening to the presentation. Post test and 

have participants answer on paper. At break, 

correct test and, later, present group results 

and review major weaknesses. 

2) Longer, more involving: 

After 2 presentations (bilharzia and worms for 

example) divide into 4 groups. Post tasks on 

newsprint as follows: 

Group 1 Make list of important messages for 

b-.lharzia. 

Group 2 Create a test on material presented 

on bilharzia. 

Group 3 Make list of important messages for 

worms. 

Group 4 Create a test (put on newsprint) 

on material presented on worms. 

Each group presents in order. Get additions, 

agreement of large group on messages. Have 

group 2 and 4 collect, correct, and present 

results to group later - then review weaknesses. 

(41) (

2.17 infestations 50 minutes 

Objectives: 

To identify common infestations 

To identify control measures that do not require 

chemicals 

Activities: 

1. In large group, identify major infestations. Then 

divide group into 5 groups. Each group to take 

one of the following and develop, on newsprint, with 

a drawing of the vermin, a list of control measures 

without chemicals. Give 20 minutes. 

1) Mphutsi (Maggots): both types - skin and floor 

2) Bedbugs and fleas 

3) Ticks 

4) Cockroaches, flies 

5) Rats 

2. In large group, tell the group to take notes as each 

group presents their list. Ask for additions from 

other group members as each report is presented. 

3. Summarize. 

(42)

2.18 Diarrhea, Dehydration and Rehydration 3-4 hours 

Objectives: 

To review diarrhea and dehydrations in children 

To practice demonstrating rehydration 

To discuss uses of demonstration method for other 

topics in VHC Training. 

Activities: 

NOTE: You will need water, sugar, salt, cups 

and spoons for 5-6 demonstrations. 

1. Discuss usual causes of death in children under 5 

years: malnutrition (maramus and kwashikor) and 

dehydration. 

2. Trainer discusses variety of causes of diarrhea, 

signs and symptoms, and prevention. Take questions. 

3. Discuss differential diagnosis with diarrhea. 3 

levels: 

1) Simple; frequent loose stools or water. 

2) With blood, mucus or pus. 

3) Continuous water. 

4. Discuss symptoms of dehydration: (sunken fontanelle, 

no skin elasticity, etc.). 

5. Present demonstration of preparation and giving of 

rehydration fluid. 

6. Ask group to tell trainer what improvements could 

be made in the demonstration. Take a break. 

7. Put into groups of 5 or 6 and tell the groups to 

make the best step-by-step plan possible for a 

demonstration of rehydration therapy. 20-30 minutes. 

(43) 

\9

Diarrhea, Dehydration and Rehydration (Continued) 

8. Then, instruct each to choose 2 members to present 

their plan to one of the other groups. 

NOTE: Trainers will have to supervise who goes 

to which group. 

9. After presenting their demonstration, the team should 

discuss/and compare their demonstration with the plans 

that the group had made earlier. 

10. Then the team returns to its original group with modifications 

to suggest now that they have tried out 

the plan and discussed it with the other group. Group 

members will also have seen the demonstration of 

another team. This experience should be collected to 

make a final demonstration plan for rehydration 

therapy that each participant can write in his notebook. 

11. In large group, ask for questions and summarize. 

12. Pa.,s out handout on demonstration method. 

13. Read through with group. 

14. Chart grouv, responses to questions: 

"What other topics can we use this method for?" 

15. Close with review of day's objectives. 

(44) ,

2.19 Lesson Planning Full Day 

Objectives: 

To learn how to plan a lesson 

To practice planning lessons 

To review how to plan for VHC training 

To make notes on 7 lesson plans 

Activities: 


2. Trainer gives lecture on parts of a lesson. Discuss 

"what" and "how" or "content" and "method". Show 

sample lesson on newsprint with "what" on one side 

and "how" on the other. (Perhaps diarrhea and 

rehydration). 

3. Pass out Lesson Planning handout and review steps 

in preparation of a lesson. 

4. In the large group, prepare a lesson plan using 

responses of the group. (Perhaps bilharzia). 

5. Take questions on handout and suggest that group 

members write down these 2 lesson plans later in 

their notebooks. 

6. Divide group into 4 groups. Assign each group to 

develop a lesson plan for one of the following: 

1) Worms 

2) Skin diseases 

3) Eye diseases 

4) Malaria 

Give 40 minutes. Lesson plan should be on newsprint. 

(45) 

\C)

Lesson Planning (Continued) 

LUNCH 

7. Have each group report and Trainer asks large 

group for suggested additions or changes to improve 

the lesson reports are presented. Encourage participants 

to copy these plans (if they are any good!) 

8. Review VHC Training Completion visual. 

9. On chart, list the 10 problems from one of the 

village problem analysis on the extreme left. List 

the project requirements on the extreme right (diarrhea, 

malaria, bilbarzia, worms, skin, eye). Leave space 

in the middle for another list (the VHC Training 

Plan). 

10. Slowly, with contributions from the group, create 

the VHC Training Plan in the middle by listing again 

each topic from the village list and ticking the project 

requirement list as duplication is discovered. 

Put things like rats and bedbugs together for a single 

lesson on Infestations. Put rehydration together with 

diarrhea. Note that sanitation and hygiene topics 

can be covered partially as prevention or control 

measures with the water-related diseases. Add to 

the VHC Training Plan any project reqairements that 

have not been ticked. 

11. Have participants take out their Form 9 from practice 

village visit and create a VHC Training Plan in the 

same way. Trainers should circulate to check their 

work. 

12. Have the 2 village team members get together to see 

if they made the same plan. 

13. In large group ask for questions. Do a quick review 

to summarize. 

14. Introduce need for more practice on lesson-planning. 

Have group, working individually, develop a lesson 

plan for measles. Give 20 minutes to work quietly. 

(46) 

S.

Lesson Planning (Continued) 

15. Put into groups of 4 to share, compare their plans, 

and make the best one they can from the ideas that 

each had. 

16. In large group, have one group report. As each step 

is presented, trainer should chart, and also chart 

additions and alternatives from other groups. 

NOTE: There is no one right way, but each can 

create own according to situation, judgments, 

and comfort with different methods. 

17. Tell group that tomorrow they can practice with peers 

their lessons to be given in the villages in the 

afternoon. Have village teams get together and decide 

whi,:h is going to present which topic. Have 

each person list his name and topic on a chart. (Thi3 

list will be used to make the groups for the next 

day so you don't get 6 malaria lessons in one group). 

NOTE: Any time left can be used for individual 

planning or tell them to plan that night. 


(47)

2.20 Giving Training Lessons 7 hours 

Objectives: 

To practice lessons and get feedback on how to improve 

To give lessons in the villages 

Activities: 


2. Assign participants to 4 groups so that there is a 

variety of topics in each group (this chart should 

be prepared ahead of time). 

3. Trainers manage the presentation of lessons and 

feedback in each group. Approximately 30-40 minutes 

total for each. 

NOTE: Manage time carefully. After each presentation, 

ask for suggestions for improvement, 

first from presenter, then from 

group, then from trainer. Be sure to 

correct any misinformation about the 

disease. Trainer should sit outside of 

circle during presentations- Instruct 

group to act as typical villagers. If 

anyone has to make a totally new plan, 

excuse him from the group for a while to 

work on it as he will have to do it that 

afternoon in the village. Check that plans 

include all parts of the lesson. 

4. Bring group back together at end of the morning 

to identify major conclusions and to review transport 

arrangements for the afternoon visit. 

(48)

2.21 Village Lesson Review 1 hours 

Objective: 

To review yesterday's village visit 

Activities: 

1. Introduce objective. 

2. Put group into same four groups as before for 

review of village visit. 

3. 4 trainers lead 4 discussion groups (30-40 minutes). 

Key questions: 

1) Did you do your lesson? Any problems? 

2) What information did villagers have already 

about your topics? Correct or incorrect 

information? How should we react to incorrect 

(beliefs, superstitions, tc.) 

information that villagers have? 3) What 

evidence or proof did you get about what the 

VHC learned? (Evaluation). 4) What could 

you do or see to find evidence of their learning 

on this topic the next time you come to 

visit? 5) How could your lesson be improved? 

Make a list of ideas for making VHC lessons 

most effective. 

4. In large group, trainer leads discussion, with 

contributions from each group on: 

1) Incorrect ideas that villagers have and how 

HSA's should respond 

2) Ideas for improving lessons. Chart these ideas 

suggest that participants take notes. 

5. Briefly review VHC Training and take any questions. 

6. Have participants take out Form 9 and put today's 

date next to that topic. 

7. Take our Form 3 and add note on yesterday's activity. 

8. Take out Form 10 and add any new information from 

yesterday's visit. 

9. Summarize and close. 

(49)

2.22 Final Review of Recording and Reporting Forms 3 hours 

Objectives: 

To review, record and report forms 

To set up record and report files 

Activities: 

1. Hand out packets of recording forms. Trainers 

circulates to help participants get them into 

folders in the correct order. 

2. He.nd out summary of HESP forms. 

3. Review all recording forms in detail using visuals. 

Take questions. Might be good to develop questions 

or problems related t:, each form to present to the 

group as you introduce each review. (For example, 

"When do you make entries on Form 3" or "What is 

value of Form 4" or "Why would a supervisor ask to 

see your Form 10?". Summarize. 

4. Trainer discuss need for and use of reports. Note 

that PHC expects to send out quarterly national 

summaries to all project workers. 

5. Hand out folder and supplies for Forms 6 and 7 

(maybe carbon paper). 

6. Discuss, in detail with visuals, and taking 

questions: 

1) Form 6 

2) Form 7 

3) Monthly written report 

7. Review summary of HESP Forms handout. 

(50)

2.23 1983 Project Objectives 2 hours 

Objectives: 

To review 1983 project expectations 

To make plans for your next month's work 

Activities: 

1. Give handout on 1983 Objectives to group and 

review with lecture and visuals. Take questions. 

2. Have participants add up number of village visits 

necessary for each objective. Give 3-4 minutes. 

3. Take answers to items 1, 2, 3, 4, and chart. Get 

group agreement. 

NOTE: No. 1 (minimum of 20 - one to discuss project 

with local leaders, one to introduce project 

to whole village: differences may be in 

whether or not VHC has to be elected). 

No. 2 - 20 

No. 3 - 50 (10 for problem analysis and 40+ 

for VHC lessons if 2 lessons are done in 

one visit). 

No. 4 - 16 

Total - 106 

4. Divide by months remaining in year to see number 

of visits necessary per month. 

5. Pass out monthly plan (Form 11) and show how to turn 

into a calendar with dates in the small boxes. 

6. Instruct participants to, "Note which days they will 

be working for MCH (should be 2 per week) and 

- set aside one day for writing reports 

- set aside one day for staff meeting 

- now think about your target villages and decide 

which days you plan to go to which villages to 

do what. Plan 2 days a week for field work." 

Give them 20 minutes to work individually. 

7. Instruct participants to, "Trade with person sitting 

(51)

1983 Project Objectives (Continued) 

Activities (Continued) 

7. next to you and check his plan to see that 13-17 

village visits are planned in the month." 

8. Instruct participants to, "Return plans to owner 

with suggestions." 

9. Instruct participants to, "Make a copy of your 

plan to turn in to Project Supervisor on return to 

station next week." 

10. Pass out a supply of these forms. Approximately 

20 apiece. 

11. Review day's objectives and close. 

(52)

2.24 Last Day 4 hours 

Objectives: 

To review workshop 

To evaluate the workshop 

To assess knowledge learned 

To close the workshop 

Activities: 

1. Introduce Objectives. 

2. Trainer review Adult Learning Principles. 

3. Pass out hand-out on related methods and discuss 

methods learned in workshop (Point out other methods 

to learn about). 

4. Briefly discuss story-telling and handout material 

on story-telling. 

5. Hand out blue health board game. Put in groups 

of three and pass out dice. Trainers circulate to 

teach how to play. About 20 minutes to play. 

6. Bring back for large group discussion on6 

1) How can we improve this game? 

2) How can we use this game? 

7. Pass out "Power to Create Good Health". Ask them 

to decide which are preventative health issues. 

8. Review project strategy - let participants tell 

trainer which visual goes where. Get agreement. 

have fun suggesting the wrong one, etc. 

9. Pass out examination. Give 15-20 minutes to do. 

Collect. 

(53)

Last Day (Continued) 

Activities: (Continued) 

10. Pass out evaluation. Explain carefully. Give 

15-30 minutes. Collect. 

11. Put in 4 groups. Ask them to make recommendations 

on newsprint on: 

1) How can we improve this workshop? 

2) What do you want to learn in next workshop? 

12. Have groups present reports. 

13. Summarize and close. Review plans for closing 

ceremony. 

(54)

APPENDIX A 

HEALTH EDUCATION AID SAKITATICNT PROMOTION 

v:QUKSHOP - PROGRAMME OUTLINE 

13TH JUNE TO IST JULY, 1983 

KARONGA. 

MONDAY____ TUESDAY EDNEDAY THURSDAY ,FRIDAY 

13/6/83 14/6/83 15/6/83 16/6/83 17/6/83 

AM Registration Village Village Review Water/sanitati on 

(pening Leadeship Inspection Village relationship 

ie em ny preparatian inspecticn HESP messageses 

Introductions Village Sanitati on 

Inspection T echnl cgy 

-... practice 

Projeot Village Village Cocxdinati an Sanitation 

Background inspection inspection with water Technol og 

PM skills in pra-ctice in Project 

Project village village Evaluati an 

strategy 

20/6/83 , 21/6/83 22/6/83 2316183 24/6/83 

Wter related Introduction 1 Practice Water related Review problem 

Digeases to VHC keading Diseases Analysis 

AM Training Discussions 

VHC f mation Problem cater related 

Principles analysis Diseases 

of adult Denonstration 

learning 

Water related Leading P'oblem Problem water related 

Diseases liscussions Analysis Analysis Diseases 

PM Practice practice in 

Practice village Evaluation 

leading 

disoassions 

AN 

r/6/63 28/6/83 29/6/83 30/6/83 

VHC lesson 

planning 

Health Bacatin 

Technologges 

Practice 

lssans 

iHC Review VHC 

lesson 

practi ce 

HESP 

Recording 

and repcwting 

Syst om 

Wrap-up 

Activities 

Evaluati n 

Write VHC lesson Practice VHC i',evise V11C HESP project Closing 

PM Plans lessons in Lessons Objectives Ceremcny 

village Review Health Wark planning 

Edu cati on 

Techniqwes

Newsprint - 500 sheets 

APPENDIX B 

TRAINER TOOLS 

Markers - 25 assorted (green, blue, black, red) 

Easel 

Blackboard 

Chalk 

Duster 

Stapler 

Staples 

Scissors 

Paper Clips 

Extra pens, pencils 

Projector with sheet or screen 

Ashtrays 

Waste Basket (empty box) 

Typist, Duplicator 

Stencils 

InkG 

Duplicating Paper 

Masking Tape 

HESP Stamp/Ink Pad 

Vouchers 

Hole Punch 

Money 

Matches 

Tea Stuff 

Project Strategy steps visuals 

2 sets of Project Strategy steps for competition 

Co-operation Game Puzzle pieces 

Film on Rural Piped Water Supply 

Other Health Education or "entertainment" films 

Visuals on VHC Truining Completion 

Visuals with samples on each form 

Visual on Washing Slab, (photos) 

Visual on 1983 Project Objectives 

Problem Analysis set for demonstration 

Sample Lesson Plan

APPENDIX C 

LIST OF HANDOUTS 

1. Report of National Seminar 

2. List of Workshop Goals 

3. Information/Welcome Letter 

4. Survey Form 

5. Expectations: Personal Inventory 

6. Project Strategy 

7. Inventory: "What Villagers do to Create Good Health" 

8. Village Inspection 

9. Drinking Water Storage Poster 

10. "Why Villager Excretes in Unsafe Way" 

11. Ventilated Pit Latrine Construction 

12. "Local Leaders" 

13. What Helps Adults to Learn? 

14. To complete VHC training 

15. Cholera 

16. Dysentery 

17. Conjunctivitis 

18. Dehydration/Rehydration 

19. Giving a Demonstration 

20. Lesson Planning 

21. Teaching Methods 

22. Story-Telling 

23. Blue Health GamL ..ith Dice 

24. Power to Create Good Health 

25. HESP Project Objectives (Health Education & Sanitation Promotion) 

26. HESP Forms 1-11 

27. Workshop Examination 

k

C-1 

REPORT ON NATIOI&L SEMINAR 

FOR 

IEALTH EDUCATION AND SANITATION PROMOTION 

IN 

RURAL PIPED WLIAT.R PROJECTS 

7m - 11TH FE-URY, 1983 

CHIL MA TRAfINING C"ITRE - ZOMBA 

MINISTIRY OF IPLTH 

Pe O BOX 30377 

LILONGWE?

Li

14 

INTRODUCT ION 

_HEALTH OUCATION AND SAITA-...ION PRON(O'ION 

IN RUPLAL PIPD , PROJECTS 

A National Scmiair was held on 7th 'to 11th Fcb:'uary at Chiloma Training; 

Centre, Zomba for the iianagers and Supervisors of the Ministry of Health's 

health education and sanito.tion promotion inputs in rural piped water projects. 

The Seminar marked a t jor stop in the project since this was the first 

gathcring of the officers involved, r 1 1 12 brouLd purpose of the Semin.ar wis 

twofold: 

1.1 To inform project managero and supervisors of the basic strategr 

and techniques to be used in the Project; 

1.2 To solicit their idceas as to how to ii prove these strateaies 

and technicucs. 

The Seminar, as with other activities ef the project was funded by a 

USAI &rant for Self-4Ielp Rural Water Supply (612-0207)- This brief report 

will hiahlight some of the major activities, discussions and recom.iendtions of 

the Seminar, 

2. 0JCTIVES 

At.the outset of the Seminar, the following objectives were proposed: 

2.1 To fully acquaint Ministry of Health participants with the history, 

technologr installation and maintenance of the Rural Piped Water 

Progcraamme 

2.2 To review a draft of the project field manual. 

2.3 To discuss and understa7nd techniques of conulity educttion and 

participa tion and adapt methods and maiterials for use in projemt 

areas, 

2.4 To observe demonstration latrine -. xnd l,:.undry slab construction and 

discuss appropriate sanitation teochnolo.. 

2.5 To discusE and finalize the strategy to be applied by the project. 

296 To discuss the project recordin-., .nd reporting system, 

2.7 To understand the principles of project supervision, 

2.8 To develop a framoi~ork for the r,.ining of Health Surveillance 

Assistants in the project areas.

3. PARTICIPANPS 

-2 

The 33 participants .lre dra-.wn from three cres of the Ministry of 

Health:- 

District Hezlth Ins ,octors wiho arc the maiian!zrs of health education and 

sanitation promotion inputs to rurJ.l piped ;j,.tor projects in their 

districts° 

Senior rle, lth Assist,:nts ,*-ad Heali'h Asciptcuts who are the Supervisors of 

fie. :orke_ , providing hoeilth cduction ind sanitation promotion in rural 

piped water projectc, 

Peace Cors Volunteer Sanitarians iio, as jounterpurto, ascist Project 

Sup.rvi-ors in their duties. 

A listing of the participants:- 

DISTRICT H4ItH T1I'SPECTO'iS 

i1 B. Ch-andiyamba Machinga 

2, D. Bo Chiag'amba 4-ani0iochi 

3. G. 11. A. Doebo Nzimiba (North) 

4. II. T. K. Dzinjalamla Chilkwawa 

5. II. F. ML,6ombo lkhotakota 

6. G. L. blajikuta i1tchou 

7. R. C. iandcbvu Chitipa 

8. B. B. IluLnje 

9. K. ?,Isotoya Dedza 

10. C. A. J. Mwbkala,- ho lMzimba (Centro) 

11 B. '. S. Mvwlwimba Hchinji 

12. A. M. Phiri RuInphi 

13, 11. H. H. Silunvio itchisi 

14. C. S. C. TasaukWdala Zomba 

HELTH ASS IST'IU2S 

1. H.II. S. Abdul (Senior H.A.) Ntcheu 

2. J. Chaseta Uwansambol Nkot'zkota 

3a L. N. Chilanibul..t (Senior H.A.) Ifl.n-iiochi 

4. 11. R.. Gundo INsaiznc at I'luhingi 

5. R. R. Ka.imos-lila.nzi (S. L .) Liiondof lMachin6-a 

6w C. L. Kaombe (Senior HA.) Phalomb ElulLunje 

7. B. J, Hiso Joncla, zimbu 

8s So K. 0. Mphando fIakm.pala, Zomba 

9. A. L. i-sampha NIchinji 

10. F. Z, Ndhlovu (Senior H..i) Rimiphi 

11 H. S. Nkai ihe (Senior H.A.) Mul'Lnje 

12, 3. I. R. Sichali Ifmboc Chitipa 

13. 1. H. Simikau (Seiior IA,) Bw; nje, iltcheu 

'14s J. A. Zoya Kaporo, Karongu 

PFACE CORPS VOLUT L-R S..'.IT I ::S 

i1 J. Barrows z i:ibo 

2. R. Collivor Dedza 

3w 1. L. D i o b. 

4. H. S. Sa..i 

5. A. Sovr. Karvn,

4e RESOURCE PIMONS 

-3 

A variety of persons acted as resource persons, either presenting lectures 

or assisting with discussions: 

l R. A. Ainst.jorth, Principal Health Coordina:tor (Seminar Or-anizer) 

2. F. K. Ban.-aul o riui.ry Tealth 

3. 

Care 

Dr. 

Coordinator 

W. C. Chaziya, iedical Superinenc~en- ., 

Zomba General Hospital 

4. L, L. 0.lipun-.3tt Acting Principal Helth Officer 

5- S. Cole, Director, USAID/Malauli 

6. Dr. A. Klouda, P7:-d Primary Heclth Care Coordinator 

7, P. Lindsko,, Felloi.;, Centre for Social Research 

8. L. G. khoma, Wter m Monitoring Supervisor, I-lulanjc 

9. T. 1. Nyirenda, 'Acting Reional -e..lth Inspector (South) 

10. C. S. C. lihango, Acting Regional iiJth Lispector (Centre) 

11. L. : H. Houko...a Director, Centre for Social Research 

12. A. li. C. M1ihnyibili, Regional Health Inspector (N-orth) 

,. H. Van Shaik, Senior 1'ter En. ineer 

5. PROGR-A__._ 

The progranve vras set after considerable consultation with project 

staff in the field. Ample ti!-le was al lottcc. for group discussion and participatory 

techniques such as role play; lectures were kept a.t a minimum to enhance a two--;ay 

flow of information,, rqle structured part of the pro -a'mme was confined to dcay 

time hours, .venings being, left free. On the three of the five evenings, 

however, a uoection of films was projected. which were both informAtive and 

ent ertaining. 

