PAN in the VAN:
An Innovative Approach for Inclusive WASH
Ajit Saxena
Sailesh Majumdar
Pinaki Desarkar
9 October 2012
Energy Environment and Development Society (EEDS), R—12 GTB Complex, 2nd Floor, New Market, T.T. Nagar, Bhopal – 462003 (M.P.),
Acknowledgements
We thank Institute of Rural Research and Development (IRRAD) who have given us due opportunity to
submit this paper at the National Conference on Women-led Water Management: Strategies towards
water sustainability in rural India. We are very thankful to UNICEF Bhopal and Zilla Panchayat Dhar,
Khargon, Khnadwa for the field testing of eighty 3-day camps as per the approach in four districts of
Madhya Pradesh. We owe thanks to the community, representatives of Panchayati raj institutions,
government officials and functionaries in the study districts for extending support and sharing their views.
Ajit K Saxena
Executive Director
Energy Environment Development Society (EEDS)
Bhopal (MP) India
PAN In the VAN—an Innovative Approach for Inclusive WASH, 9 Oct 2012
Ajit Saxena, M. Tech, PGDEM, Executive Director, Energy and Environment Development Society (EEDS), R—12 GTB Complex, 2nd Floor, New market, T.T.
Nagar, Bhopal–462003 (M.P.), [email protected]
Sailesh Majumdar, M.Sc, PGDEM, PGHRD, Director, Energy and Environment Development Society (EEDS), R—12 GTB Complex, 2nd Floor, New market, T.T.
Nagar, Bhopal–462003 (M.P.), [email protected]
Pinaki Desarkar, PGDRD, Project Officer, Energy and Environment Development Society (EEDS), R—12 GTB Complex, 2nd Floor, New market, T.T. Nagar, Bhopal–
462003 (M.P.), [email protected]
Abstract
The paper discusses a new method/approach ‘PAN in the VAN- an innovative approach of inclusive
WASH’ designed with a format to keep the women in center. The paper shares learning of eighty 3—day
camps organised in three districts of Madhya Pradesh in 2011 as a part of its second tier.
The PAN denotes hardware and Van is onsite software. The ‘PAN IN THE VAN’ is a mobile van
(vehicle) equipped with material technological options and specially designed twelve IEC tools to invoke
women and children participation and cater to the needs of the different actors in a village scenario,
particularly for demand generation, capacity development, team building, governance improvement,
demonstration of technological options, and strengthening of supply chain.
Based on the learning and input from the PAN IN THE VAN approach, new dimensions are incorporated
in the Madhya Pradesh IEC Strategy document of Government of MP to accelerate Total Sanitation
Campaign (TSC).
PAN in the VAN approach has following inherent qualities to highlight:
Participation of women in governance: Women got to know their role and powers and made
eighty village plans for WATSAN in a transparent manner.
Improved awareness in WATSAN resulted in improved drinking water, sanitation and hygiene of
villages by cost-effective sanitation models.
Inculcation of good habits and propagation of behaviour change through better retention of
message.
Successful testing of tools/approach in BCC showed: improved participation of women by
invoking interest, separate opportunity for each group of women through separate tent, women
time friendly schedule—they could participate as per their free hours without affecting their work
or livelihood, retention of messages found satisfactory during the evaluation
Supply chain system improved in the remote villages
About EEDS
Energy Environment and Development Society (EEDS), Bhopal is a registered secular, not for profit
organization working in Madhya Pradesh, Chhattisgarh & Himachal Pradesh for 12 years. EEDS has got
2nd
Prize of Women’s rio+20 good practice award, for ‘PAN in the VAN’ under water & sanitation
category in rio+20: the UNITED NATIONS high level meeting on environment and sustainable
development at Rio De Janeiro, Brazil1. It had taken up several assignments with
organizations/agencies like UNICEF, Government of MP, Water Aid, DFID /IPE, PSI, IGSSS etc Context:
Safe water, sanitation and hygiene (WASH), fundamental to human development, is still not available to
majority of population. Eighty percent of the diseases affecting mankind are either water—borne or
excreta related especially affecting women and children2. WASH in India continues to be inadequate with
only 31 percent population having access to improved sanitation (2009) and more than half of the world’s
open defecation (665 million people)3. 700,000 Indians die each year from diarrhea
4 and national
economic losses on WASH is equivalent to 6.4 percent of GDP in 2006 at US $53.8 billion5.
