Community Development Officer manual

Transcription

Community Development
Officer manual
Last update: 080605
Manual code: NC3.1
Foundation Connect International
CONTENTS
CONTENTS
i
INTRODUCTION
iii
PART 1 - COMMUNITY DEVELOPMENT
1
1
What is community development?
2
2
What are your tasks in community development?
2
3
What kind of person is a Community Development Officer (CDO)?
5
PART 2 - CDO SKILLS
4
6
Facilitation skills
4.1
How to facilitate a meeting
4.2
Additional notes for facilitators of meetings
7
7
9
5
Supervision skills
11
6
Teaching skills
12
7
Investigation skills
7.1
Interviewing
7.2
Informal information gathering
7.3
Structured observations
7.4
Structuring and use of information obtained through investigations
14
14
15
15
16
8
Conflict mediation skills
17
9
Monitoring and reporting skills
18
10
Learning skills
20
11
Planning skills
11.1
Planning of the community development process
11.2
The weekly department meeting
11.3
Daily planning and coordination
11.4
The monthly community coach meeting
PART 3 - COMMUNITY DEVELOPMENT ACTIVITIES
22
22
26
27
27
28
12
Preparations in new areas
29
13
Community requests
30
14
Community self-assessment
14.1
Objectives of an AI
14.2
AI steps
14.3
Preparations before starting an AI
14.4
Executing the AI
14.5
Introduction
14.6
Presentation of the O&OD results by the community
14.7
Group discussions on selected program issues
14.8
Explanation on MDG’s and opportunities for cooperation with SHIPO
14.9
Explanation of the conditions and restrictions of assistance by the local organisation
14.10 Election of Village Health Workers or VAG leaders, and community coach candidate
14.11 Closing the meeting
14.12 Signing of contract
14.13 Focus group discussion
14.14 Finalization of the AI
31
31
31
32
33
33
34
34
35
35
37
38
38
39
39
15
Election of a community coach
40
16
Forming Village Action Groups (VAG’s)
41
i
ii
Contents
17
Training of community coaches
42
18
Household surveys
18.1
Prepare the household surveys
18.2
Tasks of the surveyors
18.3
Tasks of the CDO
43
43
43
44
19
Community development planning
19.1
Prepare the CDP meeting
19.2
Facilitate the CDP meeting
19.2.1
Introduction
19.2.2
Discuss the household survey results
19.2.3
Filling in the Community Development Plan Forms
45
45
45
45
46
46
20
Training of VAG Leaders
49
21
Training of Village Leaders
50
22
Inter-community review meetings
51
23
Micro projects
Annex 1 Request form
Annex 2 Community Profile Report
Annex 3 Guidelines Interview Community Coach
Annex 4 Community Development Overhead Sheet
Annex 5
The household survey form
Annex 6
Household Survey Training Swahili
Annex 7 Community Development Plan Form
Annex 8 Example Toolkit Village Health Workers Training
Annex 9 Guideline for Village Health worker and coach to facilitate a toolkit
Annex 10 Guideline for Village Volunteer for facilitation of toolkit subjects
54
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58
66
67
68
85
90
91
93
94
INTRODUCTION
Context
This manual explains how you, the Community Development Officer (CDO), can assist
communities and community coaches to develop themselves and lay the basis for ongoing
community development in the future. CDO’s obtain support in their work from other people
such as other staff of the organization and district authority officers. You all work together to
facilitate each involved community to assess its situation and vision for the future, develop a
‘community development plan’ and implement the actions laid down in that plan.
Purpose of this manual
The purpose of this manual is to help you to increase your effectiveness in the tasks you fulfil in
community development. Therefore the manual provides practical information relevant for you,
the CDO, for the tasks you will fulfil in community development.
Who should use this manual?
This manual has been written for CDOs and other staff involved in community development
(mainly the supervisors of community coaches but in places also other staff).
In this manual wherever the word ‘you’ is used we mean you, the CDO.
How to use this manual?
You can start using the manual by reading carefully through the whole document, then
afterwards use it as background information. We also recommend that you read through a
particular topic in the manual each time before you need to do things regarding that topic. After
a training, when you start applying what you have learned, you can re-read about these topics in
the manual. Use this manual as your main information source, guiding you in the important
work that you do.
Restrictions
This manual can not provide all guidance you may need. Therefore it is important that beside
following the descriptions in this manual you keep on verifying whether there is anything that
could be further improved, any information needed on top of the information you have already
available through the manual, or any action that may need to be undertaken additionally to
monitor things better, motivate other involved actors more etc.
Feedback
This manual is based on the experience of local NGO’s in several mainly southern and southeastern African countries. We are keen to continue improving the manual. Therefore we would
appreciate it enormously to receive your feedback and suggestions for improvements so that we
can take these up in future editions of the manual. Please send them to Connect International by
e-mail: info@connectinternational.nl
iii
1
1
What is community development?
Community development is a concept for assisting communities to improve the health, well
being and welfare of their community members in a structural way. The concept has an
important principle: development is the responsibility of the community members
themselves. It is important that communities become aware of this. They should take their own
development into their hands, feel the owners of it and regard you and others as persons and
organizations who can help them to realize their goals. Therefore the activities done with
communities need to be realized as much as possible by the community members themselves.
A community development program for 125.000 beneficiaries can be set up with the following
actors:
•
A community development manager.
•
6 Community Development Officers (CDO’s), each responsible for 5 community coaches
•
30 Community Coaches, each responsible for 3 to 5 villages (that together cover 3.500 to
5.000 beneficiaries).
•
1.600 Village Action Group (VAG) Leaders for 700 VAG’s.
•
240 community committees.
•
160 community leaders.
2
The activities that you, the CDO, will be involved in to help a community develop itself are:
• Preparations in new areas. You may be asked by your organization to visit communities
in a new area to do initial investigations (if required) and introduce the program with village
leaders, local authorities, district authorities, etc.
• Community requests. Communities that have been invited and have decided they want to
participate in the program, fill in a request form and send this to the office of your
organization. You may be asked by your organization to assist with the selection of
communities that are suitable and will be invited to take part in the program.
• Community self-assessment. In each new community the community is facilitated to
assess its own circumstances, problems, needs, priorities, and also its future dreams. During
the self-assessment the community members also look at the opportunities they have and
formulate a vision. Conditions for cooperation with your organization are explained, and
also the process and activities involved in community development, among others that they
will be asked to form Village Action Groups and select community coach candidates. You
may be given the task by your organization to facilitate such self-assessments.
• Village leader workshop. Village leaders from several new communities are invited to
tatke part in the workshop which will be facilitated by you. They are explained about what
the community development process will include and what problems are sometimes
experienced with village leaders during this process. They are then asked to discuss among
themselves how they think they can actively and positively facilitate the process and
through that also reinforce their leadership and the respect the have among their villagers.
They are asked to write down on paper how they will facilitate the process and which
responsibilities they will taske in the process. The leaders are requsted to promise tat they
will present this paper to their community and copy it so that all in the community know
what they can expect from their leaders.
2
3
• Selection of a community coach. Experienced CDO’s or other staff of the organization
carry out interviews with community coach candidates proposed by the villages. On average
one community coach is selected per 5.000 beneficiaries (while a CDO usually supervises 6
community coaches; this means a CDO usally is responsible for facilitating proper
community development among 30.000 beneficiaries).
• Forming and training Village Action Groups (VAG’s). The villages are asked to form
groups with representatives of about 20 to 30 households, one representative from each
household. So in a village in most cases there will be more than one VAG. Each VAG will
choose 2 or 3 leaders among themselves. These VAG leaders will be trained and coached by
the community coaches and for a large part also by you, the CDO. The VAG leaders will
together also form a village committee, often called the health committee.
• Training of community coaches. Community coaches receive a first training on the
concept of community development and leadership. After the first training, they will be
trained on different subjects. The training courses will be monthly during the first year and
every 2-3 months after that.
• Training household surveyors and supervising household surveys. Household surveys
are executed to get more information about the health situation at the family level. A
household survey consists of questions about health, usually posed to the female head of the
household, and a number of observations. Household surveys are executed by surveyors,
people who receive a special training for this. Surveyors can be healthworkers from the
villages, students from university or staff from your organization. Your tasks may include
the training of surveyors and the supervision of surveyors during the execution of the
household surveys in the villages. Household surveys are executed shortly before the start
of the program, during the program (about two years after the program started) and at the
end of the program.
• Facilitating community development planning. In a one-day meeting in each village,
within a few weeks after the household surveys were executed, the household survey results
are presented to the villge. When it concerns the ‘before’ surveys the presentation of the
results is followed by an official opening of the program takes places. The communities is
then facilitated to produce a community development plan. The community development
plan forms the basis for the activities that the community will undertake in the coming years
to improve the development and health of the community members. If it concerns the during
or the end surveys the results are used to adapts and update the existing community
development plan. Your tasks will be to present the results and assist the community to
make or update its community development plan.
• Training VAG leaders. The VAG leaders are trained once every two months, preferably at
a proper training location. During each training the VAG leaders will learn about a new
subject and learn how to facilitate their VAG to discuss and build up knowledge and
awareness regarding this subject. The teaching will be done by you, the CDO.
• Training village leaders. Once every two to three months the village leaders will be trained
by you in a proper training facility. The first training will be shortly after the village leader
workshop and will be during two or three days. The following training courses will be one
day events. During each training course the village leadrs will start to discuss the progress
of the developments in their village and the problems they experience in the development
process. They will discuss among themselves how to overcome the problems and further
facilitate the development process to speed up. This is followed by training on a specific
subject which is important for the village leaders in the fulfilment of their tasks and role in
the process.
4
• Training village committees. Besides the training done by the community coaches you and
other staff in your organization will train village committees on subjects specific for their
role and tasks. A watsan committee will for instance be trained on how to start a latrine
project in the village, how to market concrete slabs among the villagers and how to monitor
the construction of latrines in the village. An orphans committee will be trained on how to
find orphans, how to assess their needs and how to mobilize the community to assist the
orphans.
• Visits to the communities. As often as possible you visit each village. You plan a visit in
advance with the involved community coach and go there together. Your monitor how
things are going in the village and how the community coach is doing his or her work in the
community. Together you visit the village leader, some or all of the VAG leaders, some
committee members, etc. and talk to them, visit places if they want to show you things etc.
In case specific micro projects are going on in the village you also try to visit these and
monitor progress. Besides these ‘normal’ community visits you and other staff of your
organization will also be doing specific visits for the guidance, supervision and monitoring
of micro projects in the villages where this is needed (see further on the explanation about
micro projects).
• Facilitate Inter-community review meetings. Once in a while (for instance every quarter)
representatives from each village health committee under your responsibility will come
together to review what has been achieved in the last period and make a planning for the
next period. In this meeting it is also good if the participants can decide together about the
subjects the VAG leaders should be trained in during the coming period (although it is also
possible though that your organization wishes to decide about the subjects the VAG leaders
will be trained in).
• Micro projects. Micro projects are specific projects the community executes with support
from or enhanced by the program. These can be projects at household level (e.g. making a
household toilet, buying a water filter, planting trees, buying or making a firewood saving
cooking stove), by groups of households (e.g. the realization of a borehole with rope pump
by a group of households, setting up a training course for learning how to read and write,
setting up a revolving fund for small investments, etc.) or by the whole community (e.g.
implementing a pipeline water system or constructing and/or improving a primary school).
Your role is to inform the community coaches, VAG leaders, village leaders and other
actors about the possibilities for support and subsidies the program can provide for such
projects and to train community coaches and village actor to supervise and monitor micro
projects, and to monitor micro projects yourself as well.
3
What kind of person is a Community
Development Officer (CDO)?
A CDO assists communities to go through a development process. The CDO has to
communicate with the community and its different institutions (e.g. community committees,
community groups, community coaches, but also community leaders and other community
actors) and with the organization the CDO is working for. This means that a CDO is a very
special person with a particular important task. Good people are needed for this! Therefore we
have tried to formulate some important characteristics of a CDO that can be used to check
whether a person could be suitable to become a CDO. These characteristics are:
- speaks the local language,
- is able to supervise and coach local community coaches in a proper and respectful way,
- leads group exercises properly,
- has proper general teaching skills,
- is patient, enthusiastic, motivated, and uses humour in his/her conversation,
- is respectful and friendly towards people,
- dresses modestly, not too modern,
- does not influence people during discussions,
- stimulates women and shy people to speak up and let their voices and opinions be heard,
- listens carefully to people and takes careful notes of the discussions,
- involves all people effectively, being among the group (not standing in front of them) and
speaking and looking both to the men and the women.
5
PART 2 - CDO SKILLS
To assist communities to develop themselves it is important that you master a number of
general skills. With the word ‘master’ we mean that you will be able to practice these skills in
a proper way whenever needed. The most important CDO skills are:
1. Facilitation skills
2. Supervision skills
3. Teaching skills
4. Investigation skills
5. Conflict mediation skills
6. Monitoring and reporting skills
7. Learning skills
In this Part we explain you about these skills. Your organization will also train you in these
skills. Read through this part of the manual regularly to refresh your knowledge about these
skills as they are very important and you need them all the time.