The llo.in presents the times ad subjects of the projrajn-e:- 

Mtndgy, th Febru,.ry, 1983 

8.00 - 9.00 A.M. - Registration/eminar Objectives/ 

Announcements 

9.00 9.45 A.M. - Opening Ceromon 

9.45 - 10.30 A.M. - Break 

10.30 - 12.00 Noon - Discussion of basic issues 

12.00 - 1 .30 P.,. in Lunch 

1.30 - 2.25 P.M. - Project Strate 

2.25 - 2.40 P.M. - Break 

2.40 - 5.00 P.M. - Prima.ry Healith Care 

7.20 - Film "Water for the Villaosl 

Tu sla_ 8th February, 1983 

8.00 8,30 AoM. - Introduction to Principles of Gravity 

Fed Water Projects 

8,30 - 12.00 Noon - Visit 11irala and Cha-Tia Projects 

1.30 - 2.00 P.1-1, - Slide - Sovund Uhows: 

--Spcil Top Opening Ceremony 

- '.at er Woimien :and Culture 

2.00 - 3.00 P.M. - Monitoring Asoistants : thiir job 

descriptions and training 

3.OC - 3.15 P. .. Brol 

3.15 - 5.00 P. M. - Coordina.tio;, of ',4ater ,.nd Health 

lIxtension llorkcrs in Health ,..lucation

Wed~nosd,.y 9th Febra 1983 

-4 

8.00 - 

9.00 - 

9.00 A.TfI. 

10.00 A.i. 

- 

- 

"ow to Teach -nd Learn 

Problem-orieniod appro.,oh to CommllulitY 

10.00 - 10.15 A.L. 

10.15 - 12.00 Noon 

12.00 - 1.30 ?.11. 

1 .3C 5.00 P.-i. 

- 

- 

- 

Educ:-otion 

Dreak 

Small groups develop learnin3 sossions 

Lunch 

Presentation of Learnina Sessions 

Thurs;y err 19h83 

8.00- 10.15 A.1i. - Small groups rovio, draft Manual 

10.15 - 

10.30 - 

10.30 A.1. 

12.00 Noon 

- 

- 

Scot ions 

Droac 

PreseLt tion of reports of 11lanual 

12.00 - 

1930 - 

1e30 P.M. 

5.00 P.11. 

- 

- 

Section r.viows. 

Lunch 

Appropriate Snitation Technolo.r-y 

field visit .:,nd discusrsion. 

Fdly, 11th February , 1983 

8.00 - 8.30 A.1. - Sanit.tion Technolo.. 

8.30 , (Cont'd) 

- 9.15 A.M. - (, ildren as Health 

9.15 

Workers 

- 10.00 A.. - Supczision 

10.00 - 10.15 - 

10.15 

:.I. 3reak 

- 11.15 A.11. - Project or.aniza ion, monitoring 

11.15 

and 

- 12.00 

co;amuic 

Noon 

tion 

- Project Evaluation 

12.00 - 1.00 P.:. - Lunch 

1.00 - 3.00 - Develo')i,'- the Fr-etork 

3 .00 

for 

3 .15trainin.future 

3.00 - 3.15 - Tvalu,.tion of Seminar 

6, Proceedings 

In this section, the various topics 

det,-il- 

discussed 

1.1ore papers 

t.:ill be 

wore 

preo-ented 

*,resented, 

il 

"huy ,;ill 

salient 

be csunarized 

points. to 

Please 

distill 

refer 

the 

to the iProgrc[mfe in the precduoin- section for 

timingso 

6,1 Onenin,, CereIMo 

Dr. !!. C. ChaziyL,f .i0.ic.l Superintendent 

"as prescnt 

of 

to 

zorba 

officially 

Gencr.tl 

o.:cn 

Hosital, 

the LEemin:x 

14ro 

oa behalf 

S. Cole, 

of 

Director 

the i'iinistry 

of US2.ID/.al;aji 

of ie-ith, 

:s alo ou h.nd 

concernini, 

to :ziake 

his 

some 

a:encyts 

rein..rks 

invclvement as the -u.:lortors 

has a keen 

of 

iuturert 

the project. 

in projects 

USAID 

tihich encour-.g 

USAID 

Qlf-help; 

ic most pleased 

i*r. Cole 

to 

stated 

be su. qortin. 

tLAt 

the projeot, In man.- rural 

there 

water 

is 

projects 

no provision for coiplenentary health 

Rural 

education. 

Water Supply 

With 

Project, 

the Self-celp 

however, this 

at an 

is 

early 

not the 

st:w;e 

case 

th 

since 

:tt U'l..13 

it was 

should 

recoo-iizod 

provide ftuiding 

of Health 

for an 

to 

effort 

educate 

by 

those 

Mhv inistry 

;io have installed a ' iped 

afe 

erproject 

water the: 

asic 

are receiving 

ho; -the 

,..illhelp led thle to healthier livinc. 

'Be speech prezented by Dr. Chaziy. to open the Seminar was as follows: 

/

-5-. 

OPINGQ SPEicII 

Seminar Participant sI Coveriiront Officialo, Ladies and Gantlomen: 

I am pleased this miorning' to h-.ve the opportuizity to o-en The t }[,itiona;l 

Semincr for Ie--lth E;ducation c-nd Sanita:tion Pro;.aotion in Rural Pipedi tTater 

Projects. This Seminar repres-entc the first $therin of our iiinistryts officers 

responsible for the manaLTement of health inputs in our nation's extcnsive 

rural piped w,,ter scheme. I must t'ank the United Stotes .:oncy f,,r 

International Development-, represented here by i-ir. Cole, for providin,' funs 

to make this Seminar a-,nd project possible. 

The 

impressive 

Departmient 

scheme 

of Lands, 

of brin.:in, 

Valuation 

clean, 

and 

s. 

;.'atcr 

.fc w..Ai"tr 

hs 

to 

indcd 

our villa.,cr, 

creatcd an 

in ialawri. 

ien all of their projocts: have been completed, morc tha.n ,:illion rur:.1 villagers 

w.ill hwc accesu to clean wa.ter - about one-fifth of our rural oopulations 

This scheme has received iintcrnational ;.nC .cclaimro:.rded 

is as subarior 

exa.mple in providin; a coFviodity whLich is ose-nti-.l for human existence - 

cloan wtr. rjTlhro is no question that this schemc has been succesrful, 

So, L:.dics and Gentlemon, you may ask, "If this piped ir..tur scheme hi.ts 

been 6o Euccesuful, why does the Uinistry of Health nccd to be involved ith it?" 

The answer lies in the f-ct tha.t one of the co.is of supplyin. clean ,..tr is to 

improve the he.th of thc rur;,,l population, It has ben rope,.tedly show.,n thAt 

little improvement in hclth t-,kes place by ,,ucrcly providing such i:atcr tiithout 

educating the users as to how to t..ko -oocl .'.v:.nt.. of its 

To just jive people good -. ilentiful wter does not mcan they will 

automatically use it to good- advant-.. . This iswhe",e. the M;inistry of ea:lth 

comes in, With our network of Health Inspectors, Ne..lth Asi:tants nd Hel'.lth 

Surveillance Assistonts w. hope to provide, -. t need 

to become he .Ithir throutjh the use of their newly built safe vater sys;teme 

It is recognized tha:t this moans chancin& people's habits, _-r'4 tht.. this 

is never ea:sy. Yet we hope tht by cstablishin:. di,.logue ,:ith coUiamxzity 

leders wre -. will be aible to a',ssist vill:!ers to come to an tu]derst...ndin. 

t t, 

while most of their belhviours ,.rc le.din, th.eor.; to he:.1thy livin:;, some 

beha.viours may need to c1,.nac to ensure the he 'l. l of -1;hir c.hilren 1d lios. 

It is very cncoura-.,'in., to spezk with vill.ours .ho ha-ve constructed their 

ow.m piped ter sy;tem sIith the ass ist;..ncc of Gover n-icnlt If you ha:ve not done 

so, then I ur c you to. There it; no mistCakin ihc pride ,ith wlhich they till 

tell you th,:,t the w.,.1.-r system balon.. t1o thum and it is thcir hard ;:ork ;hich 

brou,,ht them tho benfits of clc.. t,-.r. :;k :-.u' of -hui .h,.cre the ... ter 

comes from ltc.d tho- ill point 1hi j up in the .1out.in .n. explain he, t;hey 

climbed upthere to help di( trenches for th,1e -pipe-iines. Question t:.m 

further -ndnc you ill he .r them tcll you how." they collect :esony from lt.eir owal 

pockets to buy- a not. t,.p .hn it, breaks ."nc w thoy d '.1iih w rep..iri c, 

brea'_kdowns in ho sys"em to ensure c r(elia-.ble flo; of wtr, You will sc ,h:t 

there i. no mit.:kin- L, U1 oheir . .. L.-iznn s of' of -ride, r 

'ahere -rc lesson[: to )c loarned from these obsorv.ation,. Did tl2,5 

feolin's of ,ride happen by :acci,.lenti? Of ,ours:e not. 2hrou ,.ir lora.l 

leadlership, vill,,s hAve 0001n involved in ho Licst.llition of t' a"cr 

system from its plonLAin' st.. :,c. ihis is tl ]:y - involvi:!:, people from the 

begirin. so they feel sense of otzcrship. 

A3 krble Document

-6 

to in theofinis-ry of eath .-have Witnessed a 

only 

similzr 

throujs the 

orocos 

involve wcnt 

It 

of 

w_s 

vilc;c lezcare tha:t wo wars 

successfully 

*:ble to 

co;.fat choler- not no mary years 

Colmittees ,,o. 0:e 

mobilized 

zac: Vill., 

to 

o 

chlorinate 

c.ltl 

Susoctodc~oloa 

cll, iud w-:.t r -;otS1 

-ees 

quickly 

,aC. 

report 

suectcd cholera- spro ., theaeL. 

their coruu.lities. 

s ,of . 

It is .- Drocess with 

choler:' 

J.ich 

control 

c 

throu 

be 

hi 

involved& c. i .l.(to h.-v been 

:1y conbiniin, the leso-ons le-.rned throu 

Valuation 

;ithe Depart;:zieet 

.And !'ateris 

of 

piped 

Landsl 

.acr scheme 

Health 

ad our 

Cor:,itteesj 

"'inistry's 

there 

work 

i,.s 

wih 

:;iuch 

Villago 

to be done 

each 

in 

of 

th-e 

our 

,.!.y 

st",ff 

of collobor 

in the 

:tion. 

~oith Insyo 

I ur. a 

tore-te to 

in 

cook 

rural 

out 

-Atec: 

their 

projucts 

loc.l cout-rparts 

116 discuss ways ill w.hIzich. you cn t,,ork to.ether, 

I wish to close by s:.ying th.-ot ,'T -t 

with 

thu 

the 

-iinitry 

efforts 

of He."lth 

of our 

.re 

field 

ple.'ed 

st.ff in 

mes-,,es 

workin 

-.bout 

it 

helth, 

Vil.l ... 

hygiene 

le.r 

-nd 

in 

s .niu .tion. 

there 

Let 

ii 

,,ie 

ifiuch 

h .stily 

wvork to 

.dCL 

be 

ho.?.ver, 

conc 'ie:c 

th .t 

-rc hunCdrecds of vill 

yet .e 

to 

he-lth 

be fortjd, 

coa'u.ted 

"it-eS 

.;r1d. "ssist " better better hi 

d 

lth, 

in .iovin their 

1 h This co,-niLi 

Th is " chllcne s toil 

s to 

.r 

i w ich 

respond. h l c ; I 'owyou 

And reupond 

"': 

yoa 

equipped 

hiust if 

to 

wc -re to cco'jrmlish 

comi.itmcnt 

our side 

to provide 

io (.ovcrul;ient's 

rter .r . s ni-t io n to Al by th - ye 590. 

lith WIt hi- usua.l 

' 

w.sisdom .ad forciat 

Excelleny ,.z "- , our l'.dIor, te Life 

i Lr. 

President, 

". K:.muzu 

1is 

3anda, h-.s 

;.tions -.ccevdthe 

Inten tion:..l chllenlo 

-. 1 -- t io..- Drinkin., f tof 

Eter United 

Supply

-7- 

Participants then marked a paper undcr the statement with the opinion 

they hold based on a score of 1 - 4* Mhen all had indicated their opinion t the 

Seminar 0rganizer, iir. Ainsworth, led a discussion based on the range and 

averaze of' their opinions. Participants -.cre encouraged to defend their 

opinions, 

These statements will here be presented followed by the rating-s 6iven 

by the participants and a brief report of the onsuing discussion:- 

Statement A: "Sclf-help means -etting the people to co-operate with Orovernmient" 

) Strongly Agree 11 Participants 

2 Aaree 10 Participants 

Disagree : 10 Participants 

Strongly Disagree 2 Participants 

Averae score = 2.1 indicating that there was general a6.rcement with 

the statement. 

During discussion, ho.,ever, several participants pointed out that 

we should be as sure as possible about the information iven to the coiiauity. 

Some, however, believed th,'.t it is not alt-ys possible to be sure since w., do 

aot a1l.,-,rs have all the answers anfd that this should be d .ttcd to cou..ities 

so they c7.n better share in the identific,.tion of solutions to their problems, 

Statcm,..- B: "As Health workers we must never doubt the information we (ive 

to people in the Coimnunity-;. 

112 Strongly A ,re : 15 Participants 

Agree : 13. Par t icipant s 

3) Disagree : 5 Partici.ants 

4) Stronzly Disaree : 1 Participant 

Average score = 1.8 meaninrS that partici-.)nts -enerally a-gree ,:ith tho 

statement. 

Discussion hinted out th'.t we should give the most appropriate informatioi 

for their villaoes. Blind acceptance of -,dvice almost always meo.ns it ::ill 

not be followed. 

Stateent C: "'Villa-e Health Covniittocs arc useful only when they accept our 

advice :ithout quest ioning",. 

(1) Stroangly -,arco 1 Participolnt 

2 Ag:ree 0 P.articipant 

Disa.reo : 17 Participants 

(4) Strongly Diagree : 13 Purtioiants 

Averc.,e score = 3.4 mea:.ninc tht particip.nts j.cnorally disa7ree 

fairly stronly with the st-ement. 

DiB,.cussion reve:.leC th..t VHCs choulC be encour-' .,C. 'o qu,,Iotion inform- ion 

providce(. them; th.t this ind:icates ui ounerstanLin: 

on the.ir part an,: an 

interest to le,rn. Some 1 rticipants nxnres,e0 that slf-4elp shoulc e initi ..t, 

by the peole ;;hem selves. Othcors .r.,ucd th .i; -Lhe (:ovcrni,,-L mu,, ,rovi(,e the 

stimaulus to corf]itteos to encourL.,e tCm to h-ip ihumsclv(es. It 1.1-, Zvntua-lly 

. -... elf-4Iolp should be sh,.re .- rocosM 'ith ,ovrnmncnt as:.i.atin 

coil.i'unities to identify *;hir problr, ms .--. n'. o eth., -,oyk out solutions Lo corrcc, 

those problems.

-. 8- 

Statement D: "When teaching people in the coMMiUnmity we must always find out 

what they already 1,iow andl. build from thore". 

(i) Strong;ly Agrce 

2Aee 

: 21 Partici,)ants 

: 6 Participants 

Disagree : 

Strongly 

6 Participants 

Disagree 0 Particip 

Aver'-ge score = 

strong 

1.5 neanin,. that participants 

side 

generally 

-ith the statement. 

- 

LTee on the 

buring the discus-ion, 

not 

it 

consider 

as pointed 

vill-,e 

out by 

people 

participants 

to be emoty 

thu:t ciust 

1IowleCi, but 

shells 

rather !,,hich 

adults we 

i-ho 

must 

know 

fill 

a 

up 

bit 

.:ith 

knov.wled. e in order 

lrec'ry 

to improve. 

but neud 

Some 

dditional 

felt th. t 11e statiaent 

already 

-houl(. 

1aiow 

h:,ve reod: 

and )r,ctioe ... .... to be ore accurL.te 

Stotement E: "Our most important job is to :.;et p!eople to build latrines and 

refuse pits" 

(1 StronLly Agree 4 Partici 1 i--.nts 

Agree: 5 Partioip,.,.nts 

Disagree 

Stron.:ly 

17 Participants 

Disare e : 6 F.rtici-)ants 

In discussion, 

Others 

soPe oarticipants 

was there disagree because 

r 

1:ere they 

tve,pled 

m10y believe 

nth 

tasks to 

reo.son 

be accomplish.e6 the oC.uc-.-tion 

they disa:rreed 

of the 

import.nt 

buidos latrines comitl.ity 

an(,- and refusebec t'Uo 

not pits. the 

just 

most 

the construction 

expressed 

of latrines 

th,.t this 

etc. 

was the 

Those 

prooer uork 

v.dio 

of 

agreed 

the hc,.lth inspectors : envirounental 

sanit-ions 

In Ull, the discusrion 

purpose 

sparked 

hich 

a lot 

iw*as 

of 

to 

Odeb 

start 

,te an( 

people 

ida. s and served its 

iras 

t,ikin., 

aChieve(, 

an. ihinking. 

on the st-,tements, 

,ore,l 

but 

concesus 

a concensus i.ac not expectec'. 

6.3 Proec. 

_i c te 

Ur. Ainseort briefeO. the articipants o.i.i 

the propouel s-rai;eff . the 

projeca.._-s- -, ,:ncrJ.l condencus : for su:---,_estions 

tfrt ,asto Liprove,,lentso ,Ccept 

(Fi 

te streteiy fo uao point 

6--re-3.1)presents 

there 

te ceo-rate steo-s wras acceptable. 'The foiowin 

in 

pal:he 

to by the Pcarticipaats. Cho Project 

LaLter in 

Strate 

1;he 

.. 

week ds ;eed 

the 

a group 

Project 

of -.articipailts 

'Strcte.y/ in 

dicussed 

detail (See 6.). 

6.4 PRIELt'f "" ""11C"W , 

1r. Fv K. -"uanul,, 2fiwistry PIA.I 

of Health 

PIIC Coor'.ina.tor, 

Prig Ooordiz,.tor, 

r. Tony 

assisted 

Kloue.a, 

by 

led 

*;hc 

The importance of inte.r. 

a izs 

. 

n 

i 

on 

e 

.ic P.. 

br1 1.3 c-1,,pro:,ch ic.. al 

into obic: 

beig incre,sin 'l prictpis 

is utilizin, .1-re.lized. 

Ui.IIirj 

a -fC am-)ro fleca,uso of ;bIis, ,:nd a1zo 

, 

c, 

is 

'hIi 5 Oiscus. ion ;as 

bccaue2 

include, 

the Project 

to help introduce iaeas which 

e .rly 

i.ould 

in te 

hopefully 

Seiiiiar 

-row durin thc Sesin.r. 

Hr Dnula D:.n' hr9 Klouda ,ade , brief presenftion 

participants .nd thou 

into 

s lit {he 

I evrolu)s 0D .;ven . follo i: si,sI gt.Ien: & Toui 'ch should' 2retei to be eitiior (I) ,,rol) of t kers 

01 

(2) A t.A'ouo of Villa .ers 

i'i

-9- 

Each group should then discuss (from their assmumed point of view) all the 

follo.in;, quest ions: 

hh.t s)oific health problems have you ien'ified in ,,our coimmCulities? 

Health services have been limitcd in scope, distribution and knowlued.e to 

tho rurl communities. 1h:.t problems h.xvc led to this? 

Su';ost and discuss ways of improvini, the situation in (2). 

After the2ir small roup discusr-ons these -,roups were :.rked to report to 

the Seminar. Their remarks were su larized on lir.e she-ts of paper for 

comparison. (T'he two smll roups in each nato.,ory arc co.ibincd)* 

VILL.AG'.RS HAPILiC 

1 * PROBLEIS 1, PfiOBL I.S 

Diseases: Meslos, Diarrhoeal 

infeotAtionsj malaria, eye 

diseu~ses, scabies 

- 

- 

Lack of manpot;er, accom-od:.tion. 

Public awareness: no' 

support for latrines? eto; 

Need drugL, need more people prefer cure to rLvention; 

children h ,ala> wnt injections. 

- Unsafe water, lack of l..trines 

- Deaths in pregncny - ~ ant o 

I'IalInut tit ion 

- Direfases rampant (.Il.ri, 

Bi'arzia, diarrhoea, mea-sles) 

16 Low attendance a't clinics 

- DistCaicc to services 

Indchquate c:',re for children 

- Poor housinc, lack of vector control 

- Fear and superstition 

2, WHY DO PRODLEMS EXIST? 2, I,HY DO 'RO]DLOiS 2XIST? 

S- Limited health scrvic ;c covera,e 

- Poor infrastructure 

- Doctors do not visit villae- - Shortae of staff 

- Problems not taken seriously Low priority on OCucation 

- TraInsport difficult 

- Lo motiva6ion to vwork in rural 

- (,o.,iunic,.tion poor areas 

- Lack of trnport 

Short of t,-, chors for preventive 

staff

vILrA:Irz2S }[Jr:.:.l : OmIcIfS 

~.) SOLU12IONS 2'0 PR0BL21133 ESLUI;1ii''10 POML~J±I1S 

Hore tr.:,.ns-ort irL'i!i.tion of sUrvioez to be 

iiore ,uuit .blo 

Need hospital Incro.eu man-)ow-r 

Doctors should visiL - Iore tr.nsort 

villagekus 

- !ore fu-0ds for tr-ininLs 

- Tr,:.inin. of tra.incrs 

- Improve Health Educ--'.ion 

- Improve "attractiveness:" of rural 

c,0rCs 

Improve roC.s 

cMere was then alively discussion bo1;.;ecn -;e "villagers" aild the "heith 

workers" about the laziness of heth officials in visitilho, villages ande thetir 

poor advice. At one st a "Hclth Worker" -ave a deno str;.vto, of uh:Lt dvice 

he would {;ive about the p:! vention of diarrhocaf sivin- examples of clean livin'y 

o.eanhi'ousing, Gto. A iller" promptly c.ave the rood reply th.t Eo'OihC rich 

people he knui, in toi-m, .'el 'adc L nice house! c. childrcn tio had diarrhoea. 

'hTis lcd n'turally to a eorn-.l discussion of what 

It was 

advice 

pointed 

wLs appropri,. 

out tha=t 

to, 

in u.nsv..erin the first question, Iost of the Lrou s had 

concentr-Ated on l..ck of f~cilities, drugs ,rl trz-incd 

,, feelin,,. 

personnel. 

amongst the 

This 

vilL..;ers 

revr-e_:entod 

and health wors th.t health problems were 

only answurod by health services, As the discussiun :ot ulderway, it was quickly 

found out that the knowlod-o. advice anid skills of llalth vorkers wore sorelr 

inadru-at c and occassiunall ,,irrelev-nt for the existing' problems - So increasing 

~ services and ierr-oiuol would .1 not necessarily an Iswer the teproblem~s, We eto 

disctussed how.: we could boin to an idca of t-e intricate nAuro of tho 

problems surroundinS ill halth, and how -6o ,pproich villgo lcetiersz with a 

new attitude of rcseet for their kioleic and bcliefs. There uis .iuch 

unhap)iness in bhe group about accept in, that weo shall a)proach villaes by 

sayin-u'z:e do not know 'the answers to some problcns, and th.t ,ioseek their 

a6Lvice, but eventually it seems that thc. necessity of doinL this was accc,-tede 

We all reolised thitt many of our existing belicf, . ,nL( mess&.,ges ,.,ould ha ve 

to be radically rovis:ed. 'o lec.rnt th,'.t villa.:ors could do a lo by therselves 

if -oroporly suryorted. 