Women and girls place higher value on the need for WASH facilities than men. Despite numerous
programmes (like Total Sanitation Campaign) and huge investments, the failure in WASH can be
attributed to passive attitude of the stakeholders towards demand and supply. Moreover, the prevailing
approaches for improving WASH are monotonous and perhaps not designed to address the strategic needs
of women i.e. their key role in planning, management and monitoring. There are chances of exclusion of
women as most of the strategies are offsite. The approaches do not strengthen forward and backward
linkages at community level. The governance, institutions (schools) and supply/service aspects are not
addressed in a synchronised way.6
The approaches mostly adopt off—site path where inputs are provided to some select representative with
the expectation that they would disseminate the skills/information in their areas/villages. But factors like
classroom based and monotonous training modules, varied level learning capacity of the representatives,
failure to mobilise people’s attention, failure to retain community participation and most importantly, the
lack of support after the trainings limit the effectiveness of the ToT approach7.
The challenge of the hour is to bring innovative ways for awareness, capacity building and support
systems to transform these stark figures in the light of varying topographical, climate, culture and
economic backgrounds of the communities to be addressed.
1http://www.wecf.eu/english/press/releases/2012/06/rio—awards.php 2 http://www.aiias.edu/ict/vol_28/28cc_001-017.htm 3http://www.who.int/water_sanitation_health/monitoring/jmp2012/fast_facts/en/index.html 4http://www.globescan.com/pdf/WaterViews_GlobalWaterPoll_GlobeScan.pdf 5http://www.wsscc.org/resources/resource-publications/inadequate-sanitation-costs-india-rs-24-trillion-us-538-billion 6http://www.solutionsforwater.org/wp-content/uploads/2011/11/PAN-IN-THE-VAN-APPROACH-eeds-Bhopal-Nov-2011-2.pdf 7http://www.communityledtotalsanitation.org/resource/favourable-and-unfavourable-conditions-community-led-total-sanitation
The Approach:
The paper discusses the new methods/approach ‘PAN in the VAN- an innovative approach of inclusive
WASH’ designed with a format to keep the women in center. It shares learning of eighty 3—day camps
organised in three districts of Madhya Pradesh (2011).
The ‘Pan in the Van—an innovative approach for inclusive WASH’ is developed by EEDS in
collaboration with UNICEF and with the support of various Zilla Panchayats. The aim was to accelerate
TSC and to address gaps prevailing in behavior change communication efforts in WASH. It is based on
onsite principle with a format and potential for women-centric processes. It has inbuilt spaces and
strategies for women, suitable to their context and lifestyle and it encourages women to take leadership
roles. The approach was also shortlisted as one of the promising approaches by World Water Forum
during its 6th Conference held in Marseille, France, 12
th—17
th March, 2012.
8
The PAN denotes hardware and Van is onsite software. It is a comprehensive basket of 12 IEC tools
specially designed to invoke women participation and cater to the needs of the different actors in a village
scenario, particularly for demand generation, capacity development, team building, governance
improvement, demonstration of technological options and strengthening of supply chain. It not only
facilitates action planning and community review but also supports decision making by women in the post
trigger phase.
The tools/methods developed offer opportunity to women and children to participate in creative and
joyfully. The features like round the clock stay for three days of PAN in The VAN team/unit at the camp-
site, flexible camp schedules, on—site training facilities, exhibition of options, IEC tools, production
machines, separate meeting arrangements and community review enables different sections of the society
especially women to learn and contribute as per their pace/routine.
Apart from community and school interventions, it has dedicated tools/methods to involve women to
address their strategic needs. It creates institution, change agents and also institute follow up mechanism.
Mahila Toli a group of women formed to extend support in leading and spearhead the WASH
interventions. WASH Promoter is a self sustainable model for WASH services. ‘ek pe ek gyarah’ strategy
involves girls innovatively in School Led Total Sanitation.