6
4
Facilitation skills
To facilitate someone means to help that person to achieve something him or herself.
You can for instance facilitate people to assess their own situation, become aware of certain
problems and the solutions to those problems, or to make plans to solve certain problems. You
can also facilitate a group of persons to for instance construct a building (e.g. by providing
them a skilled mason who can teach them how they can construct the building and to provide
them certain materials they need but cannot buy themselves). So there are many situations in
which people need to be facilitated to achieve something. The most important situation in
which a community coach needs to facilitate is a meeting by a group of people who want to
work out something, make plans, become aware of something, etc.
Often the more homogenous the participants in a meeting are the more chance there is that the
meeting will be successful (e.g. having a meeting with only women is often more successful
when a subject like household violence is discussed then having a meeting about this subject
with a mixed group of women and men).
In a meeting it is best when people discuss things with each other (each person having some
knowledge and having an opinion about the subject) and find answers and solutions
themselves. They then learn best and also become aware about things (i.e. built up knowledge
and motivation to really practice the things). Therefore to facilitate that people build up
knowledge and become aware about something the best thing to do is to ask questions about
the subject only and let people discover the answers and form their own opinions through
discussion themselves. This motivates people much more to be open to the subjects discussed
and to accept and do something with the outcome of the discussion then if you would tell it to
them. It also increases people’s self-esteem (we knew all this ourselves and formed a shared
opinion about it together!).
4.1
How to facilitate a meeting
A facilitator of a meeting should do the following things:
Prepare the meeting.
− Ask the participants to determine the subject of the meeting (so you are sure that
indeed this is the subject they want to discuss about).
− Check whether all agree with the meeting (e.g. if you feel this is required check with
community leaders, or ask the participants who will do so, etc.).
− In case you or your organization are the initiator of the meeting talk about it with
leaders, key persons, etc. in order to ensure that the participants you want to have in the
meeting will be there. (Of course if participants initiate a meeting themselves this is not
required).
− Read about that subject of the meeting.
− Prepare questions such that if people have discussed the questions they have a good
understanding and awareness of all aspects of the subject (so they can form their own
opinion based on a complete overview of all aspects and opinions involved).
− Ensure a proper place for the meeting (e.g. under a tree in the shade).
Introduce the meeting.
− Introduce yourself.
− If participants are not too many and don’t know each other yet it is good to ask them to
introduce themselves as well.
− Explain the subject of the meeting and ask the participants whether they agree.
− Express the hope that everybody, including yourself, will learn from the meeting.
7
8
Facilitation skills
− Explain that there are no right or wrong answers to the questions (especially in cases
where opinions with regard to the questions are important).
Ask the participants to formulate rules for the meeting (especially if it is not a regular
type of meeting). Typical rules often agreed on are:
− If someone speaks don’t interfere / speak one at a time (otherwise ask them to do so)
− Give everybody a same chance to speak and don’t speak too much / too often.
− Let each person give his or her opinion.
− Respect each other’s opinion.
− Sometimes they decide to appoint someone among themselves to record the things said.
− Etc.
Ask open questions (questions that can not be answered with yes or no) during the
meeting that stimulate the participants to discuss things together in depth and cover the
subjects from all angles. Don’t influence their opinions. Ask additional questions if you
feel the people have not covered the subject sufficiently or have not yet formed a proper
understanding of the subject (use the opinions and things said before as a basis for the
coming questions, if necessary adapting the questions that were planned to be posed). For
instance when promoting latrines and the need to keep them clean you can start with
questions like ‘Where do we go to the toilet?’, then ‘What kind of toilet do we prefer?’,
then ‘Why do we prefer such toilets’, then ‘What is better for our health, going to the
preferred toilet, or doing it the way we do it now?’, then ‘Why?’ etc.
Stimulate the participants to listen carefully to each other.
Stimulate the participants to keep discussing the subject until no new points emerge
(stimulate especially those who are shy or less active in the discussion).
Explain things if participants really lack knowledge (but try to reduce this to the
minimum; the idea is that the participants find the answers themselves and form their own
opinion about the subject).
Inform the participants about existing programs and initiatives related to the subject.
Give the participants information about existing programs and other initiatives related to
the discussed subject. Explain how they function, who they can contact about it, how they
can get assistance with regard to the subject etc. For instance if the subject is about how to
improve education of the children and the district authorities or an NGO have certain
initiatives for primary education it is good to inform the people about this.
Ending the meeting. Bring the meeting to a close when you feel that the subject has been
discussed sufficiently. If problems have been identified ask the participants what the
possible solutions are, especially what they can do themselves to solve the problems. Ask
them how they intend to implement them and who will take the lead in ensuring that this
will happen. Advise them to write this down and also write down these conclusions for
your self so you can later ask them about it. Thank the participants for their contribution to
the discussion and their time. Ask them whether they think that everybody has sufficiently
participated and whether the subject was sufficiently discussed. If not ask them to speak
out further and continue the discussion trying to further motivate especially shy people to
speak up. Be careful not to promise assistance to them any identified required action if
you are not 100% sure that you can fulfil that promise!
Learn from the things brought forward by the participants (e.g. what are their
problems and priorities, what new knowledge or elements do they bring forward about a
subject that you had not thought about yourself yet, what are their opinions about certain
things etc). This may give you information that is important for your understanding of
what goes on in the group. If for instance in meetings it is brought forward several times
that people would like to know more about a certain subject you can ask your organization
to prepare a fact sheet about that subject for the people (or, better even, develop a fact
sheet together with those people).
Facilitation skills
4.2
9
Additional notes for facilitators of meetings
How to prepare for facilitating a meeting
If the subjects are known it is important that you write down for yourself what issues you
feel should at least be discussed with regard to these subjects and the questions you can
pose that will stimulate the participants to cover these issues. Important is that during
discussions sometimes certain things do not come forward sufficiently about a subject. If
that happens people may come to the wrong conclusion about a subject simply because
they have not discussed all aspects involved. As a facilitator therefore you need to be
aware of this and all the time think for yourself ‘have they covered all aspects?’. If you
feel the participants have not yet covered all aspects while the discussion is coming to an
end you need to ask questions to the participants that stimulate them to also discuss those
aspects. Some examples of such questions:
- Is this problem a priority of all people in the community or is it mainly the priority of
the people who happen to be present in this meeting?’
- ‘Did you consider the fact that if you use the money you collected for repairing the
road there may not be enough money left for repairing the water pipeline system which
may be expected to break down every once in a while?’
- ‘How will you transport the bananas that will yield from the banana trees you want to
plant from the community to the town for selling?’ and ‘Have you investigated whether
you will indeed be able to sell all the bananas on the market in town?’
What to do when people do not understand or lack information
If it appears that people do not know or understand certain things it may be necessary to
clarify these. This should preferably be done by asking additional questions. When people
discuss those questions they may find the answers themselves and obtain a better
understanding. If necessary explain certain things shortly, but take care not to interfere too
much in the discussions and provide knowledge only. Do not push a certain (your) opinion
forward. So don’t say ‘You must wash your hands’ because this is a conclusion that
people will hopefully draw themselves once they understand why that is important.
Instead you may decide to explain how diseases can be transmitted (use drawings etc.) and
ask people what they think they can do to prevent such diseases.
If it appears that people do have the required knowledge but still don’t wash their hands
don’t ask ‘Why don’t you wash your hands?’ as this may be interpreted by people as a
conviction. Instead ask things in the third person: ‘What do you think could be the reason
for people not to wash their hands?’ or 'What could be a reason for people to wash their
hands?'. Also if the discussed subject is or could be in the taboo sphere it may be better to
refer to things in the third person. For instance don’t ask ‘what do you use for protection
during menstruation?’ but ask ‘what do women use to protect themselves during
menstruation?’.
It may for instance be that things like cultural habits, beliefs or preferences, religion etc.
have a relation to the subject and cause people to practice an undesirable behavior even if
they have knowledge about it. You may then better emphasize these aspects and ask
questions about them (to see whether within these cultural issues acceptable solutions can
be found) instead of approaching the subject from a scientific point of view. If people ask
your opinion of something answer for instance that you will participate more once you
have heard their views.
Training of facilitators
10
Facilitation skills
People who are involved in training facilitators about the techniques and skills needed for
focus group discussions should keep in mind that they should use the same approach as
used in focus group discussions to stimulate/enable the trainees to build up knowledge and
become aware. Only if facilitators have a full understanding and awareness of the
usefulness of the approach (i.e. enabling people to learn through asking questions) will
they use it themselves. So, have focus group discussions with the facilitators and ask them
questions, only explaining things with regard to pure knowledge, not pushing forward the
opinion that they should use this approach. Such trainings thus need careful preparations.
Community meetings
A high turn up at a community meeting is usually caused by the fact that a by the
beneficiaries regarded important representative of the community calls for the meeting
(which also ensures that people will turn up). This person can be the manager of a
program, a tribal, political or military leader etc. When the meeting addresses subjects
found important by the people and it is clear that in the meeting the people can express
their problems, needs, ideas, priorities etc. this will assure a high turn up. The person
facilitating the meeting asks the people to tell what they feel are their main problems and
needs (depending on the set up and objective of the meeting this question may be
completely open with regard to a certain subject). This will give you an idea of the major
problems people are facing and perceiving as a priority to them. The fact that you are
willing to listen to them and take them serious will ‘open up’ people (invite especially
women to talk in the meeting and discuss their problems). They will understand that you
are also ready to listen to them, which creates trust and respect.
This however also has consequences: the fact that you ask people to come forward and
express their problems and priorities raises expectations! It means that using this approach
will oblige you to do something with the information they provide to you! We recommend
acting as follows: With regard to the problems brought forward which are not concerning
your program you can tell them that you can’t do much about it, only that you will pass on
the information. Then concentrate on the things brought forward by the people which are
concerning your program (discuss and agree with them on what they will do about it
themselves and what the program can/will do) and only after that, if still necessary, you
can continue discussing the messages you want to promote to the people.
5
Supervision skills
///Write here some guidance on how and when to supervise the community coaches.////
11
6
Teaching skills
Teaching people is not just about giving the message.
It is about making people understand.
It is about giving people the inspiration and tools to go
ahead and practice the things they have learned.
I hear and I forget
I see and I remember
I do and understand
Therefore if you teach people it is good to do the following things:
Take people to a place where they can see what they are going to learn about
If you teach learn about vegetable growing - teach it in a good garden.
If you shall teach about hygiene and home sanitation - go and see a good home and a bad
home
If you shall teach about chicken rearing - go to a farmer keeping chickens already.
You can also learn from bad methods as it gives a good background for discussion.
Make sure people get involved
Instead of explaining people about a subject ask questions and let the people discover that
to most questions they can find the answers themselves. Ask a question and write all the
answers on the board, then discuss things further. Make sure to involve also those who are
shy. Try to prevent that one or a few persons always speak up. People will get enthusiastic
and proud (‘We know this ourselves’). Through the discussions often new elements come
up, things you may not even know yet yourself. Other ways to involve people: group work,
practical demonstrations, asking frequent questions, etc.
Use practical exercises
If you shall teach about washing hands - demonstrate how to do it. Use a jar and a basin,
demonstrate a small hand wash system etc.
If you teach about growing tree seedlings in a nursery - let the participants fill the pots and explain which are filled correctly. Show how to pre-treat the seeds etc.
Use guest speakers and use the knowledge among the participants
A facilitator is not expected to know everything. Ask everybody knowing something about the
topic to speak up. Get a guest speaker, for instance the community health worker, when
convenient. Ask the guest speaker also to involve the participants and use the lessons in this
paragraph on how to teach people.
Plan and follow up
Let the students plan and commit themselves to any development and work they wish to
carry out. Follow up later if the plans were accomplished - find out the problems and make
new plans with them.
A very common statement for a facilitator is: “It DID tell them this - but they don’t do it!”
You must then ask yourself: Was my lesson all that good - or could I do it better. Perhaps
I did not demonstrate the methods well, perhaps we did not discuss enough and how could
I motivate people better?
12
Facilitation skills
RIGHT
WRONG
13
7
You will probably be involved in different kinds of investigations. Therefore you should
master the following investigation skills:
Interviewing
Observations
Structuring and use of information
7.1
Interviewing
An interview is a discussion with people using questions to which you ask people to answer.
There are three types of interviewing:
1. Open interviews. An open interview is a discussion in which you ask questions that
stimulate the participants to discuss things further until all arguments, information etc.
have been discussed. The questions depend on what comes out of the discussion. If you
find that participants have not sufficiently covered a certain part of a subject you ask
further questions regarding that aspect, otherwise you or the participants may want to
continue to a next subject or aspect of the subject. Often the participants decide about the
topics to be discussed.
2. Semi-structured interviews. These are interviews guided by a list of open-ended
questions. The questions are posed in exact wording and order as written down. But they
allow the respondent to give his or her own words, thoughts and insights in answering the
questions. This type of interviewing is used for instance in household surveys.
3. Structured interviews. These are interviews with closed questions that limit the answers
to a predetermined set of choices.