6.5 RUAL PIPED ;'2FiiPROJECTS 

This topic was led by 1r. lonk Van 'naikv Senior Water Engincer (aural) 

for Lands, Vazluation .. n(.- Wat;r, The purpose of thc d.y-lon,; ses.,sion:, to 

provide a thorou.1i brief in.., for he participannts abou; all major asnoots of the 

piped vctatcr project. Hr, Van Shaik beo',-n ".with a ,,lide-sound shot,: wihich illustrated 

L ,n_ key ul. :ments of the Projcct - esep-;cially those involvd wit-'h com;-,uity 

part icipati,in. The following par,.r,.phs ac cxceurpt..d from a brief papcr ,.Ire 

Van Shaik distribu-;,ed: 

Approxim,.Aely 750,000 pcamle arc .,m,'urntly L-'sin; ite,or from a rural ,ipod 

wo.ter supply in ,-al..wi. 'tr supplies arc Jisbributou ill over .Il.u-i :ith 

Chinuk-, .. tr supply in the f,;r I1orth, 1chinji in th; Central :,i~and 

"[ulan,je South sup1)ly in thc SoutUh, just to mention a fow rul pipcu a'er supplies. 

\,) \

9 

In addition to the.,alrcZy 

S; ' 

comPleted~wao 

under- cniistruct b-ulpplies,,a 

ion 

inumibor'of proo ct-ar['i 

such 03 IpongA in the -far.lorth Dombolo anC. n '5 '* hr"A' K 

4'. -- . nan o. U-e wvco hnin" Oett-'al'F 00x1evelo st uc:ion C.ika.. .. 

istrict, as some e~camlos alon,,more, 

la, 

The meand&ily'consuription pr user :::"s m.".Guc 

evaluation etni. 

, and is 12 

o 

vli--res, whiich is 

pcr 

l 

heA n or, 

t 

day , 

h . the 

. . . .. 

- 13.... 

.o i on 

T' 'intfn,,*nce or..:anizationl wh,1ich is b,*.,sd oil 

. 

soif help 

beiiig developed 

picpo~i 

assistance and 

c 

supervision 

n atr proven that 

is 

m 

Given 

it .Jhas can 

toe 

opera 

tho 

to 

self 

sati 

hclip 

.. ctori.owlunitics 

prov ide 

yby 

clo 

staff an frequent contacts 

.jrojiC t010 

ar' mintaine' .ith self help organisution 

users is 

.%.nd t 

eea.' 

h, 

"sta-ff 

To 

should hel~p 

make 

improve 

a 

the 

special' 

benefits 

effort of'the rurLal 

in 

.piped 

1983 tiator 

to "ztivelY 

suplios all 

encOurv.Se 

fed 

thc usersi' 

use to 

Ioer than tmoreh the 

.ncoura present ve.a, 

'userE of 

to 

1211itros 

lpd. par person por c:la.y, 

activities, 

use the p 

and:e.to 

-not" only 

water 

drinkinn 

foi all 

and cookin6g. 

water relvtee. 

In addition 

and usinc 

special 

be laid 

omphasis 

on hy) 

should' 

All 

iefie 

field 

around 

staff 

the tap 

nshould 

site 

also 

anC. in 

point 

all 

out 

water. 

the 

relatd 

irnportanceof 

Lctivi-'ics.' 

and care, teaching the users proper 

to report 

m+inte'&nce 

breaka-;s quickly and tellin rnair' ... 

~toe'-m to repair broeakac oc quickly. ,.. 

The objectivc 

co.m.nitics of tho rural 

in .al.i 

pipcd water 

with' clean 

supp~ly prora.noe 

at r in' abundant 

i,- to supply 

amouts 

t- ~rvr1 

Th. a.awi rural piped water 

near 

supplies 

to, th 'homeos' 

'r, 

" 

Sbcauso they are 

'.y' 

successful 

...acclaimed intora'i-ally 

rural arc.s 

as compared 

in other 

to 

coutrio. 

th- i:.any.faiii.- 

w.ich are 

water 

cao-z 

spplio 

. for 

.. b .. ... break .wsand. 

* short life span. ' 

... 

One of. the mnain' reasons for our 

hi.h 

ucos 

motivation inth' 

of 

ru.rl 

the staff. 

piped supplies 

They do not 

is 

work 

the 

because' it ives 

in 

'a 

the 

salary 

piped 

cver 

water 

month 

supplies 

end. 

only. 

development 

They try... 

of 

to i;ork hard, holievini 

committed ',in 

to shv 

- 

the 

coury, 

rural 

as they 

communities all . 

tLht 

wlhen'a-pplyinor 

ail 

.roto pro e l an ... 

h 

.' for 

'jb, 

... 

an 

..... 

arc 

.. 

pr 

.'an'. 

w.aynt 

i:,mproved 

hp 

water 

.sob 

sup 

nd 

l i 

rc-... 

jo" o: er....... ' 

properly and does not break down 

posible 

froqu'nty 

t .'the 

is 'posible. 

water ' 'supply 

. 'nthat ... 

m-intained 

it ios 

throu:glthe' 

opoa~,b 

ffor.-S of the rural 

commnUXities . 

' r. Van Shaik also pointc,c out tht- it was tile 

•~ 

duty 

T to of 

, et 

och 

to o;eh 

fieldI 

kn'ow r 

w,,orker 

'the. 'colniunity '.^;, 

lie' r";'"is 

1)'' ' 

Lettinp t 

toethero working~ with, s u,thin s does not i-toan just ... with poolo to drink 

,, 

boor. It 

but 

is necessary 

hsdo 

to o be soon enjs 

respect: d.1orfontobo 

as a 

a'succsu'l fiold. worker. 

in The. participants were 

. tkon . early iinearby Machiiniga on 

st..nea 

fiecl 

s of' nest.t trip 

con-truction. Tho fir'st 0 

was 

to )ip aer 

Te intake.hadIfirala Project 

pr 

ben' complotcdwhero they observc.,d 

t•.nk wa.s 'nd the ;iain sediiaent the 

in th process ofcontucti n.'' cody'ha,}a Proj pr 3 

whl'ich ct -as:.visitcd "' 

;v"s ' 

comPletucl 

membors in' 1975'. 

of th' locl Tap Co,i UiI 0 piati i a t i ,'a flonibcring rd 

Asri 

, laundry 

stuint %nd 

boon 

l,,b 

built 

whihhaL 

w,,ith ';Iitnefoi-iiLV.~ ; ' 

*Upon rcturnzin, froti h 

lIinistry 

field, visit, 

of Le.{/D 

a. discussion wvas held concorni11 

1 tetof'L:wjt(1s 

.-Taym 

'Valuatioil 

O1 Coopur'-.t 

o.'nd. U-ater 

we. coortlin 

f.... "- 

-. 

f.ll..s: 

ions Pc5Liblo~'" 

.... 

V IIA s a)nd TILis moot f~reqclueitl2y with ,Nonit~orin-, Asuiotanrts 

! ' :-44: ' : , , .: , ,Ui'':! ,',; :,

- 12 

- DHIs meet frequenly with 1,ater Project Supervisors. 

- 'Ie lth field c.orkers attenC tap opening coremoniess 

- Health field %;orkersattcnd. m-ajor project community muztin-s. 

- onitorina Assistants help i:ith 111C traininc. 

- He,*lth field workers report maintenance problems to [iionitorinZ 

AssistantsL3. 

Joint attendance Lt seminars* 

A further discussion occureI concerni lv the handling of drinlkiawater 

collected from taps. The followin,. steps were noted which should help 

in preventing contamination of drinkin,. v

0 

FIRST R' P% 

' par SC ticipation L-,!PLAY 

of 4Kn .... 

O 

KK; 

ideas 

KK'K ; 'p~. *KK K ' -~'K ~K~

__________o___,cha.ter 

'V.........how. 

S.16* 

• 

,i:1,h.e-,:'l la w , U .oir*uo. -he ,rte,,;in e 

various chptrs ACLClin, lus U1Cuaj 0 ua, VTgere r j teioa s36 on, visual , 

'aic16, althou~h! a 

h" 'jot yet beei,,fullyr. pre-"ed 0r bla, -o- -ca''aserioO ,o 

mes ;dbe-,!r - t en ,:cesed nC2in' n ct edl -?rt,,, Paric:xbs1ant' s.thed " p',ort- ty ,to 

dliscusfu with Rlayr Collivor, CoiClon6rie consiC.erable 'a.rtiork for' tie llrojocL, 

'Uo best ,.et T'Uhe meso,,e 2 roso visually-. Upon, reurnin. to 'thce~~ 

"roup mootin-~ the small 1.,roups -presen-bcd. their rc'norto,, In scvcral ;?*Vc's 1 

Wording chfl.nl s were su,, ,es'-c6 to make the mev.nin! olearer. 

On tho Vlla.,e.. nspection cha-.iter, t,.o, reo rienCe frequency of' ins-.ction 

provoO , vtopic of oo troversyv,. Tle dr ±.t.h d L.st .ul ec ltice, yoar, bu' *,"So 

.discuscion-a rcon,.enCLctAion of fou.z times 'i YoL:;i prov-ked , bo the conucncus of 

the Seminar. 'There "as fn additional oanti&voersy over tho inspection of ci:nkin 

water pots.. Some felt that e would be i dingpeoles privacy by enurin' 

their homaes. It wn-s finally ecided, howevcr I thisshoulabe c one on a -hu 

triil basis to see. how; it is acopAed' b,, the vill .... es. In' any ovont, ('ho0 

incpectin.- should never enter a, house without~ filot. askin,. polilrcly; also , only 

the- sittin3 room of the house be entered aii not -lie .bcC.rooms. The problems " 

wh1ich coulCd -jotentially arise could prob. Ibly'-bc e'oideL. if -ambers of tuhe 

Villa-e lealth Coniitteo ,ccomp ,ny the porson: icrtforminr the inspection. 

Introauct ion 

. ANUAL FOR HL UI'I ]bU.C-TION AIM. .. IT.,',IO-. 

. ROIIO0ION IN RURAL PIPM , .. 0 JC''s C - "R"OJ 

OUTLflIE 

2, LtrHat/aib~ ion Relatdionship 

3,. Piped! ieaFrProg'ranMe 

a, .History 

b. 'J.chnlo~y 

c. Installation 

d. t'.initena-no 

4- iOH/DLVU CoorCdination 

5. 1Project Straebegy 

6. Villaze Xcalt i:o'.: ]/,1-...":% 

Lt Community -problom solving 

b. Forintion 

c. Trnining 

C.. Follow-up 

04 J.'d.uction of tlhe-Cowaiuity. . 

7-* io athuc,.Ationl 

b. -.0j:!ira: o c, ii(,th 

a. 2eh-viourC1n:/oclChn 

0. Tcohniques' 

d. t'Itorialrj 

8 t ak'r Colloot ion axnd. Sot 

90 Jtfi4-i'," ion or 

i, jx~croloo eCioposcal 

b, LoLriinus 

- 06 o Veotor Control 

.

* 

*o 

0 

*b. 

0b. 

10. PerSonaI-;l T'11;7io011 

360 Bathin6 

be, Hath i1OUncs 

OsHandwa shindo 

Clothes w.1:shin!cI 

0. Laundry s~labs 

11 Environaontal Cloc-nlinosS 

a. CluL~nliness of Surroiundings 

S) ltfusc. Pits 

co IKouso rop.;,ir 

d. Control of ni.l 

D.ish -k 

12a VilL-10 Inrotion 

15 

13.a .trraao (Synuptonuo, Cause, ..Pm.dt detoction, treatmant, 

proven-Lion). 

~~~a.Dio rrhooa (ihd~inaoyi:. o) 

be Cholora 

d.I Othtur 0~. 1. di.,;-.;zos 

Co Eyo Cises (conjunct ivit is) 

f, dkncisoaceco (Sctbics, hoc.!) 

h. lilharziut 

14. Proijcct Or,,.ni tion 

C. P. rsotiol (or ,unogrzm) 

0Objilctivcos 

d. iiaP s 

15. RcoorOiav- ca.ii cortin-; uystom 

L-t Dcn.--cription of Hf.--p formEo 

IHonitorin- '.i Fot-cdbck 

16 * 'latlicart ic 

It .-ao ,.l,.-o su":ectod that Vho soction concornia ., indows odclotAd ..,s a onitioria 

fcr jud-L1-*a houzo~c -ati~f:.octory or unsatisf,_,ctory 

Thc Visual Aidls ,.zcotioai revisedLc nos'' whic ctdo;. huloi:. It:: 

furtli-x su_, U~ta~tla-Lt ConuicI_'_r~ion bu given to combininL somc of tho mossa!. Os 

thttar~var z~ni.~ 1 61u~.1 tin .ec .-ivun to ;.r. Collivc r, PCV S'anitarim..n 

in DCJz,,. 1 i':1o X.,been )roviC..in. .art work for I irjc,.;ohut ~rv 

~~~~oine~~~~;oj 

juunh a ro'n of-. thL5 2 ~~n~ea o Lou to illru 

u-2 bovo. 

strAue thoa :,ix-.ca I~~oi)A On Ll c follo';.in '. 1: :pl of 

tr :1or.. --)o.:;o rleuj:c ').Copiu h-. to pro,.rlyk.. r 

*~ ~ kzt Availab-le DocunQ~

916 

9 ~ ~ ~ ~ ~ ~ ~ ~ ~ 929 '1 S 99A ~9'-~-- 

! S 9419.9 

-9 ;' 99S99 I 9 - 9 ; k $ 9 

*1 

. 9 . 9 9 9 9 . . f 1 C > 4 > 

-999,99~~~9~9B ----. 99- u i l 9 19-99 99 r i994m99 

.~~~99999~Al .9-~i ay use

T1 t 

S T ,aionsGrat rpit>~ inaon~ 0i 1 y 

Lukonion ~to 

a Lc J.Th U.,ic A~ u~d~ 

I0wc~ 

L,~ nui 

o i e oc-, 1 coo l-sica1-_,L C1*6 onfi ilir uro 

too orpo- vn IM:~ f.ii+ , o!iurC _".:n~ b Ici 'ioto "I" .. ir boC 'nc , J on 

Too he~ ~~~~~ w~~~ rc co e1d dm i h a v c1t 4~~~~~ i LJ~rC1 i ~i o L~ .IC~~SL111~c ure 

o C h 

etlj 

J p o e L~ 

io bLc~ 

~~-Lizp~~~~on 

_LuJ I~ 

no' 

i'. 

±'cac'to 

0u~l~ 'Tr)~c ob~ 

poIpuc .nui L. c ~ozuxtdv,iint.po ~ ~ n 

t;p02!Thih 0 ''It 1cnr, p uc l~ obii ,w'r t icsin f ThC pri 

'~~~enerc'l'~~co uo o c is bn..c'noru c~hi 

bit 5fW dbo-tda 

fclo ct6ao~l - vie6i nI~~io o ibi str,~ Oil "Ibc U'b1oto'ei~tIo 

Th~eoio of. 'rlb 44 1ol 

~-of Von1~i el to,.sei~~ school us f.rd 44 F4C ' U 

p c be lo 6,h4 onI C,fhi't'i c1h r vi s wEIi'dI 

ia 4444c 1' 1,j"i'' -n 

'44444 44 4o C ) L 3 ~ 1 C 1 

cr -; o,.iv :c ou o 1,,)c ( 

n hor,, c;.j r j 

L4'4' 

6~jO~r n9o Ihl lo"130Wok 

444444r 44 4. ' 'c t 4 4 4 44 44 

S 4? 4 4 0v v: 

V ~ ~ f t4 44 

4 r4 n44~ c-' 

6* C iiir -W rowrk 01 Shsrein 6ll 

hco~r~eirj biAl'j 

loo f44t4c th ' 4 JL' I_ I17 

*a t.A4JL'2 ooeri~ oft6 

iu-r r 4ci 

U 

ir~nu 

! obo 

ictr~t~c 

L ~ nrouo 

't t-ii ±aopurp4 0,n~s' 

4' 

lyacesrjv i .c. a±.n 

_ c'44' 

o,.os~LO 

01 

4 s444 44o4 

illnI~joD s. for. cl'~44 

4 t' 

"4444' 

rj4on44~4 t4'4 Lt o 1, s il 

4'h 4 ' y44'rct f '"- "' '"44 ,' 

Lo-x c Cloi ;/food preer on '4""' 

'4444 ~t4 '.4i 

44~~4444C -~~4~ .. ' 

Lo ~in.V..J " 

44l~ e - 

t 

'4 4444 44~44 

' 

.41 

'i i' ' ' 

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44 ' 4'' 4 

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Y~ 4, @~'~ clot ~ "'4di~;~oo ~i1' 44~~ns 4'4 U-~ ' ~ 

4~- 

' 

(c 04 5444~a44-*444l-444 I44444C44444.C44 

-''4-4-'""' o--''u io~ vni 1 erue vo 4 u n ''l r 

S~l 

44~4444~4 

 

~ 110 ~ ip ~ n ~s 

"iOvOjfl'6i 4'I 

F;U-44.44 4"'i 44h 

s cj i s t i nj-' t l k'4 

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on n 

ILc"rep o' (Plushv:olek 0 f, b"-~~ A' 

" " 0 1'J 4 444 ~ 4 4 ' ' 4 ' 

44 C 4 ll ~ ij * 4 r~it r, V~ '"od'4 

F O O L 4 

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-' "4'~4 -"'Pre~C i,sT, r. 7' 4 "'"' 

44cilro4 Wthdii~rho ~ ~ ' ~ Y'oOuldL '2l~ incluc.c rol'-,yd:r- 'io'n 

01"' 

4-oo 

S 8est A c~zi1hieCrcumen 

t 

i

6.0 JUTV'Vjjf 

R l~i I I0 

C4 -:, 

A~~6 ors. i'.nc?. oora, th o~~~~Pc '1 o p n s i w 

o i o l o i o v ~ 

0, s'- nc- cryl~i 

p~ ~~~~~~~~ 

ras 1 

s Pa 

1 1 

y1 SuVni 

1i0u.j 

o o s n t i1n r t +fi ~IIoC' y i 

12o 

' U"he 

a n t tf' i si 

L'~d.~ tA 

is d 

'iuoro 

iat Xn~ ;io:C- 

Ioit1 t ctc n he 

t-A' oncl r6e Jjy vi 

whore tols ~ho In":. t A ' 0-1teT o osc vlyn 

him h C'T)J a Iy P~~e 

i r o zn v r r o 

i n s"i'by b l- r .,ler t'2. ,~j r p 

iritli 

r s i s 

is 

~ ~ O 

i*or 

bCoi t~cpU!'r 

i o -?pp o l 

w~~rctLOInb : 

Oji roleIUplolo'~i 

&4 

nb'Cc ct:nc" (3SVa11,vc cn' 11 Pothbe 

' ~ ~Jib'n Afe tho e' 

1,~1 

na no t p. t i ,)Jtcan~ ' ~ 

-)(2cti bor .Lmi 

I niknin In I , roon1i.-f'oj 

~ ro , 4pl, . the 

c. I. 7ryoa JIS. 

"o c~cn iyJ i 

"4t P, i 

~ d~i~e ~~0 a i fn 

, ~ ~ ~'e~r - c an . aur~.6d k~ ~ on~Fiic~f'{i i o ~1' ' ± Lfe w - 

4 2 f , t 1 6 r & f ~ o hci 5 illcr .Li~tuo- j 'ba 6 i ~ e-ta v .u r 

no-qucstionS' 

Used of .c-a, i of 1 .eu bcraD 1a 1 p on , 

Clldc 

ut o ~ 

c iltfh:11 -woke 

I,-'Vusary 

~L.A'" .N 

macor :- oc -L~O 1) if'l ofth c6jof'L o e'C aa'comtho, W 

~bc fiI'o~~ toru t"Llc-I suevioy c.Luti'i 

6 6 1P4'c -- r1 

-i . 

'1

- 19 

6a12 Deve len a Framiework for D\ture Trainin, 

Tle Participants were aC..vised by Mr '%ins-:ortl of tcntt.tive plcls 

for trinin' the Project's ficld wor'.rs:.-. 

- Throe ,.!orkshops 

- Two wecks each 

- Conducted during April - lay 

- 20 prticipants _,ch 

It w.s suggcsted by ti . .rtioants that tha p:articip.nt. of the wor1tchops 

be mixed by district so as to -ct e."ifferinU erorionccse 

Questions were r.izeC t ;o hov.: this fit into other training 

the IHlinis"tr' 

pla.ns 

and 

of 

whether more th.n two ,eck:.: were av.ilablo. %. 

topics 

followint 

wore su:Csted to be included in the irorkshops: 

* VIC Tra ining 

Comaimuni ty Educat ion 

Conmunitiy hianosio 

* Sanit.-tion TchnoloLi-y 

* !1or-rel .; tod di,*.eases 

Rieportin: .nd r ccor6.in:[, system 

Perc--,on.-Ll IIy!iuno 

VIIC Follow-.-p 

WIC Formnt ion 

!311v r oll-1Oitlt cl 

Community Rlel.t ions 

* Vill .',e Inspection 

Piped Water Project 

Curriculum for VHC Training 

hose rrkcd with * w:ere considered the most important. 

The quectiun of venue was ,.lso raised nd the folloin possibilities 

were proposed:- 

Thuch ila Nkliande 

Bak..,. Ia'Tthcnje 

N-mais i Lunzu 

Ilaminjiw. Chitz.-l;., 

n ho o ifchcniaoheliu. 

Rcd Cross (%iicma 

In conclusion, ii; ws thu conqcnsu: th..t tlitra wrc -t 

number 

which 

of 

should 

detailc 

be ,corted out by , Smller Cojiittee. It v:,as rsuert,, 

PiC 

tht 

meet 

the 

:,i .... the hr di.'ee dUtailoC. n 

,,::u o di n ac~o r ,. c = d t c t 'i l oE i 'l ;l hz n :

7.0 Seinnr EIvaluat ion 

AtL the). closin-; Of the Sc~inr tr Zvahi .:iun form ;u itruibiUtcd anc. 

Participants wore aAke. to rc-iti- thir o-o.inions of tlic Scamr On -t;Aefollo-in, 

'"Lc"i-_ I U rl~U Of form. A ua:-yuf w .ic ,riomteJ 

J7.c f'ollol.c.:- 

Question 1: Hlo ll s,ticfic. .,rc you it3,, the iicr~ ,oe 

01-JL of 30 rcs-Ponces, 

37 inc'.icatcDC very s-tisfiedl 

57% inclic.toud sati'jfied 

7%I irclc.tt uxu.. isfd 

lo indic AQCd vwry, uns tsfcc 

Quo.ti,)n 2: l ihTechn 1i e;Cldid. a likec te mcaiogt? 

IZole PlUY - 14 reoon.ees 

Small Group bicusciori - 22 rosa-onscs 

L-:xr~e Croup I)lico 'srjion - 6 responcs 

Lecture - responoos, 

Slide - mound ch~~- 8 resonmcs 

Question 3;c smiono 'Lid 1.'ou like the iaost? 

'Me ramost of-Len i;aonuionod,ro: 

Ficld visits ( res-.onzeoc.;,) 

Priniciples of 'ao y--rojecto ( 5 cr..oss 

Prolemr -- oriciitod :-.*,),ro.ch to coaLnawuiity a~xuc..ion (5 responris) 

Project -tra-ltej, (4 rooponses) 

Priim~r - e..ltli CarIc (4 rozcors) 

Projcct VUJluat ion(iroje) 

Question 4: Did -olwc :c oric. ortn in tho Sc uin r? 

Out of 31 raspoascs 

52%" in ,ic.ted vwry :?.tiequ,.t c 

48% j.:I(iic ted 2eut 

Or%0 iridic,-,tod inadequate 

Of% inadic,_ted very inaCdoqiwte 

Quest ion 5: Vilat coulC. li,:ve been-(!one to iinj, ova the Semlinar? 