Two tier approach – The first tier: WASH enterprise is set up at block level equipped with help—line
(telephone), WASH store, mobile unit (Van) and production center (optional). Second tier: network of
local WASH promoter families and interventions in the Gram Panchayats. WASH promoter is from
within the village, linked with helpline and facilitates processes to bring to logical end.
The approach is a four step process: first; a participatory hygiene analysis to understand the local
situation. Second; an onsite 3—day camp to create community awareness, institutions capacity building,
focus on women, children/school sanitation and hygiene and prepares the village WASH plan. Third;
strengthen the institutions, train enterprises and prepare water security plans. Fourth; sustainability by
regular community review.
Out of the four steps, Second step (tools and camps) tested in eighty Gram Panchayats with encouraging
results. The proposal is to implement the approach in project mode. In addition to the different steps of
the Pan in the Van approach, a proper baseline, orientation of the key stakeholders and grassroots
facilitators and M&E activities were also taken up to ensure the results and to capture learning.
_____________________________________ 8http://www.solutionsforwater.org/solutions/pan-in-the-van-%E2%80%93-an-innovative-on-site-approach-for-inclusive-wash
Photo 1
Four steps of the ‘PAN in the VAN’ approach
Source: Photograph from EEDS
Objectives of approach:
PAN IN THE VAN has following immediate objectives:
1. Demand generation through awareness and triggering participation:
To mobilise/involve key stakeholders: target community, youth, women and children, Panchayat
and Government service providers around the issue of sanitation.
To enhance community awareness to accelerate Total Sanitation Coverage (physical & usage),
programmes/schemes and entitlements.
To promote inclusion of marginalised groups in urban/rural areas in development efforts related
to WASH.
2. Team building for local collective actions:
Capacity development of the key duty bearers (like VLWSCs, SHGs, schools, etc.) to enhance
their knowledge, skills and attitude so that they can play their roles effectively.
Strengthen the supply chain and enhance skills of service providers (masons, plumbers) and local
CSOs.
To initiate the process of school led total sanitation (SLTS).
3. Mechanism for action Planning (WASH) and community review:
Facilitate the action planning to achieve WASH/TSC targets at the Panchayat level
To constitute and facilitate a sustainable community based monitoring system
Strategy
The camps focus on process to create spaces for dialogue among the stakeholders, especially
women for coordinated and planned efforts.
For reducing the transmission losses and distortion of messages, on—site capacity building is
conducted to reach the target groups/participants directly.
It enables women and different sections of society to learn and contribute as per their pace and
routine. For this, features like round the clock stay of team/unit at the camp site, flexible camps
schedules, on—site training facilities, exhibition of options, etc are adopted.
It institutes a simple, transparent and joyful format for regular community review.
It avoids creating new/parallel institution. Instead it develops capacity of exiting
institutions/groups i.e. Tadarth committees, Schools, PRIs, SHGs, etc.
The actions emerged during the camps do not need additional financial resources. It promotes
convergence to meet out financial needs at the Panchayat level.
It taps the potential of children as effective change agents.
Process in the Approach:
The ‘PAN IN THE VAN’ has a team of five skilled persons to facilitate the process. It is supposed to
implement the steps in following way:
Baseline and Hygiene analysis (PAN IN VAN approach in the field for 1—day event):
To understand the target groups/local situation (in WASH) baseline information is collected in the
Panchayats in the light of the objective. For the purpose a proper plan, formats and participatory rural
appraisal (PRA) is adopted with training of field team. Based on the field survey a Panchayat status report
on WASH is prepared.
A skilled team visits the Panchayats prior to the camp. After initial rapport building with the local
leader/opinion makers, it carries out exercises like water testing and heath check—up of the select
population. A doctor facilitates the FGD on the findings of the survey and initiates the process around the
WASH issues. Preliminary planning is also made for the 3—day camps.
3—Day Panchayat level Camps (PAN IN VAN approach in the field 3—day event):
The Pan in the Van team stays in Panchayats and conducts a proper 3—day camp with schedule and clear
objectives. A typical camp will cover following:
Create community awareness/triggering for action on WASH in their Panchayat.
Capacity development of institutions like VLWSC, SHG & masons, other key persons.