Important aspects that you should take into consideration when interviewing people are:
Always be courteous, polite, respectful, and non-judgmental.
Before interviewing a person, introduce yourself and state the name of the
organization you are working with and the general purpose of the survey.
Maintain the confidentiality of the interview. If there are other people around the
respondent, ask them politely to leave in an appropriate and polite way. Explain
that the person can also decide not to take part in the survey and that the answers
will remain confidential. Gain the person’s trust and consent before starting with
the questions. It is important to respect the decision of the person and avoid telling
others details about an interview and/or mentioning the name of the person.
For structured interviews: ask each question exactly as it is written. When someone
does not understand a question you can repeat the question and, if necessary, pose
the question in words that you feel are easier for the person to understand. But
make sure not to change the question, give hints for answers or give examples or
influence the person in any way.
Be careful that a person does not give answers he/she thinks you, the interviewer,
want to hear but that do not present the actual situation or opinion of that person.
You should try to avoid this situation and ask the interviewed person to give the
real answers as he/she sees it.
Ask questions in a respectful way. Do not imply that some answers are better than
others.
14
Planning skills
15
If an answer seems inconsistent with previous information given by the person, or
if there is some reason to disbelieve an answer, try to discover the truth by asking
him/her another question or asking a question in a slightly different way. However,
do not be overly persistent. A person may change his/her answer just to please you.
Make sure to pose all questions that need to be posed and obtain and register
information as accurately and completely as possible.
7.2
Informal information gathering is information coming to you unplanned and without the use of any
methodology. It is the information gathered, without having planned to gather it, through informal
and unstructured every day observations, and informal talks, meetings and discussions with people.
Informal information gathering may help you to:
• Signal: obtaining knowledge about problems for which no activities exist yet in the community.
• Cross-check: beside all the information obtained in structured ways informally obtained
information can help you to cross-check things (control something again, but in a different way
than you did before). You can for instance cross-check whether the activities implemented in
the community function as good as the structured information tells you and whether the
structured information gathering in itself functions well.
• Obtain information about subjects for which there are no structured information gathering
methods in place. This can be important when: (a) it is very difficult to obtain information
about certain topics with structured methods, (b) structured methods require too much time, (c)
the equipment needed for structured information gathering is not available, or (d) people have
insufficient experience to work with certain structured information gathering methods.
Important is to catch the informal information that comes to you. If the information is there but
you are not sensitive to it you will miss it. So be sharp, wherever you are. There is always
information to be caught that may be of use to you. Always keep your eyes and ears open. Don´t
miss it! Take time to talk to people in the villages, not only to the men but also to women and
children. Ask: ‘what problems do you have?’ Don’t ask: ‘what sanitation problems do you have?’
(because then suddenly everybody has sanitation problems), or ‘Do you have a problem with
drinking water?’ (because the answer will then always be yes).
Some examples of informal information gathering:
1. You happen to see or hear something. After you think about it, you feel it could be of
importance in one way or another for your work and/or for the people your are working for.
2. A hygiene promotion program pays attention to hand washing after toilet use. Observing how
many people wash their hands after toilet use requires a lot of time and effort. Staff working in
the program may be able to give quite reliable informal information though. They obtain the
information every day through informal talks with people, their own unstructured observations
when they happen to pass a latrine and see that people don’t wash their hands. They also know
because they are themselves part of the people, and thus have a good understanding of the
habits, culture, etc.
A disadvantage of informal information gathering is that it is difficult to find out whether the
obtained information is correct.
7.3
Structured observations
Structured observations are observations that are well planned and organized:
16
1. Continuous observations: observations carried out over a long period of time, for instance a
few hours but sometimes longer. Examples: observing how many people wash their hands after
leaving the toilet compared to the total number of people who visit the toilet; observing how
many times people in a household scoop out water from a container while touching the water
with their hands against no. of times that people scoop water without touching the water.
Observation method: the observer should sit quietly (to disturb the group observed as little as
possible) for about 2 to 3 hours at a place where he can see well what is going on, and register
the observations. Analysis: with regard to hygiene behaviours observed: calculate the
percentage of the people observed to practice a proper behaviour = 100 x number of people
who practiced the proper behaviour divided by the total number of people observed with regard
to that behaviour.
2. Spot-check observations: observations made during a short time directly after arrival at a
certain site. Examples: a household has a drain way or not, a household has a solid waste pit or
not, water reservoir in the household is covered or not, the toilet is dirty, a little bit dirty or
clean. Analysis: count the total number observed in each part of the camp and the number
fulfilling the criterion and calculate the percentage, e.g. 100 x number of number of households
with a waste pit divided by the total number of households observed.
3. Rating check observations: observations that require a judgement by the observer (can be spot
checks or continuous). Examples: numbers of ‘clean’ toilets against number of ‘dirty’ toilets. It
should thus be discussed on beforehand how the criteria are interpreted, in this example, what is
considered ‘clean’ and what is ‘dirty’. Analysis: same as with spot check observations.
7.4
Structuring and use of information obtained through
investigations
Always check the information that you gathered through investigations. For example, in case
of the number of students on a school, check if the gathered figures are correct. Example: in an
education system survey it was asked what the number of pupils is. The answer was 500. But
for the numbers of boys it was answered that there are 270 and for the number of girls the
answer was that there are 150. You can see that there is something wrong because the number
of boys + the number of girls is 420 which does not match the answer about the total number
of pupils (500). If you find such inconsistencies you need to investigate things further in order
to be sure to get the proper figures.
8
Conflict mediation skills
People see things through their own eyes. The attachment to one's "position" creates failure to
see the other person’s point of view and tension is created. Tension causes conflict which if
left unaddressed escalates into a conflict. Conflict is an inevitable human condition and may
be seen as an opportunity for growth and a catalyst for positive change. People in conflict can
use the assistance of a neutral person, the mediator, to find a solution for their problem. The
goal of mediation is to help people communicate clearly, understand one another, and focus on
how they can best work together in the future. Mediation can also help people to deal with
their differences before they become serious problems. When people really understand what
each other's issues or needs are, they often are more able to respond positively to those needs.
As a conflict mediator you help people talk, listen, build better working relationships and
solve problems. You can do this by organising a meeting with the conflicting parties, in which
all parties get the chance to say what is bothering them. The mediator helps each person
express its needs in a way that is understood by the others. Mediation focuses on
communication, by helping to clarify the issues, generate options and create a win/win
solution to the problem. Mediators help people distinguish their positions (what they want)
from their needs (why they want them).
Mediating skills are:
- Maintaining neutrality (never choose the side of one of the conflicting parties) and stay
calm
- Listen carefully to all involved parties
- Be able to clarify people’s problems and needs
- Help people understand each other
- Find common grounds
- Negotiate solutions
17
9
Monitoring and reporting skills
CDO’s, community coaches and local staff members are responsible for monitoring the
activities carried out in the villages. Monitoring is collecting information about how well
activities are carried out, what the progress is and how well the realized things function and
are used. The information is used to take required measured if things are not OK. The
information is also written down in monitoring forms so it can be used for reporting and
learning by your organization.
Monitoring skills are:
• Gathering and writing down information in a a proper way.
• React on the things measured, using the information you gathered to make changes and
improvements.
For example: if you see things are not going well in the community where you are working,
report this to your organization and for instance also to the village leader. Discuss with all
involved what should be done to improve things and then work together to realize the
improvements.
Your monitoring and reporting tasks are:
1. Have a document file per village. In this file you enter all filled monitoring forms and
reports with information about this village. Community coaches and other staff are obliged
to give their filled forms and reports to you and you need to control regularly whether they
are doing that. You also put the reports made by yourself and the monitoring forms you
filled yourself in these files. The files are kept in the office of your organization and you
are responsible for the files that cover the villages under your responsibility.
2. Enter the information from the inter-community review meetings in the village files.
The inter-community review meetings with communities under your responsibility are
facilitated by you (see chapter … how to do this). The information you get from the
communities should be entered by you in the village files. If the information is written on
large flipcharts covering one or more communities, you will need to copy the data per
village on a separate paper which you can then enter in the community file.
3. Monitor the community coaches under your responsibility. Go with each community
coach to the filed at least once every few weeks and observe how he or she is working
together with the villagers. Fill in the community coach monitoring form and have a
discussion with the community coach on the things he or she is doing well and the things
he or she can improve. In case you find a community coach is structurally under
performing you will need to discuss this with the Head of your department and also with
the village leaders of the involved communities. Together decide whether a new
community coach shoulod be found or whether and what action should be undertaken to
improve the performance of the community coach. See further chapter … on this subject.
Keep the filled community coach monitoring forms in a separate file.
4. Ensure that monitoring of large and small products is done on a regular basis in each
village. Make sure that you and staff of your organization monitor the works and the
realized products in each village once in a while. Fill in the monitoring forms for the
products realized in the village. Enter the data in SMART Info, analyze the report in
SMART Info and put the filled forms in the village file. Compare the scores for quality
and use of the products with the scores in the monitoring forms given to you during the
inter-community review meeting.
18
Planning skills
19
5. Monitor the community development process in each village. Once every half year
obtain the filled village monitoring form for each village from the community coaches.
Meet with the coaches to discuss the filled forms and discuss progress in each village. You
can also fill in the parts of the forms that the community coaches cannot fill themselves.
Per village make a plan of action on how to support the village further on issues in which it
needs support and make sure this plan is implemented properly. Enter the information in
SMART Info.
10
Learning skills
Good CDOs and other staff involved in community development programs continue to learn
and improve their way of working, their knowledge and awareness. In this way they become
more useful in assisting the communities they serve.
In order to further develop yourself you need learning skills. Learning skills are:
• To be aware that there is always more to learn.
• To always search for things you should know more about in order to serve the
communities you work for better (for instance by asking your organization whether they
have information about the subjects you want to learn more about, or go to a library if
there is one, ask the district authorities whether they have information, buy a book yourself
about a certain subject, etc.).
• Re-reading the things you learned before regularly to refresh your mind.
• Ask feedback regularly about how you function from the people you work with (e.g. from
the community committees, from your supervisors, from the village leaders, from the
beneficiaries, etc.) and use this feedback to improve your work.
• Ask the people you work with (especially those in the communities) what subjects they
feel they need information about and try to obtain information about these subjects and
learn about these subjects yourself first, then pass it on to those in the communities who
requested for it.
For example, you can learn to become a better facilitator by reading more about facilitation
skills and trying to practice the things you have read. Or maybe you want to learn more about
how to organize things better or how to train the watsan committees in your area in latrine
slabs.
So, keep searching always for subjects you feel you should learn more about and then try to
bring that new knowledge into practice. Do so as much as possible in coordination with your
organization. Tell your organization what you want to learn more about and what you want to
do with that knowledge. In this way you get feedback about your ideas from your organization.
Maybe other people in the organization are looking for the same information or have good
ideas about how to get more information. Your organization may be able to help you to get
documents with good information or may want to send you to a training course to obtain
knowledge and skills about the subjects. Also ask the community (the committees, the people
you meet during your community visits, the village leaders) what they would like to know
more about and then try to find information about these subjects.
Always inform your organization about your plans, ideas and wishes so that you get feedback
and things happen in a coordinated way.
We recommend that you learn as follows:
First year:
• Learn to master the coaching skills described in Part 2 of this manual.
• Learn to master the standard tasks you need to fulfill described in the Part 3 of this manual.
• Learn about the subjects in toolkits the communities need during the first year (and learn
how to train the community committees and village leaders about these toolkits).
Second year and after:
• Learn about (and practice) anything in this manual that you have not covered during the
first year and that fall under your responsibility.
20
Planning skills
•
•
•
•
21
Learn about the subjects in fact sheets the communities need during the second year and
after (and how to train the community committees and village leaders about these).
Search for other subjects you want to learn about.
Develop new fact sheets for subjects you learned about that are not available in your
organization yet (do this for instance together with involved community committees and
coordinate it with your organization).
Read parts of this manual and other important documents available to you regularly again
to refresh your mind.
11
Planning skills
In this chapter we describe how you can properly plan things in coordination with others.
Planning needs to be done during the following events:
o Make a calendar for one year to plan the community development process for the group of
villages under your responsibility
o The weekly CD department meeting
o Daily planning and coordination.
o The monthly community coach meeting
11.1
Planning of the community development process
You need a general planning for the community development process in each village. A good
way to work is to make a planning for the group of villages that fall under your responsibility.
Example:
A CDO, called Michael, has been given the responsibility to facilitate and supervise the
community development process in 17 villages (with each on average about 1.200 inhabitants;
total number of beneficiaries under Michael’s responsibility therefore is 20.400) in an area
called Lailombwi. He will supervise 5 community coaches who will each work in 3 or 4 of the
villages. In the area there are 36 villages which means that only part of the villages can take
part in the program. There has been no selection of villages yet. Michael decides to make a
general planning. The general planning includes:
what needs to be done in the villages, and
what needs to be done to train and supervise the community coaches.