121c most frociuc ntl~r ,acei-;ioneL v.ere : 

- l:oru experts_ to --ivo lcurcs 

1101orc fieldt vis;its .:ZC rcia work 

lior, ,,,,rcu discusLuion 

- lore ruo i1fcT

- 21 - 

Question 6: How relovant wore the sessions to jour needs as a manaer or 

sujervisor in this proiject? 

Out of 32 responses, 

38% indicated very relevant 

59% indicated relevant 

3% indicated irrelevant 

0% indicated very irroluvant 

Question 7: Ho complete is our understand o he project after the Seminar? 

Out of 31 responses, 

39% indicated very completeo 

61%°1 ind-oated complete 

0% inai.cated incomplete 

0%indicated very incorpplete 

Question 8: KIow satisfactory werc the food and accommodation arrangement? 

Out of 32 resnonver 

0% indicated vorj satisfactory 

44% indicated satisfactory 

53% indicated unsatisfactory 

3% indicated very unsatisfactory

-22- 

SEMINAR EVALUATION 

Please put a circle around your response. 

1. How well satisfied are you with the seminar as a whole? 

Very Very 

Satisfied Satisfied Unsatisfied Unsatisfied 

2. Which techniques did you like the most? 

Role play 

Small group discussion 

Large group discussion 

Lecture 

Slide. ound shows 

3. Mhich sessions did you like the most 

4. Did you have adequate opportunity to participate in the seminar? 

Very Very 

adequate adequate inadequate inadequate 

5. What could have been done to improve the seminar? 

6. How relevant were the sessions to your needs as a manager or supervisor 

Very Very 

relevant relevant irrelevant irrelevant 

7. How complete is your understanding of the project after the seminar? 

Veyy Very 

complete complete incomplete incomplete 

8. How satisfactory were the food and acconumodation a:'rangements? 

Very Very 

satisfactory satisfactory unsatisfactory unsatisfactory 

9. General comment s 

S1'2

4.4 Goais of the Workshop 

C-2 

By the end of the workshop, participants should be able to: 

o Describe rural piped water projects. 

o Describe the steps in the Project Strategy and related activities. 

o Perform a village inspection. 

o Conduct an analysis of village health and sanitation problems with 

village leaders. 

o Design and conduct a training session on a health or sanitation topic for 

a small group of village leaders. 

o Discuss the formation of village health committees. 

o Correctly record results of village inspections and report results to 

supervisors and village leaders. 

o Report HESP activities to supervisors. 

o Review knowledge of water-related diseases and sanitation technology. 

o Define major messages related to HESP for villagers.

Dear Participants, 

C-3 

Health Education & Sanitation Promotion 

Workshop, 

c/0 Box 135, 

NTCHEU. 

Welcome to the training workshop for Health Education and 

sanitation promotion at District Council Chamber - Ntcheu. 

You will be accommodated at District Council Rest House at 

the bus depot. 

Meals will be served at Everest*. 

Time will be as follows: 

Breakfast 6.30 - 7.15 a.m* 

Lunch 12.00 i,15 p.m. 

Dinner 6.30 - 7.15 p.m. 

You will be receiving K3.50 pocket money for a week in addition 

laundry ana bath soap will be provided. 

If you have got problems concerning food contat-t Mr. Majikata 

D.H.I. Ntcheu. We will work from 8-12 and 1.30 to 5 daily. 

We are looking forward to a productive time with you as well 

as co-operation. 

A.L. lsampha 

for: WORKSHOP COORDINATOR

NAIE 

STATION 

c-4 

1R&H DUOAION AND ITATION PROMOTION WORKSHOP 

M4AY 17, 1943 

MANGO L 

POST AGE 

EDUGATIONAL QUALIFIcATIONf MARITAL STNO IUS 

How long in service? 

List your target villages for BESP in piped water project. 

NO* OF OHIL £iGN 

In how many of these villages havo you met the village leaders? 

How many of these target villages have VHO's already? 

How may target villages have taps? 

Have you done any villase insp-4ctions? 

Have you ever given a health lesson? If yes, 

on what topics? To what groups?

My Expectations 

C-5 

 

Shown on this page are some of the knowledge and skills 

that a village health worker needs to do a good job. 

On the ladders below: 

" Place an X (X) where you are now 

" Place a tic (,w) where you expect to be 

when you finish your training 

5 

4 

Example 

5 V I expect to be nere when 

4 training is completed 

3 

2 

1 

2 

Iam here now 1. Skill in creating 

village health 

4 4 4 

3 3 3 

2 2 2 

IP 1 1H 

2. Knowledge of how 3. Knowledge of how 4. Skill in getting help 

to prevent illness diseases are spread from village leaders 

5 5 5 

4 4 4 

3 3 3. 

2 2 2 

1I 1 1 

5. Skill in identifying 6. Knowledge of health 7. Knowledge of how others can 

health problems in problems In village help to create good health 

village 

5 

4 

It is Important for you to: 

know what you expect of the 

2 

1 

training program 

know what you can do now 

8. Skill in changing 

ideas about health 

know what you do not know 

know what you cannot do 

3 

- 

'17

C-6 

FIGURE 6.3.1: STEPS IN PROJECT STRATEGY 

Select 

Target 

Villages 

Meet with 

Village 

Leaders 

Hold 

Village 

Meeting 

Electioon 

VillageI 

nspections o H 

tiConinue 

Trainingd 

Assiets 

Couontinue

PROJECT STRPTECY 

In this section we w.rill outline the strategy to be used in the Project: 

this means the steps we will take to achieve our goals and objectives. It is 

important to understand that this strategy is flexible. There are times when 

the steps we take may not always be in the same ord~er, This presents no 

problem as loin as everything is accomplished in the end and that confusion 

is avoidedo First we will present an outline of the steps followed by a 

detailed description of each step of the stretegy, Some steps are described 

in more detail in other sections. Nlhere this is so you will be directed to 

refer to that section* 

Steps in the Project Strategy7 

i Selection of Target Villages 

2. Meet with Traditional and Party Village Leaders 

3o Hold Village Meetings 

4, Election of VHCs 

5. Baseline Village Inspection 

6, VHC Training Course 

7, Regular VHC Meetings 

8, VIIC Follow-up Visits 

9. V-C Compliance 

10. VHC Health Education Courses 

11, VHC Assigmnents 

12. Continued VIIC Follow-up Visits 

13- VHC Refresher Courses 

14a Follow-up Village Inspections 

The chart on the following page shows the flow of these steps. 

5.1 Selection of Taret.Villages 

Each piped water project serves a number of villages. Usually a 

village has one or more taps, but sometimes ouly part of a village is served 

by ta ps especiolly if the villa.%,e is large. How a village is defined is up to 

each fieldi worker, In some cases you will find small villages which are really 

,-roup of people who have split off from a lc r,..er villa-ge to move to an area 

whAere more f,)orming land is available,

It should be kept in mind that the reason for identifying villages is that 

they are the basic mani-gement unit we wiLl deal with in this project. 

If a village is served by the rater project, it is known as a Project 

ae. Since we cannot be in working in all Project Villages at the same 

time, we must select certain villages with which to phase-in our activities. 

As these vill.Ltes are selected, they will be called Tartget Villages. Each 

field worker (HA\ or lISA) will be assigned a certain number of Target Villages 

which will make the work load for the field worker, After an initial assinment 

(of 5 - 10 Villages) additional Target Villages ill be selected dependin3 on 

pro, ress in the ori .,inal -roup of Target Villag(ess Target Villages should be 

selected relatively near to the field worker's duty station. There is no need 

to choose Targ'.;et Villages far from the duty station until the nearby ones 

have been brougit into the project. 

As Target Villa.:, 'e selected, they should be entered on Form I.P 1 

and the Pro4jtt Supervisor notified (See section). Such selection will normally 

follo,: from instructions from the Project Supervisor to do so. 

5.2 Meet with Traditional Leaders and Local Part Officials to xaProj _ "ect 

Before be-inning your activities in Target VillaGes you should meet with 

the Headimang local Malawi Congress Party Chairman, Ward Councillors, VillLZe 

Elders anC other important, influential people. bcplain to them that their 

villae has been selected as a Target Village in the Health "ducation and 

Sanitation Promotion Project. You must do your best to obtain the support 

and coovpereition cf these leadlers. Do not miss the opportunity to expla.in 

the connection between water, sanitation and health. Ask them what the jrajor 

health problems of the vill..ge are and discuss ways in which these problems 

could possibly be solved by w-orking together. 

It is this Croup of Villa.-e Leaders who will help organize the next 

step (Village meeting). If you do not believe these Leaders genuinely 

wish to cooperate, do not force things, inste., consult your Project 

Supervisor rho can help you work out the difficulties of cooperation 

(possibly by further discussion or by cont-.ctin, hi"gher authorities such 

as the Trditional Authority or Area MCP Officials).

Explain to the Le aders what your activities in their villagc will 

be (electin. V11", V.IC training, Villag;e Inspection, etc)t an-' why their 

active cooperation is necessary. 

5.3 Hold Villae ?ieetin,-, to xplain Project 

'hen the Villas leadership has agrced to cooperate, you should 

call toirther the whole villai for a meeting to explain briefly what 

your activities will be with the Projecto This would be a good chance 

to try some creative health education: tell a story or act aut a drama which 

illustrates an important health concept. You should also explain 

the need to elect a Villa,-e Health Committee; especially important is 

to the villa;e the characteristics of a good Health Committee 

member. A discussion of these characteristics is found in the next 

section. 

5.4 Election of Villa:.e Health Committee 

How this election actually takes place will vary considerably 

depending on the particular part of. the country you work in. The 

important thin,; to rcalize, however, is that this process of election 

is entirely the responsibility of the villc.a-e. You should do your best 

to influence the villa'e as to the charactoristics of a good VHC member, 

but do not try to influence them ar to si,'ecific individuals. jlffe 

choice should be left up to them. 

"hat are th( characteristics of a good VHC member? Thore are some 

obvious ones such %s:- 

Konest 

Hard Workiji- 

Active iiembr of Communit 

Resrpc;cted by Co-:;U.ity 

Lives Iilla-e, lot en Absent . for Lon Periods of Time 

These charaotcristices are, of courr-el es.ential anO. should 

definit.ly be lookecd for in choosin-, VHC members. 

There are other nharactristics which may not be as obvious and 

you will need to carefully c'iscuc- themi with village leaders. 

-00k

*.i 

55.no4 

S 

"5',01A 

W 

r'I ~ 

s- s.AC 

'.5 

."- 

s~ '4 

N mrIow~±~a 

Th~i~ip3 1~O VTO ~rainn9~Mn 

±I nmor~u~ eWi~iN ~t c 

m0RI I 

co~wl c~~crcel 

oi1 isu~cni ovi~rt 

A!Iles' oi,&i 'T Coltac a, hLn i.o-I~inv 

tc' o r c"n 

oi El? or ci rain r z 161"'1pru~coccuo oM'C)Lo U0 oIU 

~~~~o 

5 e b riI 

pi. c'55 

7hP ui 

5 ). ?.2 y11"C', %(55'i J -. ood 

7r:1 

U"±ron~vwil o1Fod 

, wil 

r~of Lll' 

E;r-' C 

b lO. ~-~ ,. 

,*-.7li~ 

- 

Oon 'a5" tm ;''.iv, 

hi-e o 

'5. "~gr4 

am".i 

ul~b ''",(i 

i n , , a r a c k5 

-~ e~h'Lrd in~ a- 4 ~t~h~'.'ak'-'' 

'.5'4 745-'. '~ .'.5.4 fully 

. 

r..s 

n 

nonc 

' ' 4 5 5'~ 

.'5. 

'~j~> or. 

- S 

lll -JI -x)l. U5 

'cio'L-ainc, 'o 

C 

-- 

.lz;"'7u 61--i 4 

~~~~~~~~~o 

,,ri 

ii,_ Somuir9, 

10 U.' ' j'.'s4-,i..s" 0f 

'r5.'5'c 

c.5, 

luaio !-7o~'' 

3 

s4 

'45-' 

4i_ ' ' ' . ' > ' 4 . - 

,{'..s-s'~ ~?"- ''5''-,!a 

roi55'.3'.~ , co-111' 

)U'.'6s."~4s 

4s.4 

theas'-V4 "'-'5~,5-.s5sS'5 

-- 

55lF": 

555T5 

t'

Youlj or Old 

Age is not really important as long as other characteristics are met* 

It mirit be arucd that a. young person will not have the full respect of the 

villae, Do not forCet. however. that there are other members and the 

VKIC works as a team* One or two younger members may be useful in 

dealing with the health problems of young persons in the villages 

To surmrarize. the desirable characteristics of VHC members will be 

listed again: 

* Honest 

* iHard orking 

Active M'embers of Village Comiituity 

* Rlespected by Village Comnunity 

Lives i. Village; not Absent for Long Periods of Time 

."Open to ±'few Ideas 

* JEducation no as Important as Other Charaoteristics 

*" Women as T-ell as Mon 

* illinLness to Coopernte with Project 

Yoiung as Uel as Old 

There are probably other desirable charactristics, but these are the 

most inportant. 

You should refer to section 6 for more information about Village 

lealth Comixittees, 

5r5 aSeinn Villae Insj"qci on 

At any time after election of the VHC the HA or HSA should perfori.m 

a Bascline Village Inspection. See Section 13 for details as to how 

to perform this ins)ection. Mhe information collected vill be useful 

in lalowin,, from where we have sta:rteC .- i.Ciethor progress is Lohioved 

when .: perform future villao inspections.

5,6 Village Health Committee Traini.c 

This step in the strategy is probably the most important: it must 

be accoinplished with imaLination, sensitivity and diligence. This is 

the step w-hich will m-nke our efforts a success or a failure* 

The actual training process will be described in Section 8; in this 

section we will only describe some of the highlights of the training 

progratwie. 

The irmortant thing?, to remember is that training must bc'performed 

in a ay that is acceptable to the VHC members* To do this, we must first 

find out what the VHC membor- !±ow and then build from there* It will 

not be possible to treat VHC members as if they are school children who 

will sit and listen to us lecture to them. We must adapt our teaching 

techniques to their traditional ways of learnir-, If you think about 

how people in villages learn about new ideas you will realize that the 

only time they would learn in a classroom setting,is when an outsider 

eots them tocether to do so. Ucally they learn by discussion, telling 

stories and even gossipe If we can adjust our ways of teaching to their 

ways of learning then we have a chance of succeeding* 

People will also be much more interested in a training programne 

that they help to sh~tpe. That is why we should proceed in a way which 

helps them identify their own problems and priorities. We will be more 

successful if we be;,in our teaching .ith things about which they are 

alre.,dy motivated, You will provide trL-.inin., for them on the problems 

they see as hiJi priority, You will try as much as possible, however, 

to li-it your initial tr.iain sessions to topics the Project is desined 

to O.e.l with. These .*.re: 

construct: 

Water/sanitLtion/Health Relationship 

- Excrot... disposzal 

- Personl hy :ienc 

- aviroimental cleanliness 

- Drinking ,ater storage 

-- Waste disposJl 

- Diarrhoeal diseases 

- Skin diseases 

- Eye diseases 

- Intcstin:wl worms 

In tho process of doing so ue will be encoura4in l, VHC members to 

-- Lrinos - Refuse pits 

-- Bathin, houses - Dish racks

And to learn to treat: 

- Dehydration 

- Conjunctivitis 

- Scabies 1 lice 

- Intestinal worms 

After these topics have been thorowihly covered, consideration 

may be given to ad.Jitional topics. The purpose of training the VHC 

is to provide them with information vAich will modify their attitudes 

and motivate them to change their behaviour concerning water-related 

illnesses. It is not certain how lon3 this training will take since 

this depends on how quickly a particular VHC progresses, but most 

likely 5 - 10 days would be necessary (spread over several weeks)& 

The VHC training will take plaoe in thi their own village; the 

field worker will travel to them. They can decide upon a meeting 

place in the village. 

5.7 Regular VHC Meetings 

Once the VHC is trained, you should encourage them to moot 

regularly. This means once or twice a month, or something' like that, 

They will possibly want you to be there to meet with them. The 

purpose of these meeting,s is to discuss villa,,e health problems, think 

of solutions, and in gentral help V1C members begin to see themse.ves 

as responsible for the health of the village. Vihere they moot is 

up to them: in a nearby school or church, or under a mango tree.

5.8 VHC Follow-up Visits 

After the training hes been satisfactory accomplished it will 

be iecessary for the field worker to make rupcuted visits Each 

0 

time there will be a mecting' with the VHC and their households will 

be observed to see if they are making anpropriate changes in their 

behaviour if not already correct (e& building latrines, properly 

storinc; water). If not, the reasons why will be discussed with them 

and continued encourzgemcnt will be provided 

5.9 VHC CompliancE 

T-lhen VHC members have satisfactorily accomplished certain 

tasks, they will be said to have opled. This means the following: 

- Construct a latrine 

- Construct a bath house 

- Construct a dish rack 

- Dig a refuse pit 

- Properly store drinking wz,.ter. 

Since it is probably impossible to expect 100% compliance, we will co'. .s' 

W0% as satisfactory. That is, when 8 of the 10 members have latrines, 

an.' 8 hzvo refuse pits, etc., we will consider this satisfactory cc:?liance, 

•7.0

-;drfllis 

8 

Ali 

5.10 

54'11 

5.12 

'111e point o.L askin,:; for comapliance 1-.ith those tasks it.- U.-w~ 

~u~tconentateoureffrtcon hc. V-. Cs, There are too many village 

fziAijs I-or uo t-o re-ach them z.1. Our zrrtoy io tha4;.- if m- c"..n 

efet~boh.viour chu.a-c ii tL SW',j . then they ..ill helpI 

brin abot. ch_,n,,, in th. ctof "Th1c ila.To assist thIis *?.roct;.u: 

01c. CIlc VtIHlnS h" CiC.L coi-.pli.flcO, ill tr..In th to be co~.n-ii% 

ec.uators, ac iL.oz-a:& in the nextucr 

VTICC i"'t dutonouroe 

11fNor achiovin, s .tisf..ctory compli:lnce, the H-.;. or IISj iwill -,rovide 

za furthor trii:cour~e, proba.-bly 1..sti:1. tw~o dwyG, whicai w:ill covor 

techniques of co;.-.nzity health e3.uc:ion, Visua~l aic~s will be nrovie-ed 

to t'Uho VIC -.s .ell ,ztrainin_ in 11o1 to levelop theil, own visua~l aic.sf 

The a i'rounch :.;znwill .1nl be sh--rel pi-nnain problem solvinL. 

111n, ,ArA.e..7 ic to Ceve-lo., VJHC ;Liu~ac±fljcsito offoc-Ii e eCauca-tors 

of TLheir noihhilors. 

IT AIssi nmenrts 

aLfter cooplotin'-. tI~.o healdth clue: tion courue1 eoch VflIJ nmex-.ber 

;.ill soloot -tji oin whlich t o iork. Such assigninents ill varyt 

but exirioles are th o~tIeI !Jei.iro C-10 n aSvi ;C. JlArine proviotion, 

ot-:.trs rc-fuse its, o'Ciot~rs rphylr..t ion mthoels. 7Those iniet 

TIll :)Cilicz bacel. un.on thwlir W.Mi S' cific ta,lents n' inAtrotse 

Shioull *.4 Lhoni e iii liiiti-n thec op of whiA each im.iviluj.l 

ii. rez,)onsiblo fo: So~ic. i' v; t: he morce enor-1as',~e 

owecver, wLhich cov( ro sovoral-. 'rbe %)oilntlicre is to ivoe a ch 

.ierfwe : Ce.in-blt, ro,,)onibiliuy. Yhis ;ThLoulci LSAcic them in e-Cuccting 

.2I I;;iv..ti.... *:hir~ noihbours. 

'/2iPorsie Juroes 

A5 they :ro roof, -'uith their i-ork ofeucint.i-om;tiv C 

moiibnvill "cr aiv. 11C. nLoAUbc.y for, continuad i )u s in i i.y 

JL' lin o.Lh~ _xlhifrii lco 0t review vh..t; theY hI-ve 

.r..:lo ;r: : 2h pio )ai, ialy fo±: otd 0 t.i 11 

previi.e Cuch contiin. d-w _-';,ion b),.- lolL.1., r~.c cour:,os. A..., in, 

l.:.eill I.C, Lil.o nt'e .a.o~ce 

'v'r 6.i.ctuion iaoth-o'~

5.13 Continued Follow-up Visits 

To continue to encourase and support VHCsj 'Mks and HSAs will maintain 

rexlor Li&_.frequent contact with them. As ,,,ith the follow-up visits described 

in soction 5.6, these visits will mainly be with the WHC members, but such 

members should be encouraged to discuss with you what they are doing to educate 

their fellow villagers. They should discuss specific cases with you 

and tatko you to see families with i4ich they are specially concerned. These 

follow-up visits will continue indefinitely. 

5*14 Follow- p VilaLe Inspections 

Thee Inspections will be conducted in the same way as the Baseline 

VI described in section 5.7, Such follow-up VIs will allow us to monitor 

our progres .; they will be performed every three months. See section 13 for 

more detail% 

5.15 Conclusion 

It is the intention of this strategy to put increasing amounts of 

responsibility on the Villai-e Health Committee 0 

They will become promoters 

of hygiene and. sanitation and kAow how to and be interested in educatin, their 

neighbours. In this way we i.ill have .-reo-,tly multiplied our efforts in 

spreadin the imessag2e about w.oter, he .lth arn; sanittion. Our role 

therofore i. to facilitate. to help and . assist people towards he.lth; Cod 

not to do thin:,s for them. 

-,2

S1 / 

Ot cp pI n th'e -vIIag -an, vwhat. ~ ot 

-- ,- c hat.Atereach-action,-pttlte-numnbe,* s) 

~V ied lite' pep woido4.tese things. 

C, ;de 

Sa. Caring f r, 'Vry, v youn~~< (1 

- - -~ ~ & 44 ~ (Actions4 

1 . Traditona birth attendants a. Cai~ for~i~ ih 

iy~o 

-9-' %.i 4-9 

S"44 

444 - L 

-~~ ~ ~~ ~ ~ ~ ~ ~4, ~ 

4-.-4-'rd~~nl elrs'*42>'' 

4, ' 44--7 

44 b ~~C. arccing c hoendrng.,( ( 

pjregnancygoo fcc, for the'- "iJ4 

. Wat 4i 

dy'rovIdincl forI"' thitll 

and -reati' some 

4 

r~~-f at, ingA ry explain44 4() ) 

'4 ,4> - a:' ,C 

T "~' foodt14~ -> 

~". 4' M-_44;ng c~~ 4-'- s for~ th 

, j~i- 4 I y5a~'r~igsm-4 'j~" 

) 4 

4 ~~~~~failysi~~' 4 ~yn o~-4 

' 21opmento 

~ ~~~hat in n- ge

13 VIT4 AGINS)PC,I01T 

'13.1 Pupose 

C-8 

The.Villare T_.-c-ion (VI) is designed to provide 

fact fin(cing for s:.n:LThry conditions and problems in Targer 

Villages. The VI Till a.llow. a means of monitoring the 

progress of sanitaiion and hygiene in a village; this will 

tell us whether ou' actions are having effedt. The first 

time you perform a VI in>aTarget Village, it will be known 

as a Baseline Village T-hrpoction. Subsequent VIs will be 

known as Follow-up Til].&-e InsDections or merely Village 

Inspections 

VI is also a chance to have discussions with the VHC 

members and local -ilagsers about conditions in their village. 