Introduction of school sanitation and hygiene education.
WASH action plan preparation and introduction of community review system.
Table 1: Mobile Van Components
Hardware components in the mobile Van
12 seated AC Van with (with modular
carriers/cupboards).
Folding canopy, display tables & tray,
display boards, etc.
Dias/podium and a tent (for 15—20
persons).
Audio- video equipments & public address
system.
IEC materials (Print Games, Videos, Plays,
folk songs, games, recorded Key massages,
etc.)
Models on sanitation facilities (Various
sanitation options).
Equipment for producing sanitary items
(PAN).
Generator for providing power back up.
Chairs, carpets, dari, etc.
Awards & Certificates to encourage
participants.
Strengthening local delivery mechanism/institutions:
After few days of the 3—day camps, the Pan in the Van along with the team again visits to the same
Panchayat for capacity building of different key stakeholders/groups as under:
Strengthening local institutions—Tadarth committees: During this round expert conducts training
with a proper course and sessions.
Strength of supply chain management: imparting skills to the masons and orients the service
providers/suppliers in WASH to ensure quality and timely services.
School sanitation and hygiene education (SSHE) for SLTS in which children act as messengers of
WASH to households and influence community to adopt good hygiene practices.
Community Review/Follow up Mechanism: Panchayat level WASH plans prepared during the
earlier camp are reviewed in each month by the community.
To initiate the review process tools like ‘kick to kitanu (a football based game), extempore, cases stories,
song, poetry, etc. are used to reinforce the messages and also to attract the community to participate. The
Pan in the Van team facilitates the review process initially (up 5—6 months) and later the same is
entrusted to the Panchayat and community.
Activities and Schedule: 1. The Activities:
There is proper schedule with objectives and timeline of 3—day camps which is aligned as per the local
situations. During the camp following activities are organised:
Table 2: Tools of PAN in VAN
SN Tool Objective Details Participants
1 Langdi Game To sensitise
community about
open defecation
Game involving making a village map using
rangoli colours. Open defecation (OD) is
shown in different colour. Participants are
asked to cross the village map without
touching OD colour.
Women. girls
2 Ring Game to raise interest and
communicate
messages
New use of popular game, useful for
reinforcement. Rings are thrown by
participants on a chart showing dos and donts.
Participants explain the point where ring falls.
Women, girls.
Children
3 Chair game To raise interest and
communicate
messages
Popular musical chair game played with 15
chairs with messages of WASH.
Women.
Children
4 Songs To raise interest and
communicate
messages
Messages and advertisements in the form of
popular film songs
Community
5 Mallasure Ki
Khahani—
Story
The scientific facts
packed in the story
form to sensitise
A role play, stage show (nukkad natak),
banners and mascots are combined to form a
WASH message for villagers. The mascots
play as a brand ambassador of WASH. Also,
the villagers participate in the nukkad natak.
Community
6 PRA To know the
WATSAN situation
of village
The PRA concept customised for the
WATSAN situation analysis and planning.
Community,
women
7 Dandi yatra—
Village march
Field exposure to
identify clean places/
houses
Rallies by students with banners and posters
on WASH issues.
Children
8 Joker Orientation on the
WATSAN in joyful
manner
Mascot and brand ambassador of cleanliness
and hygiene.
Mascot
9 School kit To learn and monitor Provided to the schools in form of study
material and a tool for monitoring.
Children
10 Pan
production
‘Produce your
PAN’
Demonstration of
low cost options
Demonstration of options with the technical
details for the masses.
Masons,
Community
11 Foot ball
match (Kick
to kitanu)
Monitoring and
environment
creation
Children play foot ball match between team of
Swachhata (cleanliness) and KITANU (Virus).
Commentator broadcasts the WASH messages
along with the game events.
Children.
Youth
12 Videos and
Movies
Awareness
generation
Showing the message to masses through films. Community
2. The Schedule:
Day—1: After inaugural session, the programme starts with a ‘Dandi March’ by school students
and community helping in rapport-building.
Photo 2: Dandi March
Source: Photo taken in 3—day camps Photo 3: Dandi March
Source: eeds 3—day camps
This is followed by community group visits to different places in the village for activities like interaction,
status analysis, discussion on history of disease, etc. This exercise helps in identifying clean and dirty
places, open defecation locations and village sanitation map preparation. The team also interacts with
teachers and makes preparation for school events.