In a meeting together with the other CDO’s and the CD manager, Michael works out the
planning. He puts each of the community development process steps and the training and
coaching of community coaches in a calendar as presented on the next page. Now he can see
in each month what types of activities are required. During the weekly CD department
meeting he can, together with the other CDO’s make a more detailed planning and during his
daily planning he can adapt things further, but all the detailed planning will need to fit in the
large planning as set in the agenda. In case things change Michael can adapt the large
planning in the calendar, but only if the CD Manager agrees with it (required adaptations to
the calendar planning should be discussed during the weekly CD department meeting).
Michael also makes sure that the community coaches he is supervising are aware of the
calendar planning. Duringt he meetings with the community coaches he discusses this with
them and makes detailed planning with the community coaches based on the calendar
planning plus the thing sthe coaches come up with (for instance, if VAG Ledaers from one
community cannot attend the training they should usually attend one can look together
whether these VAG members can take part in one fo the other VAG training courses witht eh
same subject).
The exact timing of activities planned in the calendar will need to be determined together with
involved actors. For instance, if in July a first general VAG Leader training is planned in the
calendar it will need to be planned in detail with each community group at which days in July
the taining course will be held for the VAG Leaders from those communities. The community
coaches can propose the dates to the communities and bring back the responses. This needs to
be done well in advance (preferably at least one month before the activity is supposed to take
place), because if things need to be changed time is required to do so.
22
Planning skills
23
So:
•
•
•
•
Make a calendar planning for your community area for at least one year ahead.
Look each beginning of a month in the calendar to see what activities are planned for the
next month (for instance: at 2 July you look in the calendar what activities are planned for
the month August).
Prepare the activities for next month as early as possible, starting by communicating and
agreeing with the involved stakeholders when and where the activities will be held.
Prepare the activities in detail one or a few weeks before the activity starts so you are
always well prepared. Important questions to get answered are: who will facilitate the
activity, what equipment, materials etc. are needed, who else needs to provide input int he
activity, do we have permission for the activity, is the activity coordinated with others so it
is sure that the activity can eb held as planned? Include details about the planning and
coordination regarding the activities in your weekly planning.
24
Planning skills
Planning of community development in 24 villages (30.000 beneficiaries) in Lailombwi area
Quarter
Activity
April
2008
May
June
Inform 36 villages about the program
and invite them to apply for taking
part in it
Receive and analyze community
requests and select 17 suitable
villages
Facilitate community self
assessments in each of the 17
villages
Have a community leader workshop
with the leaders of the 17 villages
Select 5 community coaches
Facilitate the villages to form Village
Action Groups and village
committees
Train VAG Leaders (suppose there
are 130 VAG’s in the whole program
with 2 to 3 leaders per VAG, total
300 VAG leaders; it is good to form
groups not bigger than 60
participants, meaning about 5
groups, in other words: each
training course needs to be given 5
times, for instance the VAG leaders
under 1 community coach can be in
one group)
Facilitate Inter-community review
meetings (one meeting per 6 villages
per three months)
September
Workshop
October
November
December
5 x Training
VAG Leader
skills + third
VAG topic (2
days).
Community
coaches also
take part
5 x Training
2nd VAG topic
(1 day).
Community
coaches also
take part
Community
development
Training on
and leadership
monitoring
training incl
skills
facilitation
skills (3 days)
Selection and training household surveyors + household
surveys in all villages
Train household surveyors and
supervising household surveys
Facilitating community development
planning
Train village committees ///nog
verder uitwerken want er zijn veel
verschillende committees en allemaal
et vrij veel committee members, dus
hoe ga je dat doen??///
Community visits
August
5 x Training
General VAG
leader skills + first
VAG topic (3
days). Community
coaches also take
part
Train community coaches
Train village leaders
July
Training
on … skills
Training on …
skills
January
2009
February
5 x Training
4th VAG
topic (1 day).
Community
coaches also
take part
Training
on … skills
Training
on … skills
5 x Training
5th VAG
topic (1 day).
Community
coaches also
take part
Training
on … skills
2 day
introductory
training
1 day training /
workshop
1 day training /
workshop
1 day training
/ workshop
First
training
Second
training
Third training
Fourth
training
Each community to be visited once every 3 months by the CDO.
4 x Intercommunity
review
meeting
(review
period April
– August
2008)
4 x Intercommunity
review
meeting
(review Nov –
December
2008)
March
Training
on … skills
Planning skills
Micro projects (guidance,
monitoring, provision of materials,
etc.)
Each village will work on 2 to 5 micro projects in accordance with the VAG topics and the community development plan of each village
25
26
11.2
Planning skills
The weekly department meeting
This is a meeting, preferably each Monday morning, between the department manager and all
oter staff of the department. The manager chairs the meeting. The meeting is built up as
follows:
1. The manager ask which communities have done their quarterly community meeting. It is
discussed whether all things have been monitored properly. The involved CDO’s show the
filled monitoring lists and comment on the problems found per community. For each
problem it is discussed how it should be solved and an action list is made that includes
required actions per involved CDO (see below for an example). These can also be actions
that will be needed after the next week; write any actions needed that you can foresee
already now. Where possible indicate a timing when it is required.
2. The manager aks you all to mention the communities and community coaches that have
problems additional to the ones already discussed in point 1. These are discussed and
required actions points are formulated and added to the action list per CDO.
3. The manager now asks you all to mention the communities that need specific assistance in
the near future with certain activities or micro projects that you as CDO can not provide
and that need to be found from your department or from anywhere else. You will probably
discuss most of the important ongoing micro projects here as part of the discussion. Again
action points are formulated and added to the action list per CDO.
Example of Action list:
Planning skills
CDO1
Transport of
cement and
iron bars to 3
communities
(Janka, Tjuno
and Chagoi) for
latrines in
about two
weeks time
Training of two
community
coaches in
better planning.
Needed very
soon, should
have high
priority
27
Poor functioning community leader in cathuo village who blocks the CD process needs decision
by department what to do with this problem
CDO2
CDO3
CDO4
CDO5
CDO6
Manager
11.3
Daily planning and coordination
11.4
The monthly community coach meeting
ACTIVITIES
In this part of the manual we present the community development activities that are part of the
Community Development Program, and in which the CDOs are involved.
28
12
Preparations in new areas
In the beginning of the program CDOs may visit communities to inform them about the
possibility to take part in the program. During these visits the CDOs talk to the district
authorities, head of departments, community leaders and other key persons in these
communities to explain them the following things:
1. In the program the community and the local organisation will work together to develop the
community further and improve the health of the community members.
2. If the community decides to take part a community coach will be the main contact person
in the program. The community coach will be selected by the local organisation from a
group of candidates proposed by the communities that will fall under this coach.
3. The different steps in the program.
4. The idea and function of CDOs, community coaches, and community committees. These
persons are important for organizing activities at a community level that are important for
the development and health of the community members. These key persons will be trained
and coached by the local organisation.
5. The idea and function of Village Action Groups (VAGs). Village Action Groups are
important to undertake action and improve things at the family level. Each Village Action
Group selects a representative among them who will become a member of the community
health committee.
6. The need to fill in a request form and send this to the local organisation before a certain
date if they want to take part in the program. Explain that sending the filled form does not
automatically mean that the community will be allowed to take part; this depends on the
extent to which your organization finds the community suitable to take part. Provide them
with the request form (Annex 1 ) and explain it as far as required.
7. Explain that if the request of the community is accepted a first activity will be the
Appreciative Inquiry (AI) or Participative Rural Appraisal (PRA) in which a good
representation of the community should take part. Discuss that it is important to have all
kinds of people in this AI meeting; men, women, children, elderly people, etc.
29
13
Community requests
Communities are informed that they can send a request for participation in the community
development program to the local organisation. When the local organisation receives a filled
community request form the following actions need to be executed by the CDO:
1. Read through the request form to check whether everything is filled in properly. If this is
not so give the form back to those who brought it and explain them what things are not
good. They should then take it back to their community and bring it back again to you after
they have filled the form properly.
2. Once you feel the form is well filled in you accept it.
3. The local organisation decides which villages are suitable to participate in the program.
4. Send the communities that are approved to take part in the program a message about this
and a short explanation that you will soon contact them to make an appointment for the AI
or PRA (see next chapter).
5. The local organisation should register which communities have been accepted in the
community development program and when the AI’s with these communities will be.
Example of a filled community request form:
//still to be added///
30
14
AI stands for Appreciative Inquiry. An AI is a meeting with community members in which
the community members look in different ways at their lives and their hopes and dreams for
the future. During the AI the community members also formulate a vision for themselves and
for their village over a period of, for example, 10 years. They therefore look at the
opportunities they have.
An Appreciative Inquiry is facilitated by one or more CDOs, and consists of:
1. A number of participative group activities executed by community members enabling
them to assess their circumstances, needs and priorities.
2. A selection of a committee and community coach candidates
3. A focus group discussion with community leaders, the project committee and other key
persons, to obtain further information about a number of subjects and in particular about
the subjects that were given high priorities.
14.1
Objectives of an AI
An AI has the following objectives:
1.
To create motivation among the community members to work together with the local
organization in some development activities for the community.
2.
The organization and the community are introduced to each other and start to get to know
each other a little bit. This lays a basis for trust and respect and for future cooperation in
projects.
3.
The organization obtains a lot of information about the community, which helps the
organization to assess whether the community is sufficiently capable and motivated to
execute the project of their choice and whether the project is really needed.
4.
The community members look at and discuss about their own situation in different ways
(actively involving all participants: men, women, elderly, poor, rich etc.). This helps them
to more clearly assess what problems do exist in their community, what priorities the
problems have among the different people in the community, and what they would like to
do about the different problems.
5.
The organization obtains a lot of information about the subjects that were given a high
priority. This information can be used to better design and fit activities addressing these
subjects to the circumstances in the community. The information can also later be used in
evaluations.
6.
The community chooses a committee that will prepare a number of activities addressing
the prioritized subjects.
14.2
AI steps
The steps of an AI are:
1. Preparations
2. Introduction
3. Presentation of the Obstacles and Opportunities by the community //what is Obstacles and
Opportunities, where can we find information about it. This chapter refers a lot to this
Obstacles and Opportunities but does not explain anywhere what it is and how these
Obstacles and Opportunities are determined by the community. If it si a meeting in which
31
32
4.
5.
6.
7.
8.
9.
the Obstacles and Opportunities are determined how come that this manual does not
describe this meeting?///
Explanation on MDG’s and opportunities for cooperation with the local organisation
Group discussions on selected programme issues
Explanation of the conditions and restrictions of assistance by the local organisation
Election of a committee and identification of suitable coach candidate
Closing of the meeting
Focus group discussion with committee, community leaders and key resource persons.
14.3
a.
Preparations before starting an AI
Agree with the local authority/community leaders on a date and time for the AI. Do
this about two weeks before the AI. Explain the following things:
An AI enables the community to introduce itself to the local organisation, present its
Community Development plans, and better understand the underlying problems.
The AI should be attended by a good representation of the community. This means
that the number of men and women should be about the same, that all ethnic groups
and religions are represented, that both the poor and the non-poor participate, and
that it is not only the friends of the community leader who participate. There should
be about 100-150 community members participating in the AI. The number of
community members should at least not be smaller then 50. Explain that the AI will
be cancelled if not enough people turn up for it and that this may in such a case also
have consequences for the cooperation between your organization and the
community. Discuss dates that are appropriate for all groups of people. Try to
convince the authority/leaders that especially women should also attend the AI.
If it is difficult for the local authority/community leaders to accept that women will
participate, explain that several of the exercises will be in groups where women and
men are in separate groups. In most cases this will suffice to convince the village
leaders and get an agreement form them that also women can participate.
If local authority/community leaders do not want women and men to participate
together in the AI an alternative can be to do two AI´s, one with women and one
with men. But this will make it more difficult to create understanding among men
for the problems prioritised by women and the other way around. It also takes much
more time.
The AI should preferably be held in the morning when it is still cool. Make sure that
date and time are suitable for most community members (e.g. not on a market day,
not during harvest time, not when women are busy with their children. Discuss this
with the local authority/community leaders and choose together the most suitable
date and time. At the arranged date and time, it might take a while before all
community members are there. It may therefore be advisable to set the appointment
half an hour earlier, so that everybody is there at the right time.
b.
Ensure that there are two facilitators to facilitate the AI. During an AI preferably two
CDOs act as facilitators: one makes notes, the other facilitates the discussions and
activities (they may if they want switch roles now and then). The facilitators can travel
by motorbike, bicycle or car to the community at the agreed date and time.
c.
Make sure to bring all the materials required:
1. 1 prepared flipchart paper with the program of the day
2. 1 prepared flipchart paper with an explanation of the conditions and restrictions of
the local organisation
3. 10 empty flipchart papers,
4. 6 marker pens,
5. this manual
6.
7.
8.
9.
10.
14.4
33
to wear the t-shirt from your organization
to take promotion materials, like brochures, posters etc
copies of principles, objectives of your organization in local language
tape or pins to stick the flip charts to a tree, chair or flipchart holder.
You can take food and drinks with you, but during the AI and as long as the
participants are around you should not eat and drink if they do not eat and drink.
Afterwards, on your way back to the office, you can eat and drink.