If there has been ii.,iporovement, they should be praised and told 

so; if there has been no improvement, you should work x.ith 

the VEC to find out :x'b the problem is and how they can try 

to solve it. As has boen stated before, we are really 

looking for a chT_,.; i;_ hygiene and sanitation related 

behaviours, but as these are difficult to measure, we will 

look for more obvious, observable things, such as latrines 

and refuse pits. 

13.2 1ow _o Perform a -v_illa,e In pection 

Before perforo.4ng a VI, you should contact the VHC, 

giving them a few c&.yrjnotice to prepare themselves and the 

village. They should un0d.erstand what you will be inspecting. 

fhoy should also b, :. -re to take the inspection tour 

throush the villa.,c .. you. There will be an excellent 

op-ortunity to di,.cus.. village health and sanitation problems 

as you walk tbrou.. t -- village torether. They can possibly 

tell you, for inst.'!co, ;27coblems individual families are 

havinr building la;:-inos or bath houses. On the day of the 

VI you should arrivi, c.4,;e time specified equipped with a 

village inspection calll' Theet (Form h-ESP 5) a pen or pencil 

and a clip board o.. ;o,*io.i.in,, to write on in the field. It 

would be wise to fi:t Lve a brief chat with the VHC and 

meet the Headman anC :.t Officials if they are not members 

of tho VHC.

- 2 - 

Depending on the size of the village, you r''.',, c-'efully 

plan your time. If it is a small village you .re i2..iecting, 

you can afford time to move slowly 9nd have a -oo c-.mr with 

the VHC and other people you meet during the tour. ' T ith a 

larC;e village, you may be forced to move quickly a, of. i 

ciently to get the job done. In :_ny event it is ia o~iKut 

t_.at you must not give the appearance of someono , as come 

t,Q crit..ze .and embar_U Your manner should be o:no of praise 

and encouragement when you see improvement. Jhen 1.-c7, of 

improvement is noted you should ask the VHC mnnb.::1 to comment: 

What is the problem? How can it be solved? Have b _.Y,-,olzon 

\;ith the person(s) . involved? Is there anything you c,-m co to 

heIp? It is important to keep stressin; that th2 ,., ,onsibi 

lity for sanitation and hygiene in th, villagc below.'_ ;-,:-o the 

1flC. You ar(. thero to help them, not to do thin re ,.. 

At the conclusion of the VI, it is advisdbl,_: o , it 

don.m again with the VHC for a wrap-up chat. Try ::o .nd out 

what their plans are to bring about more improv-.e.: by the 

time of the next VI. 

As you walk through the village you will b,, ob;e:.ei-inS 

many things at the same time. Try to focus car, ,l?.; on the 

things you will be counting: latrines, refuse pits, etc. You 

must also be assessing the .eneral cleanliness o l c village. 

13.3 Frequenc y of Village Inspections 

In Target villages of the Project, it is r.vL'.:.d that 

each village be inspected four times a year. -.1o awi ith 

this, it is sug1gested that you keep a yearly cal,:nL,.:' oling 

which villages should be inspected in which moni;h. 

At some timae in thc future, it is hocd .. F.1 I., wll 

be able to perform their own VIs, thereby rethcin am, sount 

of i-ork necessary on your part. That, howevea, :,7 ain2 in the 

future. 

. A1 bi, Do .,,

13.4 What to Inspect 

There are three main categories to the inspecbion:a. 

Sanitation 

b. Water Supply 

c. Environmental Cleanliness. 

we will now look at each of these in turn. :ill .,hr, be 

frequent references to the Village Inspection L:.-C--i'o You 

will do well to consult Manual Section 14 while ro,.-.i , through 

this section. 

13.4.1 Sanitation 

13.4.1.1 Latrines: When counting latrines, mark anything on "-",o Tally 

i:heet (Form HESP 5) that appears to be a buildin. de-i, ned for 

excreta disposal. In rural villages this is almost always a 

simple pit latrine. If by odd chance, someone h).s 0.flushing 

toilet in the village, also mark that as a latrine. "'ulong 

as the latrine appears to be used, count it as a La.. 

Only when it appears so dilapidated and worn out "1'.E it is 

obvious no one is usin it should you not count it zas a latrine. 

13.4.1.2 Unsatisfactory latrines 

Next you should determine whether you juceo.: latrines 

to be unsatisfactory. It will be counted as 1nsatifctory if: 

- The floor is very dirty showinjG no evid.ence of 

cleaning. 

- The walls are seriously cracked or eroded. 

- The roof appears to be seriously leakzing. 

- 'The pit is full or nearly so. 

- Excessive amoants of flies, cockroaclics or other 

vermin are present. 

- Inadequate privacy available (e.g. no ".oo:.- or 

screen). 

13. 1.3 Latrine under construction: 

A latrine should be counted as "Under cons':cuion,* when 

it appears that honest efforts are under way to com.-lt'-e the 

building of the latrine. Do not count old pits th .t:;ore 

obviously dug some time ago and yer are pointed, to ,'s th 

"latrine" the owner is working on. If you coun- . 8:.ucture as a" 

)I)-

13.4.1 .. Bath Houses 

-4 

as a "latrine under construction" you should- not ,1:o count 

it as a Latrine" (See 13.4.1.1. above). 

As will be discussed in another section :e ! in 

ac introducing improved latrine types which cut do-n on flies 

and odours. There is no place yet t,) count sucl ino o-:;ients 

on your VI forms because the ideas are still in

13.4.1.6 Dish RacKs 

-5- 

Cccasionally, the hole created in building a hou,o i - used 

as a refuse pit. Whatever the pit is, to be co-un; >ar)a 

refuse pit it must show actual signs of being u:ce,.. >ole 

". 

in the -round near the house should not be cout ( 'C a 

rafuse pit unless you are satisfied that it is boiza u, 

as such. Furthermore, do not count pits which ae ju'll 

Known as "thandala" in Chichewa, dish rac-s serve the 

dual function of keeping dishes and. other eatin,; -ne 1 . cooking 

utensils out of reach of children and animals and .12oof 

providing a place for the proper drying of dislies. dish 

rack should be build of bamboo or other such rat-i:l, form 

a platform about 1.5 metres from the ground -.nd b built in 

the open to take advantage of the purifying actic-n o: t'-e 

stu. Count as such any structure built for the l o:c of 

drying dishes. Do not count other structurcs 

which may sometimes be used for that purpose (such ... edge 

of a nkhokwe platform on which dishes are sometic .ied). 

13.4.2 Water Supply 

'3.4.2.2. Laps 

In Target villages tap water should form t, 

supply. Our concern is really with how well th, waste water 

is dealt with. 

Count the number of taps in the village. Thi ;.:ould 

not vary from inspection to inspection except in ,2aro 

circumstances. Do not count taps which have not functioned 

for a year or more. 

13.4.2.2 Tap, with ,,atisfactory Drainage 

Whether the tap waste water is led into a soJ_'-_aay, 

vegetable garden, or natural drainage feature is not 

important. What is important is that there sLor-l' no:: be 

standin,, pools of waste water. This is for two ea.o?.:i : 

(1) it provides a breeding place for mosquitoes; (2) -.nimals, 

especially pigs, are attracted to such water cn( c,: _ ;:cv-orm.

-6 

the tap area into an unpleasant place. Mark ,s 2a~ifactory, 

those taps which do not show evidence of colloctin t~u~Cing 

pools of waste water. 

13.4.2.3 Taps with Laundry Slabs 

To promote more frequent clothes washin7 -uO -o 

minimize contact 

may sometimes be 

slabs which are useable. 

13.4,2.4 Drinking 'Water Pots Inspected 

with bilharzia infested water, lvv a 

provided near water taps. Count onl 

o slabs 

such 

During the VI, whenever you find adult mcmbo::js of 

a household around the house ask politely to inspec ° - ithoir 

drinkingwater storage pot. There are many behaviours 'Ihich 

affect proper water storage, but most will not bo obZovcrsble 

- we could only ask about then (e.g. do you empty out hc 

old water every day and replenish with fresh wat?). 

Because of this we will consider three directly ob:2c:.vablo 

things in determinin- proper water storage: 

- The storage pot should be kept in a secure place 

where animals do not have access. 

- The pot should be covered, 

- The dipper should be on he cover, oa: hung on the 

wall (also, the dipper should have a W'.n.le, and 

not be just a tumbler.) 

If these conditions are not met, mark tht- ot as 

"unsatisfactory,,. 

It is extremely important to approach this pa:t of the 

inspection tactfully. Do not force your way into sonv .one's 

house for this purpose. 7nter only with their genuine permission. 

It is further adviseable to only insp;c; !?ot in 

the living room, not in bedrooms. 

13.4.3 -;nvironmental Cleanliness

13.4.3.1 .A.ellin7 Houses: 

The condition of a family's housing is often v', .... ±nuch 

related to their level of health, Better housin, 's"'ly 

means better he.ilth, neglected housing usually nl..ected -n.,v" 

health practices. 

detcrmine whether 

Because of this, it 

people are livingz in 

is importcat fo::: us to 

satisfacto2.T• ouses. 

On the Form HESP 5 mark as a "Dwelling House" any bu.. Cin- in 

which people live. This will be defined as the bui.dincs in 

wlhich people regularly sleep. This obviously will include 

the family's main house, but possibly also smaller older 

houses still being used, dormitories for teenagers, a-nd if " 

someone regularly sleeps in the litchen, then that Chculd 

be marked as a dwelling house. If the family is not around 

when when you are performing your VI, this may be difficult 

to determine, so you must use your best judgement. A.house 

should be marked as "Unsatisfactory" if: 

13.4.3.2 Infestations 

- The roof, thatched or iron sheets, appears to leak. 

- I-Talls are seriously cracked or eroded. 

- Walls need smearing. 

- Khondes are seriously worn or eroded. 

- Floor shows large cracks or serious irear (if you 

are able to observe the floor). 

As you perform the VI, you should take note o." Cwelling 

houses showing evidence of infestations. This rxa be through 

direct observation or through report by the occuant of the 

house. Numerically, you will indicate only that -hoe is an 

infestation, not the type of infestation. The tyrpo of 

infestation should be recorded ot the back of the t"om IESP 5 

(Tally Sheet). The common infesta-ions detected include: 

Rats L..ce Snakes Cockroaches 

Bed bugs Ticks Fleas 

13.*4-3.3 General Cleanliness of Village 

As you proceed through the village, you shojld continually 

keep note of the general cleanliness of the suxroundings. 

At the end of the V1 you will make a judgement as to whether 

the cleanliness of the village is "satisfactory" or

-8 

11"unsatisgactorr A few tlin.s you should consi.'e: in r".ing 

;-our judgement: 

- are th3 surroinrin's swept? 

- Is there rubbish lying about? 

- Are there animal dropTin-.;s in large u..ui;i ;ics 

lyin7 about? 

Arepeople keeping tall rrass and busb :.-oa 

encroachin7 upon their houses? 

Are the village pathways kept cleareC., o:- -re 

they over-IroIn? 

Remember that you are formin- a general " r- n o" 

the villa P, a few poorly kept houses will not net.r; ily 

h,".ve to pull the villae into .an"unsatisfactor.:.i "e:%J-n.L if 

you feel that most of the village is generally elv.n. 

You may write any information you .-ish to suppo'".t 

your ratin; .under the "comments" section of form...2p 5, 

o. on the back of the form. 

13.5 onrtin- I!ousehold.s 

JVs you coun3 dwelling houses you should cr.- to 

determine how 7any such houses make up a IHtousehol,11. 

household somctimes referred to as a "f amily,"I is defined 

as group of people living in one or more houses T:ho rrco2;n: 

one person as the head of their household. The rcar:on for 

noeding this definition is that in terms of lata-incs, 

bathhouses, etc, only one of each such facility i. neoe.ed 

for each householi not for each dwelling house. ".l hough 

customs vary throughout Nalawi, it is frequently 'ho carmJe 

that a households compound my consist of several c1.el.inti 

house. Xlthou-h customs vary throughout Nala.i, it is 

.requontly the case that a households compound m-, consist 

of several dwellin-.,; houses: a main house for the head of:' 

hoilsoiold, his ,,,ife and vourg children, another shall house 

fo. older boys, and mnothor house for aunts or ;ancnd.iothers 

wl-ho live ,ith the older 2irls. This is just ean e:Zra.1., but 

p:i.obably a common one. In i his case the three d.ellji, 

hou:"es would make up one bousehold. 

/,\ II

The number of households is very importza; ::i'."_Z th 

percentages you will calculate depend on exactly ho-: m'.ny 

housebolds arc in the village. 

13.6 . crcentages 

The percont n3!s that you calculate (sea ",c-ion 16 

on Forms for instructioh as to how to perform t.e c-lc-Q.lation) 

-.re vCry important since they will be used 'in dc'.i::.n'n 

propre s in sanitary condition of each Target vill."',, 

For example, if at the time of the Baseline Ins. ;in 

you find that 32% of the village households have !C.i.rinc, 

but that at your next VI you show that 45% have l: i.s, 

we can say that there has been an improvement. i-' i- r'emains 

at 32%, then obviously our efforts to increase 1.'._'in 

construction have not had effect. 

13.7 Nixjmber of VTC Members accompanying on Inspection tou' 

As mentioned earlier, you should request tha-t nembers 

of the VIIC accompany you on the VI tour. You shoulJ in-icate 

on the VI form how many actually did. To be so .:cc, a 

VUC member should accompany you for nost of the tou:_-; uot 

just meet with you before the inspection and then 'i;am:ear, 

h action of performing the VI together shoulC b, i:. loa;ning 

experierce for all.

0 -VASUNGIDWE KA!BWINO KAMADZI A!fUWWA 

TS/KU MII 7AfIKU MU$AtMWRE - 

TA YANI MADZI WP 

MALE -~-YOMWERA 

JYAI 

THiRAI 

VUlNDIKIRANI 

MAN CHNDEIR 

WDIKIJTHIRA PCIUDKR 

ENA 

ATSOPANO

TASK 14 Why People Behave in Unhealthy Ways 

C. Unsafe disposal of excreta 

The villager excretes in an unsafe way 

because he/she 

1. believes that 

2. is afraid of 

3. does not know 

C-10 

4. does not have 

5. tried latrines but 

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IUMDWCTION 

II- 

1. Excreta-related diseases are responsible for a large proportion of the 

morbidity and mortality in developing countries, especially amongst low-income 

communities in urban fringe and rural areas where adequate water supplies and 

sanitation facilities are typically absent. Excreta control is thus of 

paramount importance if the incidence of these diseases is to be reduced. 

Research sponsored by the World Bankl/ has clearly shown that excreta-related 

diseases can be greatly reduced by (a) the provision of sanitary toilets, of 

whatever type, which people of all ages will use and keep clean; (b) the 

effective treatment of excreta or sewage prior to discharge or reuse; (c) the 

provision of an adequate water supply such that water consumption is in the 

region of 30 to 50 liters per capita per day, which is normally the minimum 

requirement for the control of those excreta-related irLfections which have a 

water-washed mode of transmission; and (d) cn effective ind sustained program of 

personal hygiene education by the responsible local authority. 

2. Economic and financial constraints dictate that the water supply and 

sanitation technologies to be used for the control of excreta-related diseases 

in low-income communities must be affordable by these communities; these 

technologies must therefore have low capital and operating costs. In rural 

areas and in urban areas up to a population density of around 300 persons per 

hectare, the least cost technically feasible sanitation technolog-, will often be 

the ventilated improved pit (VIP) latrine, and there is no doubt that the VIP 

latrine will be one of the sanitation technologies mcst widely adopted during 

the International Drinking Water Supply and Sanitation Oicade to meet the needs 

of the urban and rural poor. 

VENTILATED IMPROVED PIT LATRINES 

General Description 

3. Traditionally-designed pit latrines have two main disadvantages: they 

smell and give rise to serious fly nuisance. Both these disadvantages are 

substantially reduced in VIP latrines. As shown schematically in Figure 1, the 

pit of the VIP latrine is slightly offset from the superstructure in order to 

permit the installation of a vertical screened vent pipe. As explained below, 

both fly and odor nuisance are controlled by the vent pipe; in all other 

respects VIP latrines are similar to, and designed in the same way as, 

traditional pit latrines, although some recent designs have the novel feature 

that the pit is emptyable so that the latrine can be a permanent structurs 2 /. 

1/ See Annex IV, Volume 3. 

2/ See TAG Working Paper or Ventilated Improved Pit Latrine Design 

(forthcoming).

.;jrControl 

-2 

4. There are two explanations of the vent pipe's role in odor control: 

(a) the thermal effect of solar radiation on the pipe's external surface 

and (b) the suction effect of wind across the top of the pipe. The relative 

importance of these two ventilation mechanisms is currently unknown, although 

field investigations are at present being conducted with TAG assistance in 

three developing countries. In due course the results of these studies will 

be published in this series. 

Solar Radiation. The effect of solar radiation is to heat up the 

vent pipe and thus the air inside it. This air becomes less dense and 

therefore rises up out of the venL pipe, and is replaced by cooler air from 

below. In this way a strong circulation of air is created through the 

superstructure and pit and thence up the vent pipe. Any odors emanating from 

the fecal material in the pi* are thus drawn up the vent pipe, so leaving the 

superstructure odor-free. 

-. Wind. The effect of wind passing across the top of the vent pipe is 

:o create a negative (suction) pressure within the pipe, so that air is drava 

-ut and replaced by air from below, thus establishing the air ci:culation 

inttern described above. 

?. It is apparent that both ventilation mechanisms may operate at the 

jai-e time, although clearly the solar radiation effect can only occur during 

daylight hours. In spite of the present incomplete understanding of how the 

'ent pipe actually works (and thus how the vent pipe can be optimally 

designed), the latrines developed in Zimbabwe, which are described below, have 

performed very well, with odors being completely eliminated. 

iuect Control 

8. . Flies. Flies are attracted to pit latrines by the oidrs emanating 

froir them. In VIP latrines flies are attracted to the top of the vent pipe 

since that is where the odors come from. If the vent pipe is coiered with a 

fly screen, the flies are unable to enter and lay their eggs. However a few 

flies will enter the pit via the superstructure and eventually new adult flies 

will emerge from the pit. Newly emergent flies are phototropic 

r 

and thus, 

- d the superstructure is reasonably dark, they will fly up the vent pipe 

since the only light they can see is that at the top of the vent pipe. They 

are prevented from leaving, however, by the fly screen and in time they fall 

back into the pit and die. Early experiments in Zimbabwe 1/ showed that thi8 

form of fly control is very effective: in a 78 day'monitoring period, 13 953 

flies were caupht from an unvented pit latrine, but only 146 were caught from 

a vented (but otherwise identical) pit latrine. 

P.R. Morgan (1976). The pit latrine - revived. Central African 

Vot.rral of Medicine, 23, 1-4.

-3 

9. Mosquitoes. Wet pits encourage mosquito breeding, although in 

Zimbabwe this is not generally a severe problem. The ventilation system of 

the VIP latrine reduces mosquito breeding but not to the extent that fly 

breeding is reduced. Covering the surface water in wet pits with polystyren:7 

balls has been found to be an effective mosquito control strategy L/. This 

work has been recently confirmed in Zimbabwe, where 1 kg of 4-6 mm diameter 

2 

polystyrene balls added to wet pits of 1.76 m cross sectianal area achieved 

substantial mosquito control 2/; however the long ter- efficacy and 

practicality of this method of mosquito control and its effect on sludge 

accumulation rates in pits 'subject to seasonally variable groundwater levels 

remain to be determined. Recent work in Tanzania 3/ siggescs that mosquito 

control can also be achieved by placing a suitably designed trap over the 

squatting plate hole; such a strategy is necessary since mosquitoes are not so 

phototropic as flies and so may emerge through the squat hole, especially in 

the evenings 4/. Further research is underway on oLosquito control in wet pits. 

10. The vent pipe thus performs three vital functions: it eliminates 

odors in the superstructure, prevents most flies from entering the pit and 

.. traps newly emergent adults. It is important that air circulation through the 

latrine is not impeded in any way, for example by placing a cover over the 

squat hole. Such covers used to be recommended to control flies, but in VIP 

latrines they are not only unnecessary but also detrimental and their use 

should be discouraged 5/. 

1/ P. Reiter (1978). Expanded polystyrene balls: an idea for mosquito 

control. Annals of Tropical Medicine and Parasitology, 72(6), 595-596. 

Experimental results are given in Annex III. 

3/ C.F. Curtis (1981). Insect traps for pit latrines. Mosquito News, 

40(4), 626-628, 

S4/ Recent work in Botswana and Tanzania has shown that approximately 

two-thirds of emerging mosquitoes try to leave via the vent pipe and one-third 

leave via the squat hole (C.F. Curtis and P.M. Hawkins, "Entomological studies 

of on-site sanitation systems in Tanzania and Botswana," Transactions of the 

Royal Society of Tropical Medicine and Hygiene, 76(1), 99-108; 1982). 

5/ An exception to this rule may be in areas where it is culturally 

unacceptable to have a dark superstructure interior and therefore a squat hole 

cover is needed to reiduce the amount of light entering the pit from the 

superstructure. Research is required to compa.e the effect on fly control of 

having no cover (thus maximizing air flow but permitting light to enter 

through the squat hole) as against having a cover (thus impeding air flow but 

restricting the light which is needel to encourage young flies to try to exit 

up the-vent pipe). If a cover is used, it should be raised from the slab so 

that air cirdulation is not unduly inhibited.

Fly screen - 

OIA"AW \Thatched roof 

&~'A'X~ 

Cement 

rendered reed 

VYent -pipe Mu n wtl spiral 

t i 

Rectarigilar pit 

Timber cover slab 

Figure 11: Exploded sthamrtic diagram of Eud and wattle spiral VIP latrine. 

, R/

- 20 

35. The pit dimensions are 1.5 m x 0.6 m x 3 m. It is important to 

ensure that the longitudinal axis of the pit lies north-south, to permit 

correct orientation of the opening (see paragraph 25). Once the pit has been 

excavated (and, if necessary, lined i/), the cover slab is formed. This is 

done by placing two logs, measuring 2.1 to 2.3 m long and approximately 100 mm 

in diameter. along the pit 300 mm anart, such that their upper surface is 

flush with ground leval (this necessiLates removing soil at both ends of the 

pit). Logs measuring 1.2 :a 'ong and roughly 100 mm in diameter are then 

placed acrost- the iougicudiivl log3 without gaps and nailed or tied to them; 

apertures for tiLe vent pipe ar.d satuat hiole are formed at the appropriate 

places (cee Anncx L) by : u0i pairs of shorter logs which come to the inner 

edge of the ongituctinal Togs. ThL wooden logs used should be resistant to 

termite and luagal attack; in Zimbibwe mopane (Colophospermum mopane) and 

mususu (Ter'inilia sericea) are commonly used 2/. 