After the activity, village mapping is facilitated to sensitise women and girls on the aspects of hygiene
and cleanliness. ‘Langdi’ game is conducted to explain the critical elements like seven components of
hygiene and fecal oral path.
Photo 4: Women playing ‘Langdi’
Source: Photo langdi game in Khadwa camp buy eeds Discussion and debates take place in the evening around issues to identify groups and active champions
among the children, youth and women. Film shows are organised on the relevant topics.
Photo 5: Movie show
Source: Photo taken in 3—day camps
Day—2: The day begins
with a central program for the
community where all the exhibits
are displayed. The team shares
various social and scientific aspects
of sanitation with the help of plays,
stories, songs and various edu—
entertainment aids like Fly, Jokers,
Mallasure, etc.
Photo 6: Joker–Mascot of Cleanliness
Source: eeds
It followed by training of Village-level water and sanitation committees/field functionaries to motivate
them to work collectively and their role clarity. Separate interactions with women is organised to address
specific problems related to them.
Photo 8: Discussion with women and children
Source: eeds Photo 7: Mallasur: Brand ambassador of open defecation
Source: eeds
The post lunch sessions involve school students.
Lectures and competitions are organized for awareness and selection and training of team for ‘Kick to
Kitanu’ is done.
Photo 9: School competition
Source: eeds camps
Evenings are full of enjoyment and education, quiz; experience sharing and cultures events, on the issues.
Children play a game of ‘MALLASUR’ (one gram Fecal—how it becomes an evil). Technical session is
also organised as per the convenience of the community during the camps covering following:
Produce your pan: For those who want use production machine and produce the sanitary pan for
their toilets.
Photo 10: Produce your PAN
Source: eeds
P—trap fitting: To inform
mason about the technical
aspects.
Photo 11: P—Trap fitting
Source: eeds 3—day camps,Khnadwa
Option in Toilets: For masons and community to learn how to make a toilet, particularly the leach
pit and its advantages
1. Day 3: Day three begins with ‘Kick to Kitanu’ a football match between student teams ‘Kitanu’
(bacteria) vs ‘Swachata’ (cleanliness). Villagers are invited to watch the mach. It is full of
information and action. The commentator broadcasts various massages related to WASH during the
match. The match creates a solid ground for preparation of collective sanitation action plan.
Photo 12: Certificates and Awards to children
Source: Photo 3—day camps in Khargone.
After the match the VLWSC with the help of the community and stakeholders discuss and prepare an
action plan to achieve a Nirmal Gram status. The plan is shared with community and feedback is
collected.
Photo 13: Chart used in Ring game
Source: Photo 3—day camps in Dhar by eeds
The programme is concluded with an oath taking ceremony by community. In this event opinion leaders
share their views and experience. Best houses, clean family, active children, best mason and youth team
are honoured to steer the process in a right direction
Key outputs:
Out of the four steps, second step (tools and 3—day camps) tested in 2009—10 more than eighty
Panchayats of MP with encouraging results. It emerged that the PAN IN VAN is an approach, not only
triggers the demand but also builds the team and sustains the programme and taking the area towards
inclusive sanitation. It has benefited people in seeking their entitlements, access to dignified sanitation
and created space for the excluded groups to be informed and seek active participation.
Based on the learning and input from the PAN IN THE VAN approach, new dimensions are incorporate
in the Madhya Pradesh IEC Strategy document of Government of MP to accelerate TSC (refer IEC
strategy of MP for TSC).
The tool ‘Kick to Kitanu’ (a football game) is instrumental in monthly monitoring by the local
community. The State government is encouraging district water and sanitation committees to use the
similar approach.
3—day camps organised were reviewed by the experts after six months of the events. The purpose was to
understand the impact/achievements of the intervention i.e. on—site capacity building camp at Panchayat
level. The excerpt of the review is as follows:
Key messages
1. Advantages:
The solution is scalable to any programmatic/national level by establishing more numbers of units in
desired number of districts/Blocks where sanitation coverage is poor and is not a priority of the
community.