Executing the AI
Important:
The group of community members that has come to the AI should be representative for the
community. For instance the number of women should not be very small and the total number
of people should be at least 50 (but preferably 100 or even more). If you feel the group is not
representative for the community or the number of people too small, then (1) explain again the
importance of having a representative and large enough group of people at the AI, (2) cancel
this meeting, and (3) give the community one more chance to work with your organization by
making another appointment for an AI.
14.5
Introduction
Timing: 25 minutes.
Activities:
1. Official opening by community leader or facilitator/CDO, following the protocol of
formalities usual to the community.
2. Greetings and introduction by community leaders and other key people.
3. Facilitator explains the purpose of the visit and counting of the number of participants
(count number of men and number of women).
4. Facilitator introduces his/her organization and the objectives of the organizations (keep it
short).
5. Facilitator explains the subjects that will be dealt with in the AI (read from the ‘program of
the day’ flipchart paper; see below).
6. Explain that the AI may form the basis for further cooperation with the local organisation
depending on the outcome of the assessment of Obstacles and Opportunities, to what
extend the community are committed to implement their plans, whether they see the local
organisation as an opportunity to achieve these and the possibilities that the local
organization has to help the community. Don’t explain yet what this cooperation may be,
because it is important that they first present the results of the Obstacles and Opportunities
assessment. Later, during the explanation of the MDG’s you will go in more detail where
this program is about.
7. Invite especially the female participants to participate actively. Explain that women are
often more shy, but that they should not be afraid to speak up. Possibly you can illustrate
this by a joke.
8. Icebreaker:
The CDO asks the community what they know what “Vision” means and whether they
have one? If nobody can explain, the CDO explains that a vision is dream an individual or
a community can have, which it wants to achieve in a set period, for example 5 or 10 years.
A vision helps you to guide and be focused on what you want to achieve in life as an
individual or as a community.
The CDO requests the community to become quiet for 3 minutes and tells everybody to
think for her/himself what her/his personal vision is.
34
The CDO explains that as an individual has its own vision, also a community should have
its vision. Often the two might go together to a great extend.
The CDO invites community members to contribute on the vision they have for their
community over a 10 year period.
If the response is poor the two CDOs will do one act as an example. After that the CDO
can try again whether there are people from different age groups, who like to give a similar
contribution.
Hints:
1. Make sure that all people sit close enough to you to be able to hear you.
2. Create a friendly, positive atmosphere in which people feel free and happy.
3. If some people are late, you can already start the introduction, points 1 to 4 so that you
don’t need to wait a very long time until everybody is there.
Example of the ‘program of the AI’ flipchart paper
Program of the AI
1.
2.
3.
4.
5.
6.
7.
8.
Introduction
Explanation on MDG’s and opportunities for cooperation with the local
organization
Explanation of the conditions and restrictions of assistance by the local
organisation
Election of a committee and identification of suitable coach candidate
Closing of meeting
Focus group discussion
14.6
Timing: 20 minutes
In short: a community leader presents the results of the O&OD meeting to the community as a
reminder of their problem priorities, the plans that were made during the O&OD exercise and
he/she also presents the progress that has been made on the implementation of these plans so
far.
After the presentation the CDOs thank the village leader for his/her presentation and ask the
community members for any comments. A short discussion can take place.
NB: The CDO who has obtained the O&OD results from the district authorities takes this data
with him/her in case the community fails to come up with a presentation.
14.7
Timing: 45 minutes.
1. Explain the community exercise: the CDO explains that there are 3 questionnaires and
one mapping exercise, which will be done by at least 4 groups in total. The group that will
be given a questionnaire will put their answers in the format that is provided for by the
CDO. The groups will select somebody to do present the results later.
2. Explains the community mapping exercise: the people in the small group that will do the
35
community mapping exercise should make a map of their community together, which
presents their vision for their community until 2015. Therefore they should make a map,
which shows how they think their community should look like after 10 years from now. In
the map they can indicate things like water points (protected and unprotected), public
buildings, roads, market places, forest area, areas that are a risk to health, and so on.
3. Form the groups. Explain that they have 20 minutes to finalize the exercise. Now ask
them to go into their groups. Each group is provided with one of the four questionnaires,
either on water, health or economy (see Annex 2). As often there are more women who
attend meetings you can decide to make a women group and for example two mixed
groups with men and women. Make sure that the women are in the majority in the group
and that they get the chance to express themselves openly.
4. Stimulate active participation by all people. When people are working in the small
groups walk around and explain that everybody should participate. Control that the
participants work fast enough to be ready with the exercises after 20 minutes. If they go
too slow remind them of the timing.
5. Presentations. After the groups are ready the participants come back in the large group all
together. A representative of each group can explain their community vision / community
map or results from the discussions on water, health, economy etc. depending on the
questionnaire they were given. People can discuss each others results, add points or add
things to the community map. Everybody who wants to say something should get enough
time to react! Ask the people for their conclusion.
Hints:
1. Make sure that the note taker makes notes of everything and keep the flipcharts with the
results of each group as background information for the reporting later in the AI report.
14.8
Explanation on MDG’s and opportunities for cooperation
with SHIPO
Timing: 10 min
The CDO explains on the Millennium Development Goals. The CDO explains that taking into
consideration the results of the O&OD, there is an opportunity for the community to cooperate
with the local organization in an Integrated Community Development Programme with the
main focus on health education.
The CDO explains that in this program the local organization will work closely with the
Village Action Groups and/or Village Health Committees. The CDO asks the community to
explain on the structure of the current committee. At this point the CDO just wants to get an
overview of the situation. If the current health committee is not active the CDO should agree
with the community on the revival/re-election of the committee.
14.9
Explanation of the conditions and restrictions of assistance
by the local organisation
Timing: 20 minutes.
In order to be clear to the people and avoid confusion and too high expectations, it is important
to explain what the local organisation can do to assist the people with their priority problems,
what it cannot do, what its restrictions are and what its conditions are for cooperation with the
community. This is a very important part of the AI. If these things are not explained properly it
may cause frictions or other problems between your organization and the community.
36
When you explain the conditions and restrictions of your local organisation you can use a
flipchart containing the ‘General conditions and restrictions’. See the below example.
Example of the ‘Conditions and restrictions’ flipchart paper
Conditions and restrictions
1.
Active participation of the community members
2.
All inputs by community members and committee members are on a voluntary basis.
3.
Community elects a project committee or uses an existing community committee.
4.
The community will operate and maintain all facilities realized.
5.
The community will store materials at community level whenever needed
6.
The community accepts that the organization will only support activities that fall under its
mandate and are within its capacity.
7.
The community accepts to attend all meetings and trainings they are called for.
8.
The community accepts that per activity additional conditions may exist.
9.
The village leaders and chairmen of the villages will participate fully in the program, i.e
mobilize people and follow up on the program activities that have been agreed on.
Important:
It is important that the conditions and restrictions are properly explained. Therefore we
provide here some advise on what you can explain per each of the points in the above list of
´Conditions and restrictions´.
1.
Active participation of the community members. The community is asked whether it
agrees to participate actively in all activities through provision of local materials,
unskilled labour and voluntary participation in such things as meetings, workshops etc. In
case the community is not willing to do so, your organization will not provide its support.
2.
All inputs by community members and committee members are on a voluntary basis.
No allowances will be provided to any community member by your organization. Also for
committee members and volunteers there will be no allowances.
3.
Community elects a project committee or uses an existing community committee.
The community needs to have a representative body for decision-making with regard to
the activities it will execute in cooperation with your organization. It can elect a new
committee for this purpose or choose to have this function being fulfilled by a committee
already existing in the community. Explain that in the next exercise the people can elect a
committee.
4.
The community will operate and maintain all facilities realized. All facilities will be
operated and maintained by the community itself.
5.
The community will store materials at community level whenever needed. In case
materials need to be stored at community level, the community will take care to have a
proper place for storage, well protected against sunshine, rain and wind, and safe against
theft.
6.
The community accepts that the organization will only support activities that fall
under its mandate and are within its capacity. It is important to relate this to the
priorities of the people as they have just determined in the problem ranking exercise.
Some examples to clarify this:
If people have prioritised a clinic, you explain that a clinic as well as the curative
service are very expensive and therefore at least for the time being not an option for
your organization. BUT, the priority of a clinic indicates that people find health
37
important and your organization can do a lot of other things to help people improve
their health, for instance: health promotion in the community so that people get
knowledge they can use to prevent diseases.
If people have prioritised drinking water, you explain that your organization would like
to help people with this but that drinking water development is often very expensive.
Your organization will try its best in the future to get resources for this. In the mean
time health promotion can help people to get knowledge on how to prevent water
related diseases.
Ask the participants which of the prioritised problems they feel their community
can work on with assistance from your organization. Ask the participants now that
they know the conditions and restrictions of your organizations, which of the problems
they feel your organization and the community can work on together, taking into
account the conditions and restrictions of your organization.
7.
The community accepts to attend all meetings and trainings they are called for. It is
important that community members, especially volunteers and committee members attend
meetings and training courses of your organization.
8.
The community accepts that per activity additional conditions may exist. For specific
activities additional conditions may exist. These will always be timely communicated to
the community.
The CDO explains that an agreement will be signed between the community and the
local organisatio at the end of the meeting if they agree to the above conditions.
Hints:
• Instead of explaining the conditions and restrictions by using the flip chart, you can have a
more informal discussion with the community members about the conditions for assistance
by your organization and the restrictions your organization faces. You can then ask, for
instance, in what way the community members themselves think they can support a project
in their community and what they expect from your organization. This will take a bit more
time though. Also make sure that all important issues are discussed (use the list of
conditions and restrictions as a checklist).
• It is good when you ask each time after explaining a condition whether the community
agrees with that condition instead of only asking this question once at the end of all
conditions.
14.10
Election of Village Health Workers or VAG leaders, and
community coach candidate
Timing: 45 minutes.
The community members who participate in the AI elect the health volunteers and/or VAG
leaders. The CDO explains that the health volunteers will be trained on how to provide health
education to the community and how to prepare a community health plan.
1. Explain to the participants that the community should have health volunteers to deal with
preventive health issues and make, together with the village health committee and your
organization, a plan of action for these problems. The committee will also represent the
community to your organization, other organizations and authorities with regard to matters
that concern the planned activities. Ask the community what kind of people these health
volunteers should be and ask further questions to them if they forget about things. Things
that should be mentioned by the participants are for instance: the person should be trusted
38
and respected; the person should be able to read and write (only required for the described
functions, not for the members), the person should have sufficient time available. If they
don’t mention these kind of things you can help them a bit by asking questions such as:
´Do you want a health volunteer who has only very little time for this function?´, ´Do you
want a volunteer who will only fulfil this function if he gets a payment for it from you?´.
The CDO also requests the community to select one person whom they think could
become a “coach”, who will supervise the programme in the village. The CDO explains
that every village will select a potential candidate and that they will be called for an
interview. Only one person will be selected for this position per ward. The coach should
have preferably leadership capacities and should at least be able to read and write properly.
2. Explain the method of voting for the volunteers. Most probably you will find that other
people have already been appointed to the other positions. The participants should per subvillage nominate people or people can volunteer themselves for the position. The
community can approve or disapprove the candidate. One way to do this is that the
candidates stand in front of the group with their backs towards the group so that they can’t
see the people. The people can then vote for their candidate by raising hands when the
facilitator points his/her finger to the candidate.
3. The facilitator now asks per candidate who is in favor of that candidate (explain first that
people can only vote for one candidate). When they vote you can ask the participants to
close their eyes so they cannot influence each other. The candidate with most votes is
elected. If this person is a man, it is good when the vice-candidate is a woman and the
other way around (example: if the chairman is a woman, the vice-chairman should
preferably be a woman).
4. Follow the same procedure for the volunteers from other sub-villages
5. Let the whole committee present itself in the end.
6. Finally, when all village health volunteers have been elected and have come forward, the
community is requested to select a coach candidate. The same procedure for voting can be
repeated for this. The CDO explains that the coach candidate will be called for an
interview within the coming weeks.
14.11
Closing the meeting
Time: 2 minutes.
1. Explain that later on you will have a thorough discussion with the village health committee
about the development of a community health plan.
2. Close the meeting and explain that you want to have a discussion with a smaller group of
people. People involved in this focus group discussion usually are the project committee
members, community leaders and key resource persons (for instance people who know
much about the prioritized problems). But also other people who are interested are very
welcome to take part. Invite especially women to take part in the focus group discussion.
3. In case your organization already knows that there will be funding to do certain activities
with this community you can inform the people about this but be careful not to raise
expectations you cannot fulfill!
14.12
Signing of contract
The CDO refers to the conditions and restrictions explained earlier and facilitates the signing
of the contract. The signatures from the participants in the AI are part of this.
14.13
39
Focus group discussion
Timing: 45 minutes.
After the workshop is closed the facilitator can have a focus group discussion with the project
committee, community leaders and key resource persons. Invite them to stay for this
discussion. You can use the questions presented in the last part of the AI report as a guideline
if you wish. The idea is that you will get already some more information about the problems
prioritized by the community in the AI. You can especially focus on the prioritized problems
your organization could/wants to be involved in together with the community. Try to stimulate
especially the female participants to participate actively in the discussions. During the
exercises of the AI you may have obtained some information already. But now, during the
discussion you can go in more detail into the different subjects. At the end of the discussion
make an appointment with the project committee for the baseline survey (the baseline survey
is usually done on another day, together with the members of the project committee: see the
manual describing the baseline survey).