36. Once the logs are in position, the superstructure is then built. 

Some 30 to 40 timber poles, 1.8 m long and 50 to 80 mm in diameter, are 

erected in the spiral shape, nailed to the cover slab and tied together using 

18 swg (1.219 mmr) wire. The lower ends of some of the poles should be roughly 

cut to a point so that they may be firmly wedged between and nailed to the 

cover slab logs. The upper sections of the poles are kept in place by 

fastening rings oi green saplings around them. The roof is then made from gum 

poles about 30 mm in diameter which are pliable and can be easily shaped to 

the desired cir:ulp.r form. The-diameter of the roof base is 2 m and its apex 

0.5 m abo':e the plane of the base. The roof is made by weaving and tying 1.2 

m lon. gu poles between five circles of green saplings 225 mm apart. The 

roof is then thatzhcd with straw or dry grass and placed on and tied to the 

superstrvcturi. This procedure *.as adopted as it is the traditional method 

for making rrofz ;i rural Zi-mbabwe. The thatching has to be very dense to 

keep the -up3r:.-ructure sufficirntly dark for good fly control. 

37. OrLcn th:e Auperstructure and r,.of is complete the application of mud 

begins; in Ztrrbae rdraitional practice in the rural areas is not to use soil 

from the grurvd b.t froir termite hills as this is found to have better 

adhesive ?ro.eree. ;.id gCeater durability. The superstructure is first 

plastered witfl mud, bnth inside and outside. The cover slab is then also 

plastered wit.: mud sue's L',ac the floor slopes in all directions to the squat 

hole. As the nu. drie.:, r.:cks appear a,~d the surfaces are plastered with mud 

again to fill these cracks and :o provide increased strength. The mud is 

allowed to d-y oC.it and all surtaces are then plastered with a thin coat of 

I/ iit li-ning (see Para-caph 14) recuires an additional half bag of 

cement (Z 1.7, US$ 2.5). 

i/n rural areas of de-eloping countries local knowledge of suitable 

timbers and termite protection methods is generally very good, and it is 

always worth as!king the local people what timbers they use and where they use 

them in buildings (see P.A. Campbell, "Some developments in tropical timber 

technolc.-y", Appropriate Technology, 2 (3), 21-23, 1975). In Zimbabwe less 

resistant wcods Luch as the indigenous Msasa (Brachystesia spiciformis) or gum 

wood ( l _t'ts s.p.) are commonly protected against termite attack by 

coatir.g tle with liberal qucnt-.ties of wood ash, used engine oil, coarse 

salt, carbolirnium or dieldrin. 

,6 }~

- i! 

cement mortar (1 part certent, 6 parts sanid). The cover slab is then painted 

with black bitumastic paint. 

38. The vent pipe is constructed from a 2.4 in x 0.9 m (8 ft x 3 ft) mat 

of local reeds w'oven writh string or wire. The mat is rolled up around four or 

five 280 mm diameter rings of greea saplin-s to form a vent pipe of 

approximately 28 cm internal diameter (Figure 12), and the fly screen is wired 

on to one end. The vent pipe is then plastered around half its circumference 

with cement mortar; wnen this 'as dried it is placed in position and tied to 

the superstructure, and tien the rest of "he vent pipe is plastered. 

39. Finally, the e. zcsed parts of te.e cover slab are covered with soil 

which is placed so as to s.'.pe gr..dually away from the latrine to the 

surrounding ground level. Grass is then nianced -o provide protection against 

the rain. 

40. Thatched Latrine. This latrine, a-own in Figure 13, is very similar 

to the mud and wattle latrine, the .nly difference being in the 

superstructure. The spiral is made fr.si gum pc.les placed at approximately 150 

mm centres and held in positicon with horiz_intaI saplings, also at 150 mm 

centres, which are interwoven with and .ied to the vertical members. The 

exterior is densely thatched to exclde light. This version of the VIP 

latrine is especially suitable in areas whure tiiber is in short supply. 

41. Anthill Latrine. In aieas where grass and poles are very scarce, the 

superstructure can be made of well-kneaded arthill soil built up in the form 

of sausages to the spiral shape. The vent pine is made in a similar fashion, 

coils of anthill soil being wound in a circle to form the tube. 

42. Low-Cost Brick Latrine. Locally made burnt bricks are commonly 

available in rural areas of Zimbabwe and their cost is a quarter of that of 

factory-made bricks. They can be satisfactorily used to build a spiral 

-superstructure over the rectangular pit; the cover slab and thatch roof are 

made as described above in paragraphs 35 and 36. 

43. Maintenance. The rural spiral VIP latrines require regular 

maintenance to the cover slab and superstructure; this involves repairing any 

wear and tear to the slab, wal;s, roof and vent pipe. Since the architectural 

style of these latrines is essentially the same as that of th.ir houses, the 

householders hcave :he necessacy "kill:- to do regular -!aintinance work on the 

latrines; normally this is .lcnre once a year after the rainy season. The only 

maintenance work about whici .ti,*; Istru is need'd is the periodic inspection 

and replacement, if necnssa7:,, oi C.e fl: ,r.reen. 

Training and Eda atiL.n 

44. Sever.A1 mehods ace curr1Bnrly'being used in Zimbabwe to extend 

knowledge and publir awarz_,oess of the ViP latrine. These include the 

following: 

(I) A descriptio;i is includes in the schoo. curriculum (grade 6). Models 

are built in classrooms. In an ongoing program, schools in the rural 

areas are being serviced with VT.' latrines.

C-12 

LOOKING AT COMMUNITY LEADERSHIP 

At the end of their training, when health workers return 

to their communities, they are often instructed: 

SGET VORK W THEIRtCOOP.RATioN CLOSELY WITHi THE LOCAL im LAoNG LEADERS. COMMUNITY04 TRY 

PROJI.CTS AHD IN GITTING PEOPLE TO PAftTICI PArr". 

But which community leaders should health workers try to work with? Villages 

and'neighborhoods usuallV have many kinds of leaders, including: 

a local authorities (headmen, etc.) 

9 officials sent or appointed from the outside 

* religious 'eaders 

* traditional healers 

a schr -)l teachers 

* extension workers 

* club, group, union, or cooperative le3ders 

s women's leaders 

* children's and young people's leaders 

* committees (health committee or local school committee) 

* those ;ho have powerful influence because of property or wealth 

* opinion leaders among the poor. 

* opinion leaders of the rich 

In nearly all communities there are some leaders whose first concern is for the 

people. But there may be others whose m3in concern isfor themselves and their 

families and friends-often at the expense of the others in the community, 

Some leaders are Others are 

humble and fair. conceited and corrupt. 

It isessential that health workers learn to identify and work with 

those leaders who share and defend the interests of the poor. 

6-15

COMMUNITY 

DYNAMICS AND PARTICIPATION 

To do their work effectivelY, health wo.kersnee6d to be aware of many aspects 

of community life: people's customs, beliefs, health problems, and special 

abilities. But above all, they peed to understand-the community power structure: 

the ways in whicfh different 'Oersons relate to 

hetp, and harm' each qther. In the 

rest of this chapter we explore these aspects of co,,imunity d namaics and whaL is 

jneant by community participation. As e shall see,...cm..... y' and 

'participation' mean dangerously ditfere6t.thirngs to different persops. In fact, 

the waywe look at rc6mmunity' can strongly affect our-approach to 'participation'. 

It isessential'ita'i instructors and health wo'rkers together analy.ze the 

conflicting ideasi'arid draw conclusions based on their own experie nce. 

What is a community? TWO . 4 # 

Many health planners think ofa 

community as "a group of people living in a certain area (such asa':village) who 

have common interests and live in a similar way." 

In this view, emphasis ispip id 

on what people have in common. Relationships between members of a 

community are seen as basically agr.eeabte,,or harmonious. 

But in real life, persons liviny in the 

same village or neighborhood do not 

always share the same interests or get 

along well with one another. Somc 

may IId money or grain 0n'unfai?-frms. Others may have to borrow or beg. 

Some children may go to school. Other children may have to work or stay home 

to watch their younger sisters and brothers while their mothers.work. Some 

persons may eat too much. Others may go hungry. Some may speak loudly in 

village meetings. Others may fearto open their mouths, Some give:orders. Others 

follow orders.-Some have power, influence, and self-confidence. Others have 

littleAar,.none.. 

hIta :ommunity, eventhc= -,-,., Ps ;ccrcst and have the least power are often 

divided .,og i-hemselves. Some defend the interests of those in power, in 

exchange for'favors. Others survive by cheating and steafhig. Some quietly 

accept their fate. And some join with others tu, defend their rights when they are 

threatened. Some families fight, feud, or refuse to speak to each other-sometimes 

for years. Others help each other, work together, and shae in'times of need. Many. 

families do all the'se things at once. 

Most communities are not homigeneous(everybody the same). 

Often.acommunity is,asmall, local reflection.of the'larger 

society or country in which it exists. It will have similar 

differences between the weak and the strong, similar atterns 

of justice and injustice, similar problems and power struggles. 

The..idea that people will work well,'together simply beause they 

live At66her isa myth! 

Elements of harmony and-hated interest existin allIcommunities, but so do 

elements of conflict. Both have a big effect on people's health and well-being. 

Both must be faced by the health worker who wishes to help the weak growstronger. 

,. •1., .. .

C-13 

WHAT HELPS ADULTS TO LEARN? 

INT EST: Adults learn most easily about things they are interested in. 

CPERIEITCE: Adults basc many of their view and opinions on their own past 

exoerience. 

SFVMING RELATIOSHIP: Adults are more likely to try new practices when they see 

how they relate to improving their lives. 

PROBLIMI-SOLVING: Adults have to solve problems every day of their lives. New 

ideas presented in the form of problems and questions enable people to use 

and develop these problem-eolvin& skills. 

DISCUS'ION: Most adults like to discuss things. In discussion of problems, 

people have the chance to explore ways a problem might be solved and share 

their ideas with others. When people share information and ideas, new ways 

to solve problems often are discovered. 

ACTION: When people take action and find that new ways of doing things improve 

their lives, they gain confidence and become interested in learning more 

new things. 

WHAT ENCOURAGES ADULTS TO DISCUSS THINGS AND DISCOVER NEW IDEAS? 

FEELING COMFORTABLE 

FEEjING CONFIDENT 

RECOGNIZING THEY HAVE THINGS TO LELPN AND THINGS TO TEACH OTHERS

C-14 

VHC TRAINING IS COMPLETEDIfWN:- 

I. You have conducted PROBLEDIAALYSIS. 

2. You have covered at least 10 Pf0BLEMs that the VHC identified 

in the Problem analysis. 

3. The following problems hT be covered: 

- Diarrhoea 

- Malaria 

- Worms 

- Skin problems 

- Eye problems 

- Bilharzia 

4. You LUST have discussed IN DET.IIL:. 

- Rehydrat ion 

- Hygiene (Bathing, hand washing, 

- House-hold clothes 

cleanliness and house repair. 

- Drinking water storage 

- Latrine construction 

- Bath houses 

- Dish racks 

- Refuse pits. 

washing 

Please 

10 problems 

note that 

if 

this 

the problems 

means that you may have to 

problems 

in No. 3 above are 

cover 

not included 

more 

the VHC 

than 

identifies. 

in the top 10 priority' 

problems in the same lesson. 

However, it may be possible to combine some 

For example, if the VHC believe that bedbugs 

and ticks are two important problems, it is easy for you to combine these 

together into one lesson about infestations. 

Except 

it 

for 

should 

some complicated 

be possible lessons 

to cover (suchi 

two training 

as diarrhoea 

lessons 

and 

in 

rehydration) 

the VHC training one 

can day. 

be accomplished 

This means 

in 6-8 days.

Refs No. -WSS/21/24 

C-15 

MINISTRY OF BEALTIi WATER SANITATION AND BEAIJTH EDUCATION 

WORKSHOP FOR SOTHERN REGION 

VENUE : ManoDistrict : 'May, 1983. 

WATER RELED DISEAE HOLERA 

27th May, 1983. 

Indentifioation: Aserious a cute intestinal disease characterized by sudden onset, 

vomiting, profuse watery stools, rapid dehydrations and oollapseq 

mild oases show only diarrhoea; in others death may occur within 

a few hours of onset. 

TyrDes of Cholera: 

(a) Classical (ogawa and onaba) 

(b) Eltor 

The ELTOR type is the one which happens to occur in Malawi and 

the classical Vibrio choleras is endemic in parts of India* 

Occurence: Cholera can occur any where and it attacks anyone wbeather 

or 

man 

woman, the stage of attack differs from a person who is hungry 

and has got cholera vibrio in his/her stomach from a person who has 

a full stomach which is full of enzems which of course may assist 

to distroy some of the cholera vibrio and severity differs 

according to how much vibrios one has injested in the body. 

Infectious Agent: Vibrio cholerae) 

Reservoirand Source of Injection: Reservoir is an infected person source of infection 

is feaces and vomitus of patients to a lesser extend feaoes of 

persons incubating the disease and of convalescents. 

Mode of Transmission: Transmission in the initial wave of an epidemic of cholera 

is requlacly by contaminated water, uncomionly by food. Later 

oases ordinarily occur by direct contact, by foods contaminated 

by soiled hands or ultensils, and by flies. In sporadic and endemic 

cholera carriers are a significant factor especially in spread of 

infection within families through contaminated food and by contact. 

Incubation Period: From a few hours to five days, usually 2-3 days. 

Period of Communicability: While cholera vibrios are present in feaces and vomituoss 

usually persist in feaces for 7-14 days after onset. 

SusceRtibility and Resistance: Susceptibility is variable and related to nutritional 

state as discribed above. Recovery from clinical attack affords 

short term protection and artificial immunity by vaccines is of 

an known degree and short durationj not more than 6 months. 

•. 2/ .

Causes of spread 

-2- 

I. Missed cases, carriers and contacts 

2. 

3. 

Shortage of drugs and transport 

Neglegency (Sometimes reported oases are followed very late or not atall) 

4. Misunderstandings of Health Personal at a station, sometimes reported 

cases are looked down and required fancilities are not given to the 

staff responsible on the control of the disease hence, cansizg at the 

infection resulting into out 

an break. 

Contrl Measures 

1. Report the oases immediately to the District Health Inspector or Government 

Medical Officer or nearest 

the Health Centre. 

2. Isolation :- Take the case (s) to the Hospital for treatment and take 

rectal swabs. 

3, Current disinfection of feaces and vomitus and articles used by the 

patient and disinfection of hancdl each time after handling contaminated 

art iclesr 

4t Investigation of contacts and source of infection; search for 

unreported cases, Investigate possibilities of infection from polluted 

drinking water or from contaminated foods. 

5. Chlorination of water supplies used for drinking and water used 

for washing dishes and food containers and protected from contamination 

thereafter. 

6. Careful supervision of food and drink. 

7. Health Education of the public in personal hygience especially washing 

hands before eating and after defecation. 

8. Surveillance of contacts for 5 days from the date of last exposure. 

L.N. Chilambula, 

aENIOR aIAn ACs.bisTxT Oa) 

IAiNGOCH1I. 

C

C-16 

MISTRy OF HEALTH HOSP. WORKSHO: MANGOgHI - IMAY, 18 

Dysentery is acute 

an becterial infection of the intestines oharacterised 

in severe cases by stools containing blood mucus and pas. 

Types 2L Dasenterv: 

1. 'aoillary Dysentery. 

2. Amoebic Dysentery. 

1, Bail.lary,Dysentery - Symptoms: audden onset fever, sto h pains &d.irhoes 

often with blood in teaoes. 

inution Period 4-1-7 days. 

2. Amoebic Dysentery - Symptoms:- gradual onset "diarrhoeaand disoonfort in the 

lnoub~tion Period = Variable. 

abdomen occuring at entrvalsp, faaces may contain blood. 

Amoebic dysentery may continue for a long time if the 

patient does not get medical treatment. 

Occurrenoe: It occurs in most parts of the world i.e, in the tropigs 

and sub-tropical countries Dysentery is a common and serious 

infection occuring at all ages and causing many deaths 

particulary in small children. 

Infectious-Aent: Various species of shigella eg. hbigella flemeri and 

shigella dysenteriao e.t.o. 

aeserviour QcI Source of nfection : Resetviour is man and source of infection 

is feaces from an infected person. 

.Mode of Transmission: By eating contaminated foods or drinking contaminated 

or milk and 

water 

hand to mouth transfer of contaminated 

materials by flies by objects soiled with feanes 

of 

8usoiptibilityand 

patients or carriers. 

-eistance : Susceptability is general but the disease is more 

common in children than in adults and no immunity 

follows recovary. 

_Control measures: 

1. Patients should 3o to the Hospital for medical 

2. Rigid 

treatment. 

observation of sanitary habits i.e. hand washing after 

and 

defecation 

before eating foods. 

3. Current disinfection of feaces and of articles soiled therewith. 

4e. Quarantine - contacts should riot be employed as food handlers during 

the period of contact with patients. 

Cont'd. 

"@0*OO.... 2/

v,2 

5, Investigation of contacts and source of iafection. 

6. Boiling of water and pesterisation of milk. 

7. Sanitary disposal of human feaes ioe.j people 

latrines 

should 

and 

have 

make good use of them. 

LoN* Chilambula, 

SENIORHALTH ASSIST YI OCH 

sound

CONJUNCTIVIT IS 

~c-i 7 

Conjunctivitis is very contagious and spreads by flies or other contact 

(fingerm;, towels, otc) witui tho pus from an injected child's cyes. 

A child'wi-th conjnctivitis should have its eyes cleaned three times 

per day. 

The clotAie. 

thorou- lily 

IULT TO T" CIc 

blankets, ctc of 

-mC. frcjently. 

cA1, childC w-'-. ccni-lvctivitis should be wasbod 

HOT," TO I'1'CH 

A. Review .DiLcuss: 

Te.. . :d of colds 

B. Introduction of new topic Discuss: 

"I SYMLhtoms Nat is conjunrtivitis? 

a. Ns in eers What roe the symptoms? 

b. 3wolen, Red a-yes 

c. Avoidance of liht. How do vill

C-18 

DDRAUTION 

Sympi oms of dehydration should be rocognizod by cvcrnr mother* 

W HAT TO .. TfClCH 

A. Review 

Observation of diarrhoea 

Be Introduction of now topic 

C, Review 

10 Diarrhoea and vomiting 

result in dehydration 

2. Symptoms:- 

me Infants: Sunken 

fontanolle 

be Sunken eyes 

o. Skin fold a not 

elastic 

do Dry mouth 

eo Thirsty 

HOW rO TEIXIC 

Discuss: 

Did you soc cases of diarrhoea in the 

under-five clini? 

Discuss: 

How does a child that has diarrhoea look? 

Have you over noticed symptomo of 

dehydration? 

Wat is the connection botweon 

dohydr-ation and dia-rrhoea and 

malnutrition? 

Obsorva ion: 

Observe dohydrated infants and children 

-Role Plav: educating mothers about 

symptoms of dehydration 

S Practice recognizing" dehydration in undor-five 

clinic 

51

R=IYfRAT ION 

DehYdrati6n is a serious condition w.ich can be prevented by giving plant 

of fluids* 

An effective rehydration fluid can be made quite easily in the homo. 

In most cases of dehyOration only fluids and proper nutrition are necded, 

WHAT TO TFACH 

110c TO TRACH 

A Review - Rocog-nition of Discuss: 

dehydration What are the signs of dehydration? 

B. Introduction of now topic Dis usos: 

C. Review 

Do Practice 

1. Oral rehydration nnat do you do in the village if your 

child has diarrhoea? 

as Use of prepared 

rehydcrat ion powder Demonstration: 

be Preparation of Prepare rohydration fluid. 

homemade rohydrae. Demonstrate how to administer to 

tion fluid* dehyrOated child. 

2. Other typos of Eg:mipMant 

rehydrat ion I 

a. Intraporitioneal 

infusions 

be Intravenous 

a* 

be 

c, 

U1ICEL Rehydration powder' 

S-,ar, salt, citrus fruit 

Cup, spoon, bottle (Gourd. 

O-Iike onst: 

How is rehydration fluid prepared? 

How is it administered? 

water 

o 

Propariln and adiinistorin:; rehydration 

fliid in hosital ani Under-fives clinic

Steps: 

C-19 

GIVING A DEMONSTRATION 

1, A demonstration is a very good way to show how to do something because it: 

" can use all the senses of the learner--seeing, hearing, touchingt 

and perhaps even tasting and smelling@ People learn best when all of 

their senses are used. 

* is usually enjoyed by the audience. 

* makes the lesson easier to understand and to accepts 

There are five steps to follow in preparing an effective demonstration: 

1. Decide exactly what you want your audience to understand@ 

2. Gather and study information about the practice you want to show. 

3. Make step-by-step notes on how you will give the demonstration, 

and important points you will tell the audience with each steps 

44 Prepare all materials you will need for the demonstrations 

Use materials that can be found in the village* 

POINTS FOR GIVING DEMONSTRATIONS 

, Explain to the audience what you are going to do and why before beginning* 

* Explain and show each new practice step-by-step. 

Stop to answer questions and ask the group questions. 

* Repeat difficult stepso 

* Ask people in the group to help you with the demonstrations 

Be enthusiastic, be yourself* 

* Speak loudly and clearly. 

* Follow your outline step-by-step* 

" When you finish, ask members of the group to do one or more of the steps 

to check how well the audienice understood and to give individuals a 

chance to practice. 

" End the demonstration by asking the audience to tell you what they 

learned from the demonstration. 

Summarize important points.

0 

LESSON PLANNING 

What (Content) How (Method) Preparation 

Welcome/Introduction of Say a few sentances Check Problem Analysis Record 

Topic: Refer to Problem Analysis 

Review what the people already 

know/their previeus experience Discussion 

Think of open questions and 

write down for reference to get 

the discussion going. 

Main Ideas Talk, Discussion, Story# 

Demonstration, Role Plays, 

Dramas, Posters, Game, 

Combinations? 

Research and outline main points 

for reference. Choose method and 

make step-by-step plan 

I Messages Talk, Discussion, Decide most important messages* 

Posters? Decide how to present. Make plan. 

Evaluation: to find out what the 

people learned from the lesson, 

Role-play or ask group to 

summarize lesson, or ask 

group to make plan to 

accomplish the messages, or? 

Summary Say a few sentences 

Choose method. Make plans

a) Stimulate Interest 

Ideas may include: 

C- 21 

TEACHING IETHODS 

. Display or exhibit * Radio 

* Tr-.ps * Audio-visuals 

" Demonstration 

0 Poster 

" Role play * Flip-chart 

* Problem drama . Flash cards 

b) Get Discussion Goin~g 


" Questions - Open * Pictures 

" Role play , Story 

" Problem drama 

0) Share Information 


" Poster * Newsletter 

* Film . Talk 

" Ra Io, TV * Self-study 

Pamphlet * Home visits 

. Flip-chart 

d) Build Skills 


* Demonstration a Workshop/practice 

* Field trip 0 Individual instruction

C-22 

CHAPTER 

13 

Janaki and Saraivwati: ar;ory frc- India 

Once upon a time, not iong ago, there .ias ayoung 

Janaki, 

health 

wio lived 

worler 

in asmail 

named 

villa ;e called Mumabundo 

making a 

in 

list 

northerr; 

of the.health 

India. 

problems 

After 

in her vllag., Janaki realized that or of the 

biggest prcblems was that women did-noc eat wail 

during pregnancy. They ate too little, and were 

very thin and.ane.nmic. As a result, many babies /---.--- 

To sx; 

were born small, thin, and weak. Many of them _ N/L. 

died. Some of the mothers died too, from bleed;ng h.r moB 

or infection following childbirth. 00 

 

Janaki began tr:, call preqnant v.'omen rogether 

on Tuesd2y afternoons to teach he./ 

them ab-C-Lt nutritionm Shp 

explained the different fc )d groups 

and the importance of getting 

enough to .',at.$h . told the women 

about vitamins and minerc.s, and 

which foods contained 

would 

iro~l 

keep 

that 

them from be:oming . .... 

anemic. To make the meetings more 

interesting, Janaki used fiash car:; 

and a flannel-board, and aven had 

the mothers bring different foods 

from their gardens and the market. 