Table 3: Why PAN in VAN approach is better than regular training programmes:
SN Reasons behind low participation of women
in training programmes
How ‘PAN in VAN’ approach achieves active
participation of women
Reason Detail
1 Lack of
information
Often information is passed on
from man to man.
Information is passed on to the woman member
of the family through children.
2 Illiteracy Women literacy in rural areas is
much lesser than average national
literacy. They are unable to read
descriptive handouts given in
trainings.
Involves pictures, videos, drawings and
activities. Involves activities which can be
followed inside house.
3 confine to one or few aspects such as triggering,
supply or marketing, hand washing, toilet
construction, etc.
Complete solution for WASH covering all seven
components (including menstrual hygiene),
supply/services (not construction alone),
governance/ institutions in a coordinated
manner.
4 Training involves only one type of mass at one
time.
It believes to work with community, households,
school children and physically challenged
persons with distinct strategies/methods
simultaneously.
5 Venue far
from
household
Trainings are held at block
level/cluster level/Panchayat
bhavans.
The whole village is training hall. Equipments
are mobile and activities are performed where
the community resides rather than class rooms,
panchayats bhavans, etc.
6 Theoretical Trainings are in class room style.
They involve theoretical learning
only.
The tools and methods involve community in
simple and joyful way. Audio—visual aids help
building skills amongst community reducing
dependency on skilled technicians.
7 Ill
scheduling
Rigid time schedule do not allow
marginalised to participate and
are generally conducted off—site.
It is an onsite approach, unit/team stays and
functions from the village to encouraging
women & daily wage earners to participate as
per their convenience. Community participates
in various events and also learns from the
trainings.
8 Men centric
exercises
Exercises are not women centric. Activities do not require strength and are
adopted from regular plays played by
women/girls. Easier to adopt by women, even
by physically challenged.
9 Men centric issues – water for irrigation,
construction of latrines, etc. only
Training related to household chores such as
drinking water, washing utensils and food,
keeping self clean, washing clothes, bathing, use
of latrines, kitchen garden, livestock waste, etc.
10 Designs are not based on local needs and are
expensive
The approach is economically viable and
compatible to PPP and entrepreneur models.
11 Myths remain myths Myths about various aspects are removed with
thorough discussion and demonstration. For
example: p—trap does not let smell reach the
house.
12 No involvement of issues related to individual
health of women and adolescent girls
Separate tent for issues related to women and
adolescent girls
13 Cultural
reasons
Head of family is often a man
only
Women can follow the messages without
hurting any cultural ideologies.
14 Objective is distribution of kits not message Even school kit is full of activities such as 5—
step hand wash process demo, family card,
assignment and recognition such as kick to
kitanu dress, certificate for cleanliness, etc.
Mascots are used as brand ambassadors of
cleanliness and faecal matter
15 Involves men training women Involves inter training of women and women
WASH promoters from within the village.
16 Do not involve women in decision making Involves women for action plan development of
village for achieving Nirmal Gram Puraskar.
Fig 1: Effectiveness of PAN in VAN Tools (marks out of 10)
Achievements:
Fig 1: Retention of message (marks out of 10)
During ToTs, risk of loss of information during transmission is higher.In eighty 3—day camps in 80
villages of four districts of Madhya Pradesh (organised by EEDS and UNICEF), an estimated 12000
women and girls, 400 schools, 100 anganvadi workers, 300 duty bearers and 700 school teachers
participated along with other men members of the community. The camps gave special attention to
physically challenged and old age persons as well as adolescent girls.
With 60 percent retention of messages, it has reached atleast 7000 families.
With 40 percent adoption of good habits, 5000 families have adopted good habits of WASH. Also, if
these good habits are adopted by other families after observing then it will increase to 7000 families.
Thus, we can say 80 3—day camps brought change in behavior in many whole villages rather than just
families. We hope these villages achieve Nirmal Gram status very soon.