Remarks:
1. The focus group discussion can give you a lot of information. So do it thoroughly!
2. Ask additional questions, even if they are not in the AI report format, if you feel that more
information is needed on specific issues.
3. It is also good to ask additional questions about the problems that the community members
have prioritized but in which your organization cannot or does not want to be involved in.
This will give you a clearer picture of all problems in the community.
4. Try to stimulate a real discussion. Try to talk as little as possible. Let the talking be done
by the participants. Only ask questions if necessary or ask a question about a new subject if
one subject has sufficiently been discussed.
14.14
Finalization of the AI
1. Finalize the AI report. It is recommended to finalize the AI report, or Communiy Profile
report (Annex 2) as soon as possible after the AI (that same day or the day after). Use all
the information that you have: the information obtained during preparations, the notes
made during the AI, the information the participants in the AI wrote on the flipchart
papers, the information obtained during the focus group discussion and all other things
that you remember by head that may be useful to take up in the report. Discuss the AI
report with other CDOs and your supervisor if you feel this is necessary. Make changes if
necessary, depending on the feedback you get. Control especially whether numbers are
correct, for instance the number of community members in the community.
2. File the information. When the report is ready you can take it to the local office. In the
office you discuss the report with your supervisor. When he/she agrees that the report is
good enough you can copy the report. Leave the original with the supervisor and take two
copies with you, one for yourself and one for the community. Next time when you visit
the community you give them a copy of the report (give it to the chairman of the
community committee).
3. Plan the household survey. Agree on a proper date for the household survey with the
community health development committee if you have not yet done so (this you can best
do directly after the focus group discussion so that you don’t have to travel once again to
the community only to make an appointment for the baseline survey).
15
Election of a community coach
CDOs carry out the interviews with the community coach candidates that have been proposed
by three or four villages. The candidates are asked to tell something about themselves and are
explained what is expected from them (see Annex 3). The community coaches function as the
main link between the local organsation and the community. The local organisation will train
the coach, the coach will train and assist the community committees and VAGs.
40
16
•
•
Forming Village Action Groups (VAG’s)
Ask for a meeting with representatives from the community.
In the meeting explain what a Village Group is and why it is good if the community forms
VAG’s as well. Things you can mention are:
A Village Action Group is often called a VAG.
Such a group is formed by 20 to 30 households.
Each household is invited to send one household member to become a member of the
VAG.
Households are not obliged to be a VAG member.
The VAG meets once very week or once every two weeks, depending on how
intensively they want to operate.
The VAG elects two or three VAG Leaders. These leaders will be trained once every
two months by the program.
When the VAG meets the particpants discuss each time one subjects of importance.
The first year the subjects are decided upon by the support organization. Later the
VAG’s will more and more decide by themselves what subject they want to discuss
each time.
-
//to be worked out////
41
17
Training of community coaches
Community coaches will be trained once every moth during the first year they start working as
a community coach and after that once every two to three months. The first training course
will be a three day introductory course while other training courses will usually be one day
and in some cases two days. You may be given the task to train community coaches. Therefore
we provide an overview in this chapter of the training courses and subjects involved. The
training courses are worked out in a separate manual which you will be given so you can
prepare the training coruses properly. Please always be aware that the training manual is only
to give you guidance. It is always important to adapt the training courses to the circumstances,
to the knowledge and awareness level of the community coaches you will train and to the need
for specific activities to be xecuted by them in the communities they assist. You can also
change the following order of training courses or make up new training courses with mixtures
of modules included in different training courses in the manual. The standard training program
for community coachs is as follows:
Timing
Name
Description
Community coach starters
training
Three day training in which the
community coaches learn about the basic
coaching skills they need to have
(the approximate
number of months after
the community coaches
were selected)
1
2
3
4
5
6
7
8
9
10
11
12
14
16
42
18
Household surveys
A household survey an investigation to obtain information about the social, health and
economic situation in a number of households in the community. We define a household as ‘a
group of people sharing the same kitchen, cooking area or cooking pot’. Annex 5 contains
detailed explanations how the standard household survey form that we developed should be
filled in by a surveyor. SHIPO CDOs train the Village Health Workers to carry out the
household survey. A household survey training manual in Swahili can be found in annex 6.
The household survey is done:
o Somewhere just before or just after the start of the community development program in a
community to collect detailed information that can be used as a basis by the community to
develop their development plans and as a baseline for later evaluation of the success of the
program.
o Somewhere during the middle of the program the household survey will be done to assess
progress of the program by both the community itself and by your organization.
o At the end of the program to evaluate the results and impact of the program.
18.1
Prepare the household surveys
Agree on a date for the household surveys with the community leadership and others
involved.
Make sure that there are sufficient and properly trained surveyors
Have enough household survey forms for all household surveys.
Have a notebook and pen for each surveyor and for the supervisor(s).
Make sure that there is transport to the community for all persons involved who need to be
transported.
18.2
Tasks of the surveyors
Select each household at randomly. This can be done in two ways:
Ask the community authority to provide a list that includes all households in the
community (also single parent households, child headed households, etc.). Close your
eyes and point a pencil in the list. The household pointed at is one of the households to
be surveyed. You can also decide to take from the list for instance each tenth
household until you have enough households.
Walk to the part of the community where you want to start. Stop. Rotate a pencil or
empty bottle on a flat surface (e.g. a piece of paper or carton). The house standing
nearest to where the pencil/bottle point directs, once it has come to a stand still, is the
selected house. After the household survey is done in that house repeat the procedure
by walking 100 or 200 m from the house and then spin the pencil again to select the
next house.
It is important to select the households ad randomly because you may, without knowing it,
tend to choose for a certain type of house, for instance the biggest ones or the most shabby
ones. This could influence the outcome of the survey (e.g. in big houses probably richer
people live with other health habits and problems than the people living in small houses).
Each surveyor should work in a separate area of the community.
Find the female head of household, or, if she is not around, find another adult female
person belonging to the household who can answer the questions. In case no female can be
found you can do the survey with the oldest male you can find. Take courtesy rules into
account. If the household consists of children do the survey with the oldest child. If you
43
44
feel there is no person you can properly interview leave the house and try another ad
random selected household.
Execute the household survey. In each household visited:
Ask the questions included in the household survey form and do the observations
required (observe things really yourself, so that you are sure you get the right
information).
Make sure to be accurate and get answers to all questions.
Ensure that each question gets an answer (if there is no answer or the person
interviewed does not want to provide an answer or you find a question inappropriate
you should fill in the number 5 as answer).
Fill all answers properly in the forms! Make notes on the back of the forms about
things you find in the household that are important for health in the household but that
are not covered by the form, problems, remarks etc.
Take the interview aspects and courtesy rules into account described in paragraph ….
Take the filled in household survey forms to a supervisor or to the office of your
organization. Discuss the contents of the forms with the responsible person. Discuss
problems encountered etc. Leave the filled in household survey forms with the responsible
person at the office.
Assist with the structuring of data of the household surveys if asked to do so.
Make sure that you understand the results of the surveys and discuss these with the
involved communities. Use especially the overviews with answers per question.
18.3
Tasks of the CDO
Observe the surveyors. Discuss if errors occur in his/her performance. Pay special
attention to the proper filling in of the survey forms.
Check the quality of the household surveys. Do this while waiting for others to finish. If
information is incorrect or insufficient the surveyor should go back to the households to
obtain more information.
In the office analyse the outcomes of the household survey and discuss this with all
involved staff members, community coaches and surveyors. Do this as soon as possible.
File the forms. Enter the household survey results in the computer if possible, preferably
together with the involved surveyors, or ask the responsible person to do so.
19
A Community Development Plan (CDP) is a plan made by a community for its own
development. The plan is based on information about the priority problems of the community
obtained through the results of the community self-assessment, the household surveys, other
surveys done, and through other information available about the village. The CDO will
facilitate the involved community members to make the plan.
19.1
Prepare the CDP meeting
Agree with the community members (e.g. when joining a community meeting, or in a
separate meeting with community leaders and some committee members) on the time, date
and place for the meeting. Avoid religious days, markets days and busy harvesting time.
Control once again if you understand all aspects of the CDP Form and your role in
facilitating the meeting.
Prepare the flipcharts on which the CDP Form is copied in large. This will be put on the
wall so that all participants can see it.
Make sure you bring all materials needed:
• Flipcharts
• Marker pens
• Pens
• Copies of CDP Form
• Tape
• Self-assessment and Household Survey reports and other relevant documents
• This manual
19.2
Facilitate the CDP meeting
19.2.1 Introduction
Depending on what is customary the introduction may include the following actions:
Official opening by you and/or the community leader, following the protocol of formalities
usual to the community.
Greetings and introduction by community leader(s) and other key people.
Each participant (also yourself) introduces him/herself shortly to the group.
Explain the purpose of the meeting: the household survey results will be presented and the
participants will make a CDP that will contain details on solving community priority
problems.
Invite especially the female participants to participate actively. Explain that women are
often more shy, but that they should not be afraid to speak up as their ideas and knowledge
are crucial for the CDP. Ask the men to respect the women and give them ample time and
opportunity to speak up.
Ask the participants to sit close to you so you can hear each other easily.
Ask the participants to select one of them to do the writing.
Create a friendly, positive atmosphere in which the participants feel free and happy.
45
46
19.2.2 Discuss the household survey results
Hand out the copies of the household survey results, and discuss them with the participants.
Explain the main results of the household survey and ask the participants if they agree with
them and what their opinion is.
It is good to also summarize shortly what problems were prioritized during the AI.
19.2.3 Filling in the Community Development Plan Forms
1. Hand out the Community Development Plan Forms (Annex 7) to each village. Explain that
per form only one problem can be covered. It is good if the participants first make a list of
problems they want to cover. Examples of problems are: unsafe drinking water, malaria,
diarrhoea among children, poor primary school, absence of a clinic, no latrines, etc. The
problems that were given a high priority during the AI should preferably be included in the
list, but possibly also other problems can be included. After the list is ready the
participants can fill in one problem per form.
Now there is a pile of forms on each of which a problem is filled in. Ask the participants to
take one of the forms with a problem they want to work on first and continue to discuss and
work on each subject in this form as follows:
2. Solution. Explain that in this part of the Form the participants should describe the solution
of the problem. In order to facilitate that the participants determine the most suitable
solution of a problem ask the following questions to them (and stimulate them to discuss
the questions):
- What do you think is the cause of this problem, how come that the problem is there?
(Example: if the problem is poor drinking water, is this because of a breakdown of the
hand pump they cannot repair, or is it that they have to walk far to the water source, or
any other cause?).
- How can the problem best be solved? Stimulate the participants to determine more
than one possible solution before deciding what the best solution is. Explain that a
good solution is a solution that solves the problem but that is also realistic, meaning
that it can be realized within the actual circumstances (technically possible, within the
budget available, etc.).
Some additional things to consider
Sometimes the most appropriate solution for a problem is different from what people
think of first. For instance, if the problem is diseases due to poor water, also health and
hygiene promotion could be a solution, because education can also help to diminish
water related diseases (this is important because education is something that can be done
even if only few financial resources are available).
Often a combination of solutions is appropriate.
If it is difficult to decide what the most appropriate solution is one can decide to first
investigate things further before continuing with filling in the form. Example: if there is
an old borehole that could possibly be rehabilitated but there is also a spring that could
be developed, it is important to investigate what the most appropriate solution is.
An investigation is also required if it is unknown whether a solution people brig forward
is at all possible. Example: rehabilitation of a borehole is not be possible if an the
borehole has collapsed. Whether or not the borehole can still be rehabilitated should first
be investigated.
Make sure that the participants discuss things intensively before writing a solution on
the Form. Unrealistic solutions will raise expectations that cannot come through which
then may lead to disappointments.
To determine the most appropriate solution make use of all information and expertise
47
available (e.g. AI report, household and other baseline survey reports if such
investigations have been done, and expertise from the participants themselves)!
4. Activity. In this column the participants have to fill in all the activities required to realize
the solution. For instance, if the community wants to build a school, the following
activities are probably needed:
- Find funds (either from the community itself or from others who want to donate
money).
- Make a design of the school and a calculation of all materials required
- Collect sand, gravels and stones and bake bricks.
- Make/find a store for the cement in the community near the construction site.
- Purchase required materials like cement and roofing plates and transport these to the
site.
- Start digging the trenches.
- Build the foundation and walls.
- Etc.
Once all activities have been listed the best way to continue is to fill in the other columns for
each activity:
5. Who will be responsible for the activity? Explain that being responsible for an activity
does not mean that this person needs to carry out the activity him or herself. Explain that
he/she is the one who checks that the activity is carried out properly, who takes action
when things are not going well or not quick enough, who stimulates other people to carry
out the activity, who controls that all things required for the activity are in place in time,
etc.