/ . 

But as vhe months went by, nos-ing changed. F".?nant women 

come'to 

continuEd 

tile 

to 

Tuesday meetings. And They continird to eat ;xoorl,. 

One night, one of the mothers who hart egular!/ 

meetings 

atter.ed 

.,, hrth. 

the Tuesday 

Shrj'-"- m,4,,nczr- -nd nire 

and 

anemic 

from 

duri:ig pregnancy; 

11e loss .6tblood following childbirth, 5h;i, died. Her baby died, tuo. 

Janaki fltpICprtly to blame. She docided to go talk 

wcrnan 

to Saraswati, 

whorfi ever-one 

awise old 

went to for advice. Saraswati also practiced ayervedic 

medicine-the tracitional form of healing. 

Janaki explained her problem to the old woman. 

Saraswati put her wrinkled hand on Janaki's shoulder. "I think your problem 

isthis," she said. "You started with what you were taught in 

Instead 

your health 

of with 

Iraining, 

whamt the women in the villaye already know. You roust learn to 

seq things through their eyes." 

"How do you mean?" asked Janaki. 

*Manv of the ideas in thvisnry hi ,e boon taktn from "rjtcaton ;p; AppropwI.ato Ana; .,i,"a p.er bY 

Mark and M:ml Nichtpt. '952 Pei k Stroet, ;.roiuiu, Ihf,-aiit. U.nor by 

BestA7 -1, , 

13-1

13-2 

"You have been telling the women that eating more during pr.gnancy will 

make their babies weigh more ai birth. But mothers here are afraid to have big 

babies. Sometimes, if a baby istoo big for her hips, the mothe,' cannot give 

birth. So women have learned to eat little during pregnancy, in order to have 

smaller babies." 

"No wonder my teaching failed!"' smid Janaki. "Why didn't they tel 'Ile? I tried 

to encourage them to express their ideas." 

"Maybe you spoke your own new ideas too quickly and too strongly," said 

Saraswati. "The women do not like to contradict you." 

"Then how can 1teach them?" asked Janaki. 

"Begin with what they know and believe. Build on that," answered Saraswati. 

"For example, .talk to them about dhatu. According to our tradition, dhatu isa 

substance that brings 3trengt.h and harmony. It isrelated to eating certain foods. 

Pregnant women are not interested in gairing weight or having larger babies. But 

they are interested in strength and harmony for themselves and their babies, 

when this comes through dhatu. " 

Janaki invited Saraswati to come to talk with the women about dhatu at the 

next Tuesday meeting. 

When everyone had gathered, Saraswati 

started by telling a story about a family whose 

mango crop failed because they did riot - U.- . ,,0 

fertilize their trees in time. Se asked, "Near 

the time of harvest, if the fruit looks weak, is 

that the time to think of adding manure to 

the ground?" 

"Oh no," said the womeo. 'it istoo late!" 

"So it iswith giving,birth," said Sarswati. 

"A difficult birth isoften caused hv w'aknC._s ''' " /of 

the mother and child, be t-',ise they lack 4 

dhatu. Since a mother musit ihare her d.',tu 

with her child, she 'needs to ea lenty of 

dhatu-producing foods. But dhatu takes tirne "Ciou "ODO OV [N 

to be made. Foods that make bled and dhatu 

5A/, 5%Ni.M,-,, 

need to be eaten all through Pregnancy." 

ANASATI-I% LIKe 

MANUftI F~OR %*RurTiksas 

The women were excited and began to TIL AGu.T 16 svwrfL VA 

discuss what they knew about dhitu-producing wtuir' - Ut4,IGIR , W-* 

RA1P-9 RAW -. " 

foc is.They begged Saraswati to come back 

ano talk to them again. 

The fullowing Tuesday Saraswati did not go to the meeting. But before it 

began, she talked to Janaki about ways that Janaki miqht interest the mothers in 

eating foods with iror. Saraswazi reminded her that redness of the body and 

blood isconsidered asign of health. inMumabundo, pregnant women are said tu 

be in danger of 'impurities of thv b!nor!', and iron istraditionally used to protect 

and purify the blood Intimes of darigc'r. Also, teas made from iron-rich plants like 

fenugreek and sesame ar givEn to girls when ihey begin to menstruate and before 

they marry, to strenmgthen blood and increased beauty. Saraswati sugge-sted that 

Janaki build on these traditi:ns, .o,cio the worl-:en realize the nr'd for iron-rich 

foods during pregnancy.

So Janaki discussed the!se customs during the Tuesday meeting:. 

'W ..Vhen one of us s amp!.-e' ( clurinrj 

chldbi:th, 

menistruation 

hold. or 

or 

after 

when lightning piecon N flashes, ,or or someone has fits fits, we wej 

hold aipiece ot ron in our h ,nd or throw itin front of the 

r / house. Why i., that?" 

"It isto protect us from sandhIi-the evil spirits." 

"When a chicken dies suddenly, we 

cook it with apiece or ircn in the 

pot. Why?" 

"To purify it from visna-poison." 

"Yes," said Janaki. "We all know iron has guna-the power to protect and 

purify. This isalso true inside the body. Iron mnkes the blood red and strong. We 

can see by the red color of our tongues and fingernails that our blood isstrong, If 

the blood isweak, these are pale, not red." 

The women began to examine 

each others' tongues and fingernaiis, 

Soon they became concerned. 

"Some of us have very weak bood, 

they said. "WQ need quna to purify 

and piece protect of iron?" us .Should we ho!d a 

U ! 

" 

"Iron will help, explained 

Janaki, "but only when it is inside 

us. There / 

are plan'cs 

. 

that are rich in 

iron, What plants do we give 

to 

in 

girls 

t,a 

when they begin to have monthly oieeding, or before rriarriage, to increase 

their blood and beauty?" 

"Fenugreek and sesame seed!" said the women. 

"Yes," said Janaki. "These plants are rich in iron. So we should eat them 

during pregnancy, to strengthen our blood." 

"What other foods are rich !n iron?" the mothers asked eagerly. Janaki had 

already told them many times. But this was the first rine they had shown real 

interest and asked for the informatori theniseves. 

As the weeks and months went by, more and more women came to the Tuesday 

discussions. Each week they examined each others' tonguesa;nd fingernails. Arid 

changes began to take place. They had dir.cover;d th;t thtogune in the iron-rich 

foods strengthened their blood. The, also had L:.,gun to eal more so that they 

and their babies, througlh dhat, would gain nroe strength arid harmony. 

Today, eating well during prognancv has become part of the traidirio in 

Mumabundo, Babies are born healthier. And fewer women die inchildbirth. 

" 

13-3 

,)

13-4 

DISCUSSION FOLLOWING STORIES 

A story like this one frorn India can be uselul for helping health workers or 

instructors think about appropriate ways of teaching. 

After telling or reading the story to agroup, you can ask, "in terms of health 

education, what imPortani points or methods are brought 'ut in this story?" 

The group might make a list of ideas ;imitar to the one below. (Before you read 

our list, think of as.many points as you can. Then compare your own list with 

this one. Did we miss some important ideas?) 

Important points brought out inthe story: 

Know local customs. Before teaching abbut nealth, it helps to be familiar with 

local customs and beliefs. Make sure that your teaching does not conflict with 

them. 

Build on traditionis. Teaching is nore effective if you r'espect people's traditions 

and use them as a basis ior introducing new ideas. 

Avoid imposing outside ideas, The use of teaching aids and a 'dialoqie' approach 

isnot enough to gain open participatii in group discussions. The health worker 

needs to be sensitive to the beliefs of the group, and not try to impose her new 

knowledge on them. 

Admit your mistakes. Janaki was honest enough IC 

to admit her failure, and humble enough to seek 

help from someone with little training but much 

practical experience. 

Old people are avaluable resource. Health . .'. . 

wisdom workers of can old benefiVfrom prpean the o! knowbedoe healers. and 

Set a good example. Saraswati taught Janaki by (i 

giving an example of a better way to teach. 

A wise adviser stays inthe background. Saraswciti did noz go to the second 

meeting. She helped strengthen Janaki's leadership rather than takilg over. 

Use comparisons. Saraswali and J.-nak, helped the women understand new ideas 

by comparing these with things that, were alreadv familiar 1. them. (For example, 

they compared nutritious food for pregrant women with fertilizer for fruit trees.) 

Encourage aquestioning attitude. The women did not remember Janaki's 

lessons until they themsqlves ased for the info, rnation. Only when people begin 

to quhstion, will important chanrnes begin to take place. 

Stories can ba tools for teaching, Th3 whole story isar exaiple of how stories 

can be used as teaching tools. They help bring ideas to life.

STORY TELLING AS A TOOL FOR TEACHING 

An example from Nigeria 

An excellent example of how traditional 

forms of learning can bccome the basi5 f;)( .4: 

health worker training comes from Lardin 

Gabas, Nigeria. The Lardin Gaba3 Rural 

Health Programme has ben'n dle~criIhed ai 

follows: *i 

A 

"The unique feature of ,ne trainino 

° * 

program me is it extianve use of 

parables,"'drama, sonigs, and riddles, thie 

traditional methods of learning among tt 

people who still depend heavily on the oral 

traditions. Thlaw techniques are used both Thert IS' 5;j'ilnz in Lardin Gallas. Gno 

in t teaching irl ahig the . 8c rse e ard a d in i teach e ch lgi in heea nt.r eed tocnrvry lift heavy2roof. iiiatchc.d It refrs iocois to onto tne 

the villages. •the vull uf enh,,ts, Thl; requires the 

Teahin. "Tahn in in the th village ilg-s isoften fe auahed age 

at or simply ignored if it conlicts openly 

with current belieis. For this reason, staries 

are constructed to Include the traditiona! 

knowledge or bglief and to move, through 

effort of many r:Iacr!. liftiing together. 

oc health workeri bui!o astory 

araterid this saying 1t he Peoplo realize 

the need for cooper.ive'a.i in 

solving hc.1th problems. 

the means of the story, to an action which will help solve the problem. 

Customary ways of telling stories in thv village are imitated as much as possible. 

The instructors must be sensitive to the di fferences in patterns and cu.stoms 

among the various villages, as those diffrenco.s are rflected in the form and 

content of the traditional "ores.." 

In Lardin Gabas, even clinical teaching, wihich ihas a heavv emphasis orl 

prevention through changing health prattlcf-s, is based on story teiling: 

"The diagnostic method taught i b-zied or symptoms. Each .et of symptoms 

suggests a disease about which he.ilti workcrs wih teach their fellow villagers 

through story telling, irio taking account the traditional belifs, 'nd taboos, 

"Use of simple medicines is tauqht i!n practicc! :iinics with real patie:'ts. Brief 

history taking and a physical examinationi ate fohi,-,wiid by a story conveying 

the knowledge of what factors contributfcd to these symptoms and what 

actions could be taken to alter the devt-,:pmert ,tfihh& health problem. 

Teaching through stories avoid. cortfronting the patient directly with his 

inadequate knowledge, and allows him to identify with the story character who 

finds the solution to the ame problem. Finally, the aporopriate madication is 

given. 

*The complete artict-which sexccieril-appe3r$ inCONTACT 41, Orc., 1077. ! i isavailat2le fram the 

Christian Medical Carnimson, 150 Fou do Frrnay, 1211 OC.'ntva 20. SwitznrlanrJ. Also rc.p. 13.9. 

*'Prae: A vez'ry that :,aches a Igsmo. 

13-6

13-6 

.ALINIfNCFRIA (C 

T'tNOSTO~~~dE' 

Blood worms 

Once tv'o Irotherss' rm, nd .ve. r.1 . , iheq oecided 'o :11o,,c to 

a new vill-ye. ,4%t-r c1bi;ni" c t.. ',i, rc.I r n, ch; i a nearlby town. 

trey built new houses sar ten iejr a W;rin.Ibey fcjurUnr that tmiles 

river t. dr:,i, waier i t rattl r, actch had its own well, 

did not gather at th 

on 

which seerned to he ne-cmers 1rther ;: , After fini hi:ng wor!e 

horne. After 

the farn each clay, the brotheis bhathed in ;' ril.er belore qod. 

three months, they both ber-I hivnn be!y pains and snoi started noticinq 

blood in thairrine. They, thourJh Jthat the tov;nsr-.jclcp1; were poisonrng 

them, and went to corm;ploin. 

Upon ixplaining their troubles, the 

brothers were told that years before 

this had been a probiem iar the rest of 

thealaqjers, too. The peoole l d 

been about to move their village to 

' , :.. 

A,- .---.--- another ste when a health worker had 

- . advised them that the disease came 

\x.' .. .,-:t~,.' fron tiny orgqan,.ms living i - pculs. 

and soeainn where people bathed. 

Th.se baby worms went through the 

skins of the bathers and traveled throUthi the blood to their bellies. The 

villagers also learned ,hat the eggs of the wormrs were pass.d in peopie's 

urine or sliit, and would bf, worned L", r'rn into ttkie 'oois. 

The people said that up-on !hea.vice of the h'; worker, they had built 

and begun to usP latrine, to burV tnc;r shiiL -1hey also nad dug wells to draw 

water for dr'nking and w-si::nq. i',se 'ho. ',.wh' were di had .:ompleted 

pn id 1 ody rifLlnwere 

no; 

treatment at the hospiral, wi,: k:irj (iil,f.!"y 

longer a probern in their 

The -we,uoth;.rs fuior..iod ' ~an: u Le resl o,the villagers, and 

soon becme nealthy agi. 

Child spacing 

A father arid his son were p!n,-,tng 1o,:. The.; Fon asked his father -whythe 

;oi:.-i r ore nor hectere. The 

corn wasn't planted closer to,ethe" :,o; :ier 

father explarined that if there is spc. e betwe:n rhl plants, They grcw strongrer 

and healthier and produce nore rain. 

Can Vou siee the reiationship between 

little corn plants and childrIren? 

IWELL SPACED 

TOO CROWDED 

The1 

n L,f 

-Ni 

."W- 

4. 4.~ 

Th e y,d() n oM.o~y ,: l Tf,...,, grow 1 eAj lth'Y a n d it,eng 

.

In this book we use ,alot of stories. fee the: lst on pge 13-14.) Story teiing 

isuseful because it lets us put new iiep.a in a fvTLmiiar vet 

allows 

adv,;nturnus 

people 

settinga. 

to see how 

It 

new "nrd ,i ide s fit togethe!r-,; coriflict.--in a r ,al-lIfe 

situation. Also, stories are a traditional for:n ot e'iurninci that pt pople have 

experienced since childhood. 

DIFFERENT WAYS TO TEACH , 

WITH STORIES 

1. Parables-or stiries with a iro;ai IV 

Some stories teach a lesson, or mjUral, 

which isstated at the end. 1hese can 

be make-believe stories wijth anirrils 

(fables), imaginary stories about people 

(tales), or true stories. Example'.of 

parables are on pages 1-26 and 5-7 of MORAL: 

this book. SLOWIIUT S1EADY WIN.5 THfE R.,!.CE. 

2. Storiai that helrp people think ,bout local problems 

Some storie; do not giveany simpe answers or 

mora-l. but ir'-end po~rit to eXi31!fin1 problems. An 

%A example is " r.:e Story of Luis" on page 26-3. This 

I knd of story can help jt plcoprc Thinking about 

"I . rnd discussing sfocia issues. 

"Atfirrt, it isc.4tn eIasier for a group to discuss 

the problems 1f inamary pfc,)e in 

to 

astory 

ta!k about 

that 

th.: reil problems in 

"( 

their own lives 

A' and ctmn',unit ... ut if they begin by looking at the 

problems facn e.d by !he people in i story, this may 

he p them to reflect ci: their own difficulties. 

3. Stories that students hoip to write , l -4%o 

A community literacy prcgram in Mexico N 

has the students learn to read stories about 

social probems that are related to their own 

lives. Parts of the stories are left blank, for the 

students td fill in themselves. This way the 

students take part in creating the stories and 

will relate them more to their own situation. 

The best teaching stories often are those the tudents tell 

or complete thenselves-based on their own experience. 

S.. 7a fable DocuAAent 

13-7

4 Stries to d b)y a irroup 

hpro am n:) tho r) 7W t~ x-~i~ i . .;-'7 rW 

~ everyone to~ thi",i k aL- pr)rt } T,& 

air WitLL. OUT 

Y8*rTURN,o~e~o10oA *NSG 

mIt4r 4 'Ar 1 .* MY 

TheUseof.ccrriprismplae iso esi hehharmawrs'et hjj 

been B~~~d ith exm is if ae,71an 143T,6 

animals to halp people reali' t tny4~s,rpI I~rct~ hite c~~ro Lh,4 

or povwdered~6srik~' 

(>

S. Acting out stories 

In Lardin Gaa, Nigeria. *j0riPs wi2.) healthl ,,s.,es are often acted out by 

those who h(ear triem. Firs a.sic,y is :uld 'y group gi leader. 'Fhen one nerson 

repeats it and cveiyorie corn!nents on ;'o,,. 'Aeii 11 w.ris retold, ,inaZt details were 

forgotten, mnd how s !Sro',.:s are often ad('Icd to or improved as 

learners retell them.) Finally, t e group .*cts out thw! story. Here is an 

example.' 

There wos n vomn called Pokte wn .ohd 

cans and bottles. All Around her vrd wete 

Cans and bOttite wi:h water in thin. 

Mdram Poi, tao"VoJtOjnw wai ;o. Vy 

getting fever. 0)r-day. 1t.- tnyhad , ,., , 

On3 day the heard :thou a healtr .Aorke,C!,tBq to 

her v,liae. SGle wont end told :iira|ut hur stan's 

de;-Iii. So !he health worker won, with Madam r'okta 

iOt..!r hOuse. Whr they jaei'.d, inoquitOes were 

bu--irng 'v.iwhere bneumse it iwslate afltrnoon'. The 

health w.trk'er saw the trns and bottlet lviiq around 

he9dache 3nd a hih 1-iver with clhillL. Madam 

POka wont 1o lnesv.)ee and lu;-nt W4fen!, in then. Aad lie 

(aspirinwith callein) to,Ih)boy, but 

not brinq The te,n.r down. So h;t t*'k;, t0 

the native healer. v,ho rook a kroife end :ur tl'H 

bay'. chhhSt and sugrked owt sorn-.; t!ond. 

._.' ... en', g little °eum m ;rkaullers' 

" ibeby is .,itncsl a tha water. 

- - . 

59 oltcw1i *O !a t.Idsm Po 13 

- "ld atrrniquirot-5 

Soon l ter, twe toy died. M.adoa P .ktj -.-s _e l.m .31eria atifd(ie.T ]eth or 

unhappy for a long .:re. Sho , t ty d;leaned ut he- ord. rnr.he told her ,heshou'd 

understand why Ina biV htd hAd c ruh hrin.l h-., othe childten To he 

malaria. 

cltaink ev-ivv 

She 

r%,onth 

ihO!,i.)hi IL, 

.-eriup *.h e oy .4a ,t l.J-,ay c:.uo d r,'live .ar 0ff/irrpil's (t)o'r .a'r vl aria. 

meant to live, Tihey becairit rc:ahh:nr ,anc allwere h.powar. 

After the stcely has been acted out, r:,; jn -I ili oup , ask. each other questions 

about it and make up sonus ,bo!!. the main h-a~th mesag.s. With all this 

repetition 1hrol ig stories, rring, Jisv.,s;:. anMi .ongs, pe.t.le remember well. 

7. Analyzing stories for hidden or harrafil! mnesages 

Sometimes stories used tor he.aith teacnir, .:arry hidden m!e:saues that were 

not intended. If story telling is to help people irn i.orfi:ence in thanmeives and 

pride in their own culture, care must bu taken nDt to make iloca ways or parsons 

look all bad, and outside ways or persotns look all good. If the weakness of a ;ocal 

custom is pointed out, a benreficia) custom .!Iould also be mentioned. If a srory 

tells of a traditional healer who does SOlnething harnful, it is best it another 

traditional healer (raier han an outsider) fnds out ard howr people a better 

way. 

In the story about maldria, notice Ptat M.a-tan, Pokta first tries self-care (she 

buys Caffenol). This tails. Nex: :-he fjoe. to a traditionIlh5.,,ver. His treatment 

also fails, and may even have made the (:hild ,,.rse. At last she goes to an outside 

health worker, whose advice ; sucCaOsful. 

The hidden mess;ages inthe story are "Su, f-care is wron ."".raditlonal 

medicine iswrong," and "Outside ad.vice is right."',Although rhefstorh adam 

Pokta is in many ways excellent, .,ch rr.-essage:; can acru, Iywaken people's 

confiderce in their own experience and abiIi ty to iii arisvera for thtemrselves. 

Health workers need to an!,,,Ze the ston-:: they use t.l!-iake sure that hidden 

messages are community strengihening. cjre this story from Lardin GdbCs 

with the story from Inais at the b ' ning i t.- Czaote,-. chis 

'Adorted frnm t 

a book litcald H.alth "[2omhiungfo WK.'rC4 fic.-J: ,Sinri., (I'rij.. cod Sanr, edi leO by Oavid 

Hfllo. Avw ;ab;,I,,nr'n MAt' itirerlva Iuai. S'. .Wh t, . OI,7,U.S.. 

17-, 

a Z-7 

13-9

13-10 

STORIES TrOLD WITH FIC",TURES 

Using pictures with story tellingi help IfIeveral way.s 

a Picture let people '%ee' what is happening in dthc: story. 

s A series of pictures can serve as .1 Cquid. foN the story teller, 

* Pictures con be used to help a grouf, t.'d.!a ;?oy from th; 

uwr experionce. 

* Health workers can use flash card. c-r,Thp thai ;.in discussing heaith problems 

with groups of villageis, letting the group try to explain wha, ishappening in 

the pictures. This way students discover the hoalth mes-ag., themselves and 

tell it to the teacher (rather than thp ieacher ,-t cihn l . 

This set of flash cxrds is based tn pictures from pa.ge 132 of Wwr, There iSNo Doctor. 

In C hapter 1 1 we discussed theI use of pictures on flash cards and flip charts. 

But pictures can also b-e useri t)tell stories in comic -strips,photonoveis, color' 

slides (transparencie), fi-mstrips, or mvingjpictures irnovien). 

Comics and photonovels 

;.d0- Am,.1.'LE,r.. 

than any other wriv~ernmta!. As A:resij;-, ri, a. '.m' 1ooks --r ,. photo,7ovels 

have been produced o,;n a vat i..'ZtV !-0 he,-1tt, tircs.A fel". of them aexezcllont, but 

many are a boring i-11xture of preaching a-;d bpiavwashinq, ma..ske:d by 3 silly story. 