In all cases
in most of the cases
in considerable cases
Sporadic
Pen
etra
tio
n o
f M
essa
ges
8
7
6
4
Community identify the message
Retention of the message ( narration)
Understanding of the concept ( related Benefits/ harms)
Behavior change ( Sincere Try )
Fig 3: Contribution of PAN in VAN in various fields (result out of 10)
2. Review at a Glance:
Table 4: Various dimensions of the Approach
Dimensions Highlights
Governance Transparency: role & responsibilities discussed in public/at common
places
Team spirit created among VLWSCs
Women got to know their role and powers
Collective problem analysis
Reason and direction to work in collective manner
Firsthand experience on planning and analysis (village WATSAN
plan)
Awareness on
WATSAN Collective deliberation on the ‘so called dirty issue’
Know the details related to TSC and entitlements in details
Know interrelation of the behaviour, hygiene, health and governance
Collective thought process with initiation of action
Students got opportunity to learn on critical issues like hand washing,
school cleanliness, toilet construction etc.
Improved drinking water storing practices
Improved awareness on the cost effective sanitation models
Community demanding/approaching the duty bearers for the
entitlements
Capacity development Capacity development of the various groups leading to sense of action
and responsibility
Community based monitoring system in TSC
Mason trained in new technology and quality aspects
Service providers got new ways of reaching community
Supply chain system for toilet construction in the remote villages
Successful Testing of
tools/approach in BCC Tools provided space for participation and invoked interest
Tools promoted inclusion due to designated opportunity for each group
Target population (consumer friendly) could participate as per their
schedule without affecting their work or livelihood
The retention of the messages was found satisfactory during the
evaluation
Demonstration of
alternatives The EEDS provided its innovative patented design of ECOSAN,
without additional cost
Sub-community toilets provided an alternative approach to address
many social issues
Prepare your PAN (demos) for the community
Other Benefits Facility for separate meetings for women and girls so that they can
discuss and learn in privacy
Earn visibility and invoke public debate on the issue
Dissemination of Bio—fertilisers concept in villages
Programmes implemented by other agencies got new energy
Partners capacity development on new approaches of BCC
Conclusion
‘PAN in the VAN – an innovative approach for inclusive WASH’ is a tested way to involve women in
issues of WASH. This approach includes twelve tools and various methods to involve women joyfully in
governance. It shows how women and children can be an integral part of development process through
playful awareness and exercises. The field testing of eighty 3-day camps show improvement in message
retention, behavioural change, involvement of women in action planning of village WASH and children
participation in school led total sanitation. It is time when our training methods become women centric
inculcating special features for special groups.
--------
References
http://sanitationupdates.files.wordpress.com/final_report, PHAST&PPPHW, SANIYA Approach
http://water.worldbank.org/node/83408
http://www.communityledtotals.com
http://www.wssinfo.org/fileadmin/user_upload/resources/1278061137-JMP_report_2010_en.pdf
GoI (2002), Swajaldhara Guidelines, http://ddws.nic.in/popups/swajal_pop.htm
GoI (2008), Rajiv Gandhi National Drinking Water Mission, Department of Drinking Water Supply
Ministry of Rural Development, Government of India, New Delhi.
GoI (2010), "Strategic Plan 2010-2022", Department of Drinking Water and Sanitation, Ministry of Rural
Development, Government of India, New Delhi.
GoI (2010a), Strategic Plan - 2010-2022: Department of Drinking Water and Sanitation-Rural Drinking
Water, Ministry of Rural Development, Government of India.
WSP (2010), A Decade of TSC: Rapid Assessment of Processes and Outcomes, Vol.1; The World Bank,
New Delhi.
WASHCost India (2011) Cost of Providing WASH Services in Andhra Pradesh (India): Need for a
Paradigm Shift, Research Report, Centre for Economic and Social Studies, Hyderabad.
Bongartz, P. (2007). ‘Community-led total sanitation’. In: Footsteps, no. 73
http://www.communityledtotalsanitation.org/resource/clts-tearfunds-newsletter-footsteps
Lankinen KS, Bergstrom S, Makela PH and Peltomaa M. eds. (1994) Health and disease in developing
countries. London. The Macmillan Press Limited, 67–78.
Dharmadhikary, Shripad (2007), 'A Flawed Model for Water Regulation' India Together, May 23
http://www.india together.org/2007/may/env-mwrra.htm
Top Related