6. When will the activity be executed? Write down, if possible, the starting date and ending
date of the activity. If this is not possible to say because the things needed for the activity
have not been secured yet, put a ‘?’. For example, if the community wants to do an activity
but they don’t know yet where to get the money required for the activity, it is better to put
a question mark than to indicate a certain period for the activity without knowing whether
it can be realized.
7. Labour required for the activity. Explain that everything that can be done by the
community should be done by the community. Usually this also includes all labour, unless
very specialized labour is required that the community cannot deliver. Ask the participants
to write down all the different types of labour they think are required to execute the
activity. Examples of types of labour are:
- Unskilled labour provided by the community.
- Skilled labour from the community (e.g. a local mason).
- Skilled labour from outside the community (e.g. a professionally schooled mason, a
drinking water expert etc.).
Important: for each type of labour indicate who will provide it and how much of it is
required. For instance if for the activity three unskilled labourers are required every day
during the execution of the activity, the participants can write in the Form: ‘3 unskilled
labourers each day will be provided by the community’. For types of labour for which no
funding is found yet or for which it is unknown yet who will provide it the participants can
write in the Form remarks like: ‘water system designers required (unknown how many
days and unknown yet who will provide and pay for them)’.
8. Materials required for the activity.
- Explain to the participants that they should write down all the different materials that they
think are required to execute the activity, for example bricks, sand, cement, stones, roofing
sheets, etc. Make sure they include all required materials.
48
- For each material the partiocipants should indicate who will provide it (the community,
district authorities, external donor,…). If for certain materials it is not known yet who will
provide it, they should write this in the Form. Examples: ‘500 bags of cement are required
(district authorities have agreed that they will provide 200 bags, for the other bags still a
donor needs to be found)’, or ‘2 m3 of sand is required (will be provided by the
community)’, etc.
9. Tools/equipment required for the activity. The partiucipants should fill in this column in
the same way as they have done for ‘materials required for the activity’. Example of tools:
shovels, push carts, gloves, stationary, etc.
10. Transport means required for the activity. The partiucipants should fill in this column
in the same way as they have done for ‘materials required for the activity’. Indicate the
means of transport (car, truck, motorbike, etc) and the amount of days that transport will
be needed.
After filling all the plan forms explain that if we talk about the ‘Community
Development Plan´ we mean all the Planning Forms that have been filled in and
approved by the community (approval by the community will be done during a
community meeting as described further on). So basically the Community Development
Plans consist of a group of worked out plans for activities to solve different problems
existing in the community.
20
Training of VAG Leaders
Together with the community coaches and other staff of your organization you are responsable
for the training of VAG Leaders. The program includes:
•
An introductory training course of 3 days covering the following subjects: …..
•
A training course of one day once every two months during the first year and once every
three months afterwards.
The training program has been laid down in the ‘Manual for training of VAG leaders by
CDO’s’
49
21
Training of Village Leaders
You will train and coach the village leaders, together with the community copaches and with
other staff of your organization. It includes:
•
A first workshop in which village leaders develop an understanding of and motivation for
community development and their role in it. At the end they produce a protocol in which
they describe their role to which they commit themselves. After the workshop the village
leaders read up the protocol in a community meeting so all community members know to
what role their leader has committed him/herself.
•
An introductory leadership training course of two days in which the leaders learnm about
general leadership and management skills, facilitation skills, conflict mediation skills and
motivational skills.
•
A training course and workshop of one day once every two months.
•
Participation in any of the VAG and committee training courses they wish to attend.
The training program has been laid down in the ‘Manual for training of village leaders by
CDO’s’.
50
22
Inter-community review meetings
Once in a while (for instance once every quarter) it is good to have an inter-community review
meeting with representatives from the communities that fall under your responsibility. The
reason for this meeting is to get information from the communities about the things they have
realized during the former period, the problems they have and what they plan to do in the
coming period.
The representatives from the communities who take part in the meeting can be people from the
health committees of the communities, but it is good if there are also other people, like village
leaders and persons involved in other committees, etc. Ask each village not to send more than 5
representatives to these meetings otherwise the group becomes very big.
It is good to have these meetings at a location in one of the communities, for instance a
community that is easy to reach for most participants. You can have the meeting outside under
a tree in the shade as this is often more fresh than sitting inside a building. But make sure there
is a building nearby to which the meeting can be moved if it starts raining.
A good set up for the activities in inter-community review meetings and your tasks is:
Time
Activity
Your tasks
Day
before
Preparations
7.30 –
8.30
Preparations
on site
8.30 –
8.45
Introduction
8.45 –
10.15
Discuss the
results of the
villages
• Ensure each village is informed and has agreed with the date, time and location of the meeting.
Ask that at least those who bring the community monthly review reports are at the location at
7.30. The others can come at 8.30. Alternatively you can collect the community monthly
reports on beforehand and fill in the flipcharts (as described at the next point) already in the
office (you can then also ask your manager to assist you if you find the calculations difficult).
If you fill in the flipcharts with the community results in the office we recommend you start
the meeting at 8.00 instead of 7.30.
• Make sure that people are organized for preparing tea and if relevant lunch.
• Put all required materials together (flipcharts, meeting program print out, tape, marker pens,
monitoring forms to give to village actors, health items to present and sell, money for change,
admin for sold health items, lunch food, tea, sugar, bites, etc.). If you will do the calculations
of the community figures on the site take a calculator with you!
• Organize transport and agree with involved other facilitators on the departure time.
• Put all materials ready and provide the tea, sugar, bites and if relevant the food for the lunch to
the people who will prepare the tea and lunch.
• Collect the community review reports covering the period you are looking at (for instance a
three months period would mean per village the filled community monthly review forms for
three months) from the representatives.
• Make a flipchart with the villages on it and the different columns as presented in the example
on the next page.
• Write down for each village the figures under ‘Total’, but only those figures from the column
‘No. realized’ for each month on the flipchart(s) (see the example on the next page).
• Write down the totals for each village for the columns ‘Total no. in use’, and ‘No. of households using the products’ only from the last community monthly review report.
• Leave the columns ‘Plan for next quarter’ empty (you will fill them later on together with the
participants).
• Colour the cells in the columns ‘No. of households using the products’ colours red, orange and
green according to the explanation further on about this.
• Put the flipchart papers with the community figures on the wall, or, if you are sitting outside,
on a stand, against the car or on the ground, in such a way that the participants can all see
them.
• Welcome the people to the meeting
• Invite officals, village leaders or other persons who wish to say a word to do so.
• If people want, prayers can be held.
• Invite the participants to come and have a look at the flipcharts, comparing the results of their
villages with those of the other villages.
• Have a discussion on the numbers of products realized in each village. Don’t blame villages if
they are not doing as well as the others, but ask what the reason is. Ask aso if they see
possibilities to boost up the numbers in the coming months. If a village still has a red cell in
51
52
10.15 –
10.40
Tea and bite
10.40 –
11.10
11.25 –
11.30
11.30 –
12.30
Discussion
and planning
Meeting
closure
Presentation
and selling
of health
items
12.30 –
13.00
Afternoon
Meal
Enter data in
SMART
Info
the column ‘No. of households using the products’ but has realized quite a few products
(indicated in the column ‘No. realized’) this is positive, as it means the community is catching
up.
• Discuss especially the figures that are not good (the red coloured cells).
• Per type of products have a discussion with regard to the quality of activities, the quality of the
finalized products and the use of the products. The participants can use the comments they
written on the back of their community review report for this.
• Write down per village the main problems mentioned on a flipchart and discuss shortly per
village how these can possibly be solved. Make further notes about this for your own report.
• Enjoy the tea. Talk to the participants informally. Make notes if important things come up.
• It is good to present a health item during the tea break, like a water filter people can buy, or
condoms, chlorine solution, etc.
Facilitate further discussion on the planning for the next quarter per villagte and write the
planning per village in the flipcharts with the review reporting.
• Say a few words to close the meeting.
• Invite people to learn about and buy health items.
• Present and sell health items like water filters mosquito nets, condomns, chlorine solution,
basic medicines and other items you deliver. People need to pay the normal commercial price
unless they bring a voucher for an item (in that case the price is reduced with the value of the
voucher).
• If you don’t serve a meal (see next point) you can serve tea and bites during the selling of
health items.
If you wish a meal can be served to the participants.
• Return to the office. Take the flipcharts with data and information with you.
• Enter the data about numbers of products realized in SMART Info (follow the instructions in
the SMART Info manual), but don’t fill in anything about the quality of the activities, the
quality of the finalized products or the use of the products.
• Check per village whether the total numbers are equal tot ghe numbers mentioned in the
community review reports. If the differences are large you may have to organize a counting of
the products realized in the villages, to be executed by yourself or by other staff of the
organization.
• Analyze the data and information:
- Determine the weak villages and make plans how to support them.
- Read the notes regarding the problems in the villages and make plans on how to help the
villages regarding these problems.
- Make plans to monitor the most problematic products yourself, especially in villages that
expereicne these problems most. You can also ask one of the technical staff to go to the
villages to monitor and fill in the information in the respective monitoring forms. Enter the
information in SMART Info per village.
On the next page a structure is presented for the flipchart on which to write the achievements of
the villages. One flipchart will probably not be enough. In that case use two or three flipcharts
that you hang on the wall behind each other. With color pencils you can make colors in the
columns ‘Number of households using the products’ as follows:
-
If the figure is 80% or more of the total number of households give it the color green.
-
If the figure is 50 to 80% of the total number of households give it the color orange.
-
If the figure is lower than 50% of the total number of households give it the color red.
-
If it concerns a product which is being substituted by a better product (e.g. if the number of
households using traditional latrines is small but the number of households using an
improved pit latrine is large) you give the poorer product the best color of the two products.
Example : Inter-community review report April – June 2008 Kitue area, Kwatamunge district, Area 4
Sitouge
Viyogo
Cestino
(151 households)
(84 households)
(119 households)
Product
Refuse pit
Traditional
pit latrine
Improved pit
latrine
Tippy tap
No. realized
15 + 17
+ 22 =
54
8+8
+6 =
22
7+3
+5=
15
3 + 22
+ 19 =
44
Total
no. in
use
96
31
24
57
No. of
households
using
the
product
s
96
33
26
59
Plan
next
quarter
21
0
24
30
No.
realized
17 + 2
+4=
23
9+2
+6
= 17
7+4
+ 12
=
23
19 +
12 +2
=
33
Tota
l no.
in
use
38
71
14
52
No. of
households
using
the
product
s
37
65
16
52
Plan
next
quarter
No. realized
35
6+4
+8=
0
7+3
+ 10 =
30
6 + 22
+ 21 =
26
18
20
49
17 + 17
+ 27 =
61
Tota
l no.
in
use
35
46
67
84
No. of
households
using the
products
35
47
70
85
Konkonte
(243 households)
TOTALS
(597 households)
No. realized
Total
no. in
use
No. of
households
using the
products
Plan
next
quar
ter
21
7 + 34
+ 45 =
86
198
200
5
6 + 22
+5=
33
143
0
2+0
+ 34 =
36
12
2+1
+ 35 =
38
Plan
next
quar
ter
No. realized
Total
no. in
use
No. of
households
using the
products
Plan
next
quar
ter
12
181
367
368
89
150
0
92
291
295
5
44
44
60
123
149
156
114
50
51
60
176
243
247
128
Etc.
Some conclusions of the above Table:
- Almost all products need to be increased in the villages, but especially improved pit latrines need attention.
- Refuse pits are going well as a lot have been realized in the last period while it is also in the orange already. Only the villages Viyogo and Cestino should
improve regarding refuse pits.
- Traditional pit latrine coverage is almost in the orange for the total, but not so many have been realized. This is probably because people decide to build an
improved simple pit latrine at once when they decide to make a latrine. So it is good to stimulate making improved simple pit latrines and not so much
tradional pit latrines any more.
- Improved simple pit latrines are in the red still but quite a few have been realized during the last period so the situation is improving fast.
- The tippy tap is also coming up quickly.
- The village Sitonge seems to be a little behind the other villages.
- Cestino and Konkonte seem to be doing best.
53
23
Micro projects
Micro projects are small projects the community executes to improve the development and
health of the community members. These can be projects at household level (e.g. making a
household toilet), by small groups of households, (e.g. the realization of a borehole with rope
pump by a group of households, setting up a revolving fund for small investments, etc.) or by
the whole community (e.g. implementing a pipeline water system or constructing and/or
improving a primary school). This can be anything from implementing a borehole with a hand
pump to get cleaner and more nearby water to the production by households of improved
cooking stoves or the construction and improvement of a primary school.
The CDO should visit the micro projects in the community on a regular basis and monitor how
well they are implemented (for certain micro projects your presence may even be required
more intensively during some periods). Discuss any problems found with the Community
Coach, the Community Development Committee and if necessary also with the village
leadership. Assist the Community Coach and Community Development Committee (and
others involved) as much as possible to solve all problems.