In miar,'.cf,,xinries, e~soe-,:.,lv irn pi*:Llpe read comic bookfls more 

Instead of usina Prepared matzierials, healjth ,..Orkorsc {n mak-u their owin :oric 

strips on health therri.vs, or organize sche" child:ren to mak.-e them. The\. ,-an 

make up stories,and daw oictures to g, -%iiht-im, or ,:.op .piciucs from odher 

corntic books, fsomeone.h-as r)ca.rfwra, ih:: gr'.o:.Apevz:,n wa;/ h.re,; ,ne1O m;31,e 

phoonvels using local as 

'Fhotonavei je rotonove/,,u are co..m;r ,; mt .: o r. ;., in.ter,)j 

ot 1!.,l,,,ir

TASK 15 The Village Health Game 

START 

C-23 

not 

MAnS m uood 

HEREte H rong $f 

Pies 10% 

bld and use 

( TA'"R T . o back I. la"Ntrine,s. 

accirlnoion 

toc 

Fornily 

ro, 

VA40 bbis 

babieg 

-r.uary 

- 

C I 

CIOfm. - forwar 

hrlld 

a.m. It 

prv,+ dMa; i~¢no E no foo4 andl Li 

in mothers aa hortqln 

o z 

6 0 I€",l,- 

3 

peve te.. 

&o ack 3 

. 

read. 

Go +criar4 

?- 

' 

~chilIdren 

children 

know nn Families 'o Dirty public. " 

kow 

S£okig is 

~~.- ,,~ 

lano ho*w I 

gt worsig. 

- 1 ' :own ril.ot food. grow.. eafit .P diseas ploct's 

G ai 

#Of bad heIth. 

Vaccinaf&. 

dise is . 

Ga 

F6r +1o%1 C~h'iIdrech 

, t'lksl to ;fits carry 

d rowof " 

fw - 

MS aIVn gk d i , l l a ge . 

i+ M*S VS+ Sdoaie " r., 

l in tr. W; 

". to ,.,., opt Iedi., iatl1 Gh i (d-"am lea 

9vWWlx I 

h 

&Obic f a r.h 3 

Pro 

#,l from 

... ,IIly1f . 

. .vmw;nQ " fl, 

. p S"upper+ mv4P, ier oF 

disease 

PR I I amlv + 1"N$",lj -i IC a rn e.k 

Mar mothers C70 rde~t 2 

mllf-ij CJiIjrw$ , Irep - Gc-d - 

Koi. 3T$f + Go 4h1g bvns -. iGo 

•-renl71 

V . No e 

Phe#4' 1ii 

.;so~ 

frmm~Od k.ll 2.om 

n ,gabage, 

e3 

No1 

garbii 5e 

disposail. 

g o ,orwarA 

3 

On 

mamy 

al~ 

bofo.? 

nd imany =17Sd 

d 

vnaw'oe 

are dVine 

f om rvC a. 

Go sccfI 

-. 

Ctari 

iIdrln 

V694 ble s 

I 

re 

- " 

P~nn .+ 

Vaccination. 

Wm 

t.' iron 

and Food. 

Womrt~ dewe 

ac. 

t m

118 

C-24 

The Power to Create Good Health 

Rests With the People. 

When 

Everyone uses a latrine 

and 

All children are vaccinated 

and 

Villagers grow, store and eatQ 

good food 

and 

/ 

Most mothers breast feed 

for 18 months 

and 

Chlde arewihd reual 

7 MaSchool children are taught 

I and 

SMany villagers work together 

to prevent illnesses 

and 

Sick people are identified l 

and given good treatment 

People Will Have Good Health

C-25 

HESP PROJECT OBJECTIVES 

By 31st December, 1983, each HSA will have accomplished the following in 

10 Target Villages (HAs, 5 Target Villages): 

1e FC1RME VHO IN EACH TARGET VILLAGE 

2. TWO VILLAGE INSPECTIONS IN EACH TJRGET 

V!LLAGE (one Base line Inspection and one Follow-up Inspection). 

3. COMPLETED VHC _TRAINING IN 8 TARGET VILLAGES 

(I0 Problem Analysis and 80 training lessons). 

(HAs : 4 Target Villages - 5 Problem Analysis and 40 training lessons). 

4. TWO FOLLOW UP VISITS IN EACH TARGLT VILLAGE 

(that has completed VHC Training). 

5. VH. (OMPLIANCEIN 6 TARGET VILLAGES 

(HAs ; 3 Target Villages). 

6. BEALTH EDUCATION OUSE FOR 4 TARGET VILLA ES 

(HAs : 2 Target Villages). 

7. SUBMITSPORT EVERY MONTH. 

8. AILLRECORDS-KEPTUP-TO-DATE.

e7'. 

SUMMARY OF HESP FiMS 

FORM COLOUR_ FORM DISTRIBUTION - 

_NJ_ 

Gold TARGET VILLAGE 

COPY 1 

Kept in Record 

COPY 2 

Kept by Project 

COPY 3 

Kept by PH. 

2 WHITE 

REGISTER 

VHC 

File 


Supervisor 

REGISTER File NIL NIL 

3. Pink TARGET VILLAGE Kept in Recoid 

4. Blue 

ACTIVITY REGISTER 

PERMAiPJTNT VILLAGE 

File 


NIL YT INSPECTION REGISTER F le jNIL 

IL 

N-L 

5- 

6" 

Blue VILLAGE INSPECTION 

Blue - - 16 TALLY. SIET . .. 

IN6S4 0 

8. 

Kept in Report 

- .. File 

BPhe IGNTR IN 1. LLG 

Send to Project 

INSF?: WTION SUUi;7": 

REPORT 

supervisor j 

Pink hiTii.Y PSPORT OF 

AUTIVITOTS IN 

Send to Project 

TARGET VILLAGES 

Supervisor 

VILNILE 

-______ _ 

Pink i iONTHLY 8U1Y LRY 

REPORT OF ACTIVITIES (USED ONLY .3Y 

IN ThRGET VILLAGES 

NIL Keo.T¢. ipY .. . . .. ..... 

Kept in p° 4 

1iie 

Kept in Report 

File 

PROJECT SUPERVISORE 

. .. NTh... 

. 

NIL 

. ... . . C-I) 

9. 

10, 

I1 

Green 

-AOW 

h t c 

PROBLEt ifa1 Kept in Record 

VILIL_-M 

DESCRIPTION 

I 'i'ITHLY ! I vOziK 

"T,;TI- 

Kept 

File 

Send 

in RetrJ 

to Project 

, 

"TT, 

Kept 

. 

i'n Rupop't 

.. . 

I 

1JNLT 

.- ....... .. ... 

( ;S.nd to Dli' 

3upervisor File 

. I .' lITGN Send to Projec -t Kept in Rupo-. -' (: d 

...

PERCENTAGE RECKONER 

NUMBER OF LATRINES, REFUSE PITS, ETC. 

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 

10 10 20 30 40 50 60 70 80 90 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 

li 9' 18 27 36 45 55 64 73 82 91 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 

12 8 17 25 33 42 50 58 67 75 83 92 100 100 100 100 100 100 100 100 100 100 100 100 100 100 

13 8 15 23 31 38 46 54 62 69 77 85 92 100 100 100 100 100 100 100 100 100 100 100 100 100 

14 7 14 21 29 36 43 50 57 64 71 79 -86 93 100 100 100 100 100 100 100 100 100 100 100 100 

15 7 13 20 27 33 40 47 53 60 67 73 80 87 93 100 100 100 100 100 100 100 100 100 100 100 

16 6 13. 19 25 31 38 44 -50 56 63 69 75 81 88 94 100 100 100 100 100 100 100 100 100 100 

17 6 12 18 24 29 35 41 47 53 59 65 71 76 82 88 94 100 100 100 100 100 100 100 100 10 

18 6 11 17 22 28 33 39 44 50 56 61 67 72 78 83 89 94 100 100 100 100 100 100 100 100 

19 5 11 16 21 26 32 37 42 47 53 53 63 68 74 79 84 89 95 100 100 100 100 100 100 100 

20 5 10 15 20 25 30 35 4Z 45 50 55 60 65 70 75 .80 5 90 95100 100 100 100 100 100 

21 5 10 14 19 24 29 33 33 43 48 52 57 62 67 71 76 81 86 90 95 100 100 10 100 100 

22 5 9 14 18 23 27 32 5 41 45 50 55 59 64 68 73 77 82 86 91 95 100 100 100 100 

23 4 9 13 17 22 26 30 35 39 43 48 52 57 61 65 70 74 78 83 87 91 96 100 100 100 

24 4 8 13 17 21 25 29 73 38 42 46 50 54 58 63 67 71 75 79 83 88 92 96 100 100 

25 4 8 12 16 20 24 233 I 6G 44 48 52 56 60 64 68 72 76 80 84 88 92 96 100 

26 4 8 12 15 19 23 27 31 35 33 42 46 50 54 58 62 65 69 73 77 81 85 38 92 96 

27 4 7 11 15 19 22 (2620 33 L7 41 44 48 52 56 59 63 67 70 74 78 81 85 89 93 

28 4 7 11 14 18 21 25 29 D2 20 39 43 46 50 54 57 61 64 68 71 75 79 82 86 89 

4:q 3 7 10 14 17 21. 24 23 31 31 33 41 45 43 52 55 59 62 66 69 72 76 79 83 86 

o 30 3 7 10 13 17 20 23 27 30 33 S7 40 43 47 50 53 57 60 63 67 70 73 77 80 83 

31 3 6 10 13 16 19 23 26 2D ,2 35 39 42 45 48 52 55 58 61 65 68 71 74 77 81 

o 32 3 6 9 13 16 19 22 25 2 31 3 38 41 44 47 50 53 56 59 63 66 69 72 75 78 

C 33 3 6 9 12 15 18 21 24 -7 Z.3 33 36 39 42 45 48 52 55 58 61 64 67 70 73 76 

34 3 6 9 12 15 18 21 24 26 29 32 35 38 41 44- 47 50 .53 56 59 62 65 68 71 74 

35 3 6 9 11 14 17 20 23 26 2 31 34 37 40 43 46 49 51 54 57 60 63 66 69 71; 

36 3 6 8 11 14 17 19 22 25 28 31 33 36 39 42 44 47 50 53 56 58 61 64 67 69 

37 3 5 8 11 14 16 19 22 24 27 30 32 35 38 41 43 46 49 51 54 57 59 62 65 68 

38 3 5 8 11 13 16 18 21 24 26 29 32 34 37 39 42 45 47 50 53 55 58 61 63' 66 

39 3 5 8 10 13 15 18 21 23 26 28 31 33 36 38 41 44 46 49 51 54 56 59 62 64: 

40 3 5 8 10 13 15 18 20 23 25 28 30 33 35 38 40 43 45 48 50 53 55 58 60 63 

41 2 5 7 10 12 15 17 20 22 24 27 29 32 34 37 39 41 44 46 49 51 54 56 59 61, 

42 2 5 7 10 12 14 17 19 21 24 26 29 31 33 36 38 40 43 45 48 50 52 55 57! 60 

43 2 5 7 V 12 14 16 19 21 23 26 28 30 33 35 37 40 42 44 47 49 51 53 56 58 

44 2 5 7 9 11 14 16 18 20 23 25 27 30 32 34 36 39 41 43 45 48 50 52 55 57 

45 2 4 7 9 11 13 16 18 20 22 24 27 29 31 33 36 38 40 42 44 47 49 51 53 56

EZALTS EDUCATION AND SANITATION PROMOTION IN RURAL PIPED WATER PROJECTS FORM HESP I 

TARGET VILLAGE REGISTER 

" 

Water Project _ ______Responsible Officer Post Station- 

Tap No. of Date Popu- No. of Date Date Date Date .Date 

Village TA/ETA Number(s) Taps Targetted lation House- VHC Baseline VHC Compli- H.Ed. 

holds Ford Inspection Trained ance Course 

I

HEALTH EDUCATION AND SANITATION PPCOKOTION IN. RURAL PIPED WATFR PROJECTS 

VILLAGE HEALTH COMMITTEE REGISTER 

FCRM HESP 2 

Village 

- 

GVH 

TA/ST-A- 

Water Pro ec_ 

Compliance Dates:- 

- Rtefuse Bah Dish Water 

Date 

E.Ed. Assignment 

Name Office occupation Age Sax ,Eeced 1rained t Pit Souse Rack Storag Cours 

_____ _ _ 

- - - - 

_- _ - - 

- - 

- - - -!

HEALTH EDUCATION AND SANITATION PROMOTION IN RURAL PIPED WATER PRO)XCTS FORM HESP 3 

TARCET VILLACE ACTIVITY RECISTER 

Date Nature of Activity Date Nature or Activity

---------------------------------------------------------------------------------------------------------------t4---------------------------------------------------------------------------- 

r, 41 v. 

I n 

0 i7 74 41 

a: 

w Cn 0j 

m 

v40 m~ -41- 

Dc0 ) -a a q L V-4 q3C 1 x 0 M (A 

0 w.9 93V 

- !3 -4 C6i -IU 0u o-4 

.1A 44w m41j C4 34 .CO 40 0 4 ~ 0M U4 

a w. to 4 0 004 0 a0 0 oa u 4J 0 

toI>--cc m 

toc m 

L. 4j mCi w0 0a c sz c m CI C41 44~4 0-4 

4-4 31 3 .0 r4- m~ -A4 

'u4r) 14ccU 

f) - Co 14 4 -4I 

i wn m= 00 t 4)14 

- C,- C; u $ 

m,- 

)0 

oJ. :34 41o w m 

CO ''AQ.10 Q11 V Co 0 0 41 04) 0'4'Dm 

W m C 

4 aV41C r_ 0.01n.-1 ChU. 1 0 o 0 

r. " 

wt ww C: a 

0Id a 0 0 

SNTTOWAESUPYENVIRONMENTAL 

SANTATON ATE SUPLYCT.FANT.1N S 

PERCENTAGE'S 

Village___________ 

GVH 

TA/STA_____________ 

Water Project____________ 

PERMANENT VILLAGE INSPECTION REGISTER 

HEALTH EDUCATION AND SANITATION PROMOTIONI 

IN RURAL PIPED WATER PROJECTS FORM HESP 4

HEALTH EDUCATION AND SANITATION PROMOTION IN RURAL PIPED WATER PROJECTS FORM HESP 5 

VILLAGE INSPECTION TALLY SHEET 

Village Inspected by Date 

SANITATION ENVIRONMENTAL CLEANLINESS" 

Latrines 00000 00000 00000 00000 00000 00000 Dwelling 00000 00000 00000 00000 00000 00000* 

00000 00000 00000 00000 00000 00000 . Houses 00000 00000 00000 00000 00000 00000 

00000 00000 00000 00000 00000 00000 00000 00000 00000 00000 00000 00000 

OO00000 00000 00000 00000 00000 00000 ooooo 0000 ooooo ooooo0 00000 

Unsatisfactory 00000 00000 OOOO 00000 00000 00000 Unsatisfactory 0 0000 00000 0OO00 0000 00000 

.Latrines 00000 00000 00000 000o0 00000 00000 Dwelling 00000 00000 00000 00000 00000 00000 

00000 00000 00000 00000 00000 0000 Houses 00000 00000 00000 00000 00000 0000 

Latrines Under 00000 00000 00000 00000 0000 00OOO F-- Infested 0 00 0 000000 00000OO O 

Construction 00000 00000 00000 00000 00000 00000 El Dwelling 00000 0000 00000 00000 00000 00000 

L. 

Bath Houses 00000 00000 00000 00000 00000 00000 

00000 00000 00000 O00OO 00000 00000 

00000000000000 0000 00000000000 

00000 0000 00000 00000 00000 0000 

l 

Houses 00000 000 

Types of Infestations:- 

0 0000 0000 00000 00000 E 

General cleanliness of village: 

Satisfactory [ _i 

Refuse Pits 000000000000000000000000000000 

00000 00000 0000OOC OO00000 U1] 

nstifatoy 

000000000 00000 00000 0000000000 

00000 00000 00000 00000 00000 00000 HOUSEHOLDS 00000 00000 00000 00000 00000 00000 

Dish Racks OOO 0000OOOOOOOOOO 0000 00000 00000 00000 00000 0000 00 000 

00000000OO000O00000000000000 00000000000000000000 00000 00000 

00000 00000 00000 0000000000 00000_0_0000000____00000 

OOO O 0000 000000000 00000 00000 PERCENTAGES 

WATER SUPPLY WTR P Taps with Taps With Households Households with 

: El 

No. of Taps ~j Satisfactory 

Drainage LJ Laundry Slabs L with Latrines 

Refuse Pits 

Households with 

Drinking 

Households 

Water 00000 00000 00000 00000 

with 

00000 Bath Houses Dish Racks 

Pots-Inspected 00000 00000 00000 0000 00 00000 0 

Unsatisfactory 00000 00000 OCOOO00000 O0000 00000 No. of VHC Members accompanying on inspection tour 

Drnaisfatr 00000 00000 00000 00000 00000 00000 

Drinking Water 00000 00000 L 

00000 00000 00000 00000 . Diseases reported as special problem in village:- 

Other Protected Water Sources (No. and type): 

l

- - - - -- - - - - - - - - - - - - - - - - - - - - - 

.1I-4 - 

- -0 - a 44E2 o 0 - - :-- - - - -) T -- - - - - - - - -4 =-- - - - - - - 

Co v a) wee a4 oa 4 m: j0 Ow 

04 

ow: 0 0 8 

&.'& E0 00 0 

C0) .0) M4 rz r0 so -4 M- 

4~ 31-4 04 

4. 4 

0 0 

wa 

0d 

C4) 0U 'a- 0 fam= a4 ~ 

V illag e / ci Ca 0. ww w so u W 0 a4 W4) C C. 

SCto -Ae a~7 4J V0t~ 0~:3 :i 0 

m a m a3 

-Ia .0o d) 

'0 

0 4) 4 41 

- ) 00 0 Z,- w C 4 -4Z 

SANITATION WATER SUPPLY ENVIRONMENTAL PERCENTAGES 

CLEANLINESS 

Station/District_______________ Prepared bY MnJ of- 19 Page of 

HEALTH EDUCATION AND SANITATION PROMOTION IN RURAL PIPED WATER PROJECTS FORM HESP 6 

MONTHLY VILLAGE INSPECTION SUMMARY REPORT

HEALTH EDUCATION AND SANITATION PROMOTION IN RURAL PIPED WATER PROOECTS 

MONTHLY REPORT OF ACTIVITIES IN TARGET VILLAGES 

Station Submitted by Post Month of 

Village Nature of Activity 

Viilage Nature or Activity 

[o. or vHCe Formed 

No__________s__oaedup 

Na. of VHC. Trained 

N 

SUMMARY OF ACTIVITIES IN TARGET VILLAGES: 

No. o VHC Folloi- 

No. of Health Talks 

Visits 

No. of VHC Health 

Total Attendance at 

Education Courses Health Talks 

No. of VHC Refresher 

Cournes 

No. VHCS Achieving 

_inspections 

No. of Village No. of Health Education 

Materisle Distributed 

FORM HESP 7 

- 19 -Page_.ar

~*4~~ 7 

co-, * a 

0 

0 0 

Submitted by Station Month of 

_....19 -_ 

Png.~ f 

MONTHLY SUMMARY REPORT OF ACTIVITIES IN TARGET VILLAGES 

HEALTH EDUCATION AND SANITATION PROMOTION IN RURAL PIPED WATER PR03ECTS 

FORM HESP 8

- 

Village 

HEALTH EDUCATION AND SANITATION PROMOTION IN RURAL PIPED WATER PROJECTS rORM HESP 9 

PROBLEM A1ALYSIS RECORD 

Prek.nred by__ 

P . 0 

POLM0 0 

D0t 

- o 

PROBLEM 

No =I0 0 E 00 

0 

NO.. a- 4J 4Ud 

Na. Uj C . No .- 4i 

1 i 

N-.----- 

Date 

> o 

C)0 44 0 -0 Q -0 

7 • _ 

.

Nearest Health Unit (name, type) 

Village 

Distance from village 

Names of Traditional Birth Attendants: 

Names of Herbalists/Traditional 

Healers: 

Schools (name/type/distance): 

HEALTi EDUCATION AND SANITATION PROMO)TIOU IN RURAL PIPED WATER PROJECTS 

Traditional water 

distance): 

VIL.LAGE DESCRI1TIoN 

Prepared by 

Date 

sources (type/ Major food crops: 

Current use of traditional water source: .Major cash crops: 

1isnal type of house construction: Usual ndiwo: 

Traditional Courts in/near village: ..Major sources of income: 

Churches/Mosques (name/type/distance): Name/location Branch MCP Chairman: Health Problems: 

No. of shops in/neaz village _ 

Drugs stocked in shotis: 

Nearest market (location/distance): 

M a 

0 HLS? 10

DLscribe recent self-help proects of Cc 'ared witi oti.er villag,:s in u- General comi:i-nts: 

village (other than piped water area you have observed, how would 

.=n~ect): you rate this village on the 

following:- 

Rate level of activity workrs ~erfomgences:Cooperation 

of extension 

workers from other agencies: n 

Quality of housing: 

good typical poor 

C) C) ( ) 

No. of children attending school: 


C) C) () 

No. of children attending under-fives 

clinics: 


C ) 

good 

Active ANive Avao able 

Homecraft Worker ) ) 

Farm Home Instr. ) ) 

Agric. Extensionist I) () 

Water Monitoring 

C ) ) 

c 

: 

General comments: 

Assistant 

Community Devel. 

(} ) 

Assistant 

Others: 

C I ( ) 

_____________ ) ()I 

______________( ) C) 

____________() (I 

_____________() () 

w) d 

with developmrent 

typical poor 

) 

projects:

Name__ 

SUNDAY 

-1 

L 

MONDAY 

L 

L 

k'LHIHLI .u, 

Post 

TUESDAY 

L 

L 

h'..,-N 

WEDNESDAY 

L 

I 

Station----- 

THURSDAY 

L 

L 

Month of 

FRIDAY 

I 

L 

V5." -_:-I] 

, 19 

SATURDAY 

L L-- E E L L- 

Ll 

L-F 

LLL- L L I- L- 

L L I L I- L L 

L L L I- L I- L

-27 

H T,ORKSHOP 

EVALUATION -,AMfIATION 

i. Put these steps in the project strategy in the correct order:- 

VHC compliance 1 

Baseline Villa e Inscion 2 

VHC Training 3 

Select tari'e- vil!ajes 4_ 

Hold Villtige "-eetin; 5 

VHC Election 

M.eet with !ccl leaders 7, 

VIC fo2low-up visits a 

2. What is the purpose of the base line Village inspection? 

3. What are two important principles to use in teachin6 adults? 

4. Ventilated latrines hn.ve t;',:o .ajor -idvantzges over unventilated 

latrines. What are these advantages? 

5. Durinj - village in_:2ectiun you count 6,' hec.w-eholds and 42 latrines 

What percentfije of >ousei.xlci ive lat..ines"? 

6

- 2 

6. Which of the following diseases do you consider to be water or 

sanitation 2elat ed? 

( )) 'hooping'couh 

( ) Conjunctiviti 

( ) Tuberculosis 

( )Skcin di-*.e-.,se( 

( ) orn's 

( ) Lep_-osy 

M,e.sles 

( ) Tetanus 

( ) Typhoid 

( ) Polio 

( 

) ei 

)':Dysentery 

) -K ,. ,o• 

( )Hepatitis 

7, List the desireable ch-.rcteristie3 of , VIC iember. 

8. rite an examnle o2 an open oLestion you would use in -a 

discussion durin,. TIC Trinin,. 

9. e.hare 5 "1'i,,.::: t-,t can -e done t( k-eep drinking ",,ter frem 

becoming contwa'inated after oo2laotion? 

10. hat ire the iz:ortm. 1utie of' ¥illge :.etI, Comittee?

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