Steps in micro project implementation are:
- Election of a project committee
- Project application by the community to SHIPO
- Agreement with (district) authorities
- Project proposal preparation by the community and SHIPO
- Acquisition for funding
- Collection of local materials by the community
- Signing of contract with the community and other involved parties
- Training of project committee and project professionals
- Construction of project facilities
- Monitoring by SHIPO
- Development of a maintenance plan by the community
- Evaluation
- Handing over of the project facilities to the community
- Training of O&I committee and/or caretakers and developing O&I plans
- Implementation of social activities
General description with referral to the micro project manuals, to be worked on.
54
Annex 1
Request form
Maombi ya mradi wa Afya na usafi wa mazingira
SHIPO
Jina la kijiji:……………………….Kata……………………Tarafa………………………
Tarehe:………………………….
Sisi wakazi wa jamii iliyotajwa hapo juu tunakubaliana kuwa
Hati hii yenye majina ya waliohuduria mkutano na sahihi zao, itatambulika kama fomu ya
maombi na hatimaye sehemu ya Hati ya mkataba baada ya mkutano kukubaliana na hoja
ya kuupokea mradi uliowasilishwa na Asasi ya SOUTHERN HIGHLANDS PARTICIPATORY
ORGANISATION inayotambulika kama “SHIPO”
Na kwa kuwa hoja itayokubalika na wengi waliohudhuria mkutano ndiyo inayowakilisha
jamii yetu, basi jamii yetu inakubali kwa dhati utekelezaji wa za MRADI WA AFYA NA
USAFI WA MAZINGIRA kwa kushirikina na SHIPO na kuridhia yafuatayo:1. Kushiriki kwa jamii kikamilitu katika Mradi
2. Ushiriki wote wa Jamii na wajumbe wa kamati zote ni kwa njia ya kujitolea
3. Jamii itachagua kamati ya mradi aidha kuiimarisha kamati iliyopo
4. Kukubali masharti ya ziada yatakayohitajika kutokana utekelezaji wa mradi.
5. Kuhusika na utunzaji wa matokeo ya wa mradi.
6. Jamii itatunza mali zote katika kijiji kama hali halisi italazimu kufanya hivyo
7. Jamii itaridhia Asasi itekeleze shughuli zilizo ndani ya uwezo wake na jamii husika.
8. Kuhudhuria mikutano, semina au mafunzo kwa ajili ya kufanikisha mradi.
9. Viongozi wa Kijiji na Vitongoji washiki kikamilifu katika mradi kwa kuhamasisha jamii
na kufuatilia mwenendo wa utekelezaji wa mradi.
10. TUKI ishiriki katika kufanikisha utekekelezaji wa mradi kama kawaida ya kanuni yake.
Hati hii itakuwa halali baada ya kuwekewa sahihi na viongozi wa kijiji katika nafasi ya chini za kurasa
za hati hii na katika kurasa zote zenye majina na sahihi za waliohudhuria Mkutano wa kutambulisha
mradi.
Jina
Cheo
……………………………………
Mwenyekiti wa Kijiji
……………………………………
Afisa Mtendaji wa
Kijiji
……………………………………………..
……………………………………… Mjumbe wa Serikali ya
kijiji…………………………………..............
55
Sahihi
.......................................................
56
…………………………………………
Mwakilishi wa
SHIPO …………………………………..............
57
SHIPO
Mahudhurio
Jina la kijiji:……………………….Kata……………………Tarafa………………………
Tarehe:………………………….
Jina
Cheo
Sahihi
…………………………………… Mwenyekiti wa Kijiji
.......................................................
…………………………………… Afisa Mtendaji wa Kijiji
……………………………………………..
…………………………………………Mjumbe wa Serikali ya
Kijij…………………………………...............
…………………………………………
Mwakilishi wa
SHIPO …………………………………..............
Annex 2
Community Profile Report
1. Data collection after O & OD assessment
Name Village /T/A/ District:
Date of data collection:
Names facilitators:
No. of people who attended the focus group discussion:
(Attach the original attendance sheet to this report)
2. History and general details of the involved villages (describe for each
village that may possibly get involved in the project)
How many families are there in the village?
What is the average size of a family?
How many children are there in the village?
How many adults are there in the village?
How many elderly people are there in the village?
How many people are structurally sick or disabled to such an extent that they can not work?
Write down the diseases and types of disablement and explain the causes.
Where do the villagers obtain river sand for construction purposes? How far is that from the
village?
Where do the villagers obtain dambo sand for construction purposes? How far is that from the
village?
Where do the villagers obtain quarry stones for construction purposes? How far is that from
the village?
58
59
Who were the first settlers in the village and when did they come?
When/ How did the village/community start?
Describe the topography of the village (flat, hills, etc.) and vegetation (trees, grassland, shrubs
etc)
What types of soils are there in the village (clay, sand, loam)?
What is the meaning of the name of the village?
What tribes do live in the village?
4. Drinking water in the village
Describe the water sources in and nearby the village (type, number of water sources)
Do the water sources have good quality water? If not, describe the problems
Do the sources deliver enough water?
60
Are the water sources sufficiently nearby?
Is there a water committee in the village? How many members? Is the committee trained?
How many caretakers are there in the village? Are they well trained? Do they perform
their duties well?
5. Sanitation in the village
Latrine type
No toilet
VIP latrine
Simple latrine (cemented slab,
local superstructure)
Traditional latrine (all local
materials)
Number of families
Number with lining
Has there been any initiative from the government/NGO to construct latrines in the village?
Y/N If yes, explain
What community initiatives existed or exist on latrine construction? Explain (if there is
none, ask why)
6. Health in the village
Do people fall ill?
Why do they fall ill?
What are the most common diseases in the village?
61
When do the diseases occur most often? Describe per disease.
Which diseases are the ones that need most urgent attention according to the villagers?
Describe why.
What problems do the people have as a result of HIV/AIDS?
What has been the response of the community to HIV/AIDS?
When was the last time a cholera epidemic broke out in the village? How many people
died and how many were sick with cholera in that time? Check whether this epidemic is
indicated in the history calendar. If not, include it.
How far is the nearest clinic from the village?
Is there a village health committee? How many members does it have?
Were the members of the village health committee trained? if so, by who and when were
they trained?
Is there a Health Surveillance Assistant active in the village? Is he/she functioning well?
62
How many Traditional Birth Attendants are there in the village or in the nearby villages
to whom delivering women can go? Do they function well?
How often is the village visited by a mobile clinic? How often does the mobile clinic come
in nearby villages that are at acceptable walking distance?
7. Other external organizations active in the village
Describe what other external organizations (apart from your own organization) are or plan to
become active in the village. If space is insufficient continue on the other side of the form.
External
organization
Questions
Address and contact person
of the organization
Current activities
Plans for activities in the
near future
Was a village committee
formed for the activities?
(Y/N). If so describe names,
sex and functions of the
members
Opinion of the villagers
regarding the cooperation
with the organization
Realized successes
Problems
63
Are there any applications with
other external organizations for
projects or have any organizations
approved to do a project with the
village since last year? If so
describe.
Other important
information
8. Village organizations and groups
For each village organization and village groups, both the formal and the informal ones, fill in
the below table. If you have not enough space continue on the other side of the form.
Village
organization/group
Questions
Existing since (mention year)
Current activities
Plans for near future
How many members
(men/women)
Problems
Successes
Officially registered? As
what?
Constitution available? Y/N
No. of people employed
(men/women)
No. of people who work
64
voluntarily (men/women)
Who makes the decisions?
Explain
Other important information
9. Problem priorities identified during the O & OD assessment
Put down here the results of the problem ranking in order of priority; explain for each problem what
the people mentioned to be the cause(s) of this problem.
1.
2.
3.
4.
5.
6.
10. Action plan as set during the O & OD assessment
11. Level of implementation of the Action Plan per O & OD assessment
65
12. Names of Village Health workers and Volunteers
Put down the name and sex of the 2 village health workers and name, sex and sub-village of each
elected volunteers ( 1 man and 1 women at each sub-village)
Village health workers:
Name
1.
2.
Volunteers:
Name of Volunteer
Sex
Sex
Name of sub-village
13. Topic and Conditions of the project
What project did the villagers choose?
Were the conditions of the project explained to the villagers? Yes / No
If the answer is No, explain why.
Were the conditions for the project accepted by the villagers? Yes / No
If the answer is No, explain which conditions were not accepted, why they were not accepted, and what
your advise is with regard to continuation with this village.
14.
Short summary of main issues discussed during the group discussions
Annex 3
Guidelines Interview Community
Coach
Name of the candindate......
General indicators:
1. Man (1)
woman (2)
2. Distance form the ward village: close (3) reasonable (2) far (1)
3. Married (2) Not married (1)
4. Education: standard 7 completed (1) some secondary school education (2) Form IV
completed or other relevant course completed (3)
5. Did you attend BMK and/or village AI meeting?
6. Ask interviewee to tell something about him/herself; education, family, activities he/she
does to earn for a living
Questions:
a. Umewahi kuwa kwenye nafasi ya uongozi au nafasi ingine kusaidia jamii?
b. Kama ndiyo, ulichukua nafasi gani kwenye kushuhuli gani?
c. Ulijifunza nini au ulipata uzoefu gani?
d. Bado unaendelea naye?
e. Kama hapana, kwa nini?
f. Shuguli zako zinakuhurusu ufanye kazi za jamii nagalau wiki moja kwa mwezi
(wastani siku 1 kwa wiki au zaidi kama itabidhii iwe hivyo)?
g. Ni mtu mmoja ambao atachaguliwa kwa kazi hii. Shirika haina uwezo kulipa
mshahara lakina italipa posho ya tsh 20,000 kwa mwezi. ( Inatakiwa ufanye siyo
chini ya siku 5 kwa mwezi). Kama wewe utachaguliwa upo tayari kwa hiyo ?
h. Unauzoefu kuendesha baisikeli?
i. Kama hapana upo tayari kujifunza na kutumia baisikeli?
1.
2.
3.
Zoezi:
Interviewers discuss outcome, and select two candidates
Second interview withs selected candidates; interviewer explains in short what will
follow, i.e household survey training, general training on health issues and what is
expected from them; i.e. to guide the village healthworkers and function as a link
between SHIPO and the community. SHIPO will train the coach, the coach will
train the community committee. After that it is the task of the coach to monitor the
actvities.
Zoezi: Eleza kwa kifupi kitu gani umependa au kimekugusa kwenye mradi huu?
66
Annex 4
Community Development Overhead Sheet
Community development
Community:
A group of people with a certain social/cultural coherence
Leadership
Paid workers
making
District
authorities
Activities for personal
Evaluation of branch
benefit, e.g. latrine constr,
Community and
beneficiaries
Policy
performance
personal business,
hygiene promotion
Activities to obtain
Branch
and
higher
Accountability
Community/beneficiary
organizations
Activities for public
benefit, e.g. pipeline
water system, health
Volunteers
funds
Beneficiary activities,
Idea
incl. development,
Capacity building
Assessment
Project
evaluation
Project
Design
post
Implementation
67
Funding
activities
emergency, disaster
preparedness
68
Facilitation skills
Annex 5
The household survey form
Usaili wa Kaya
A Taarifa ya jumla
A1 Siku
1
2
A2 Mwezi
Jan.
A3 Mwaka
3
Febr.
Namba ya ukaguzi ( Ijazwe na idara ya utawala)
4 5
6
7
8 9 10 11 12
March
2006
April
2007
13 14
May
15
16 17
June
2008
July
2009
18
19 20 21 22 23
Aug.
24 25 26
Sept.
Oct.
2010
27 28 29 30 31
Nov.
2011
Dec.
2012
A4 Jina la Kata/ Wilaya
A5
Jamii/Eneo/ kijiji/
mtaa
A6 Jina la msaili
Jinsia ya
A7 anayesailiwa
(chagua)
A8 Umri wa msailiwa
Me
Ke
_______________
Kabla au mara baada ya kuanza
utekelezaji wa shughuli za programu
kwenye jamiii
A9 Kipindi cha utekelezaji wa usaili
B
Wakati wa utekelezaji wa shughuli
za programu katika jamii
Mwishoni au baada ya
kukamilika utekelezaji wa
shughuli za programu
Maswali kwa ajili ya takwimu / kiwango
Ukubwa wa kaya (idadi ya watu
B1 wanaoishi katika hali ya kawaida
katika kaya)
2 au pungufu
3
4
5
6
7
8 au zaidi
B2 Kabila la anayesailiwa
B3 Dini ya anayesailiwa
Kikristu
Islamu
Muundo wa kaya (eleza muundo
B4 wa wakazi wanaoishi katika hali ya
kawaida katika kaya)
Wazazi au
walezi wawili au
zaidi pamoja na
(M)watoto na
vilevile kama
Mzazi
mmoja na
(M)watoto
Asili
Mzazi
bila
watoto
Mwanamke
mmoja na watoto
mwenye mume
mwenye mitara
(kila mke anaishi
Nyinigine
Mwanamke
mmoja na
watoto mwenye
mume mwenye
mitara (kila mke
Watoto
pekee bila
mlezi hata
kutoka nje
Watoto
pekee na
Muundo
mlezi mmoja
mwingine
au zaidi
kutoka nje
wapo babu na
bibi.
Kiwango cha juu cha mkazi
aliyeelimika katika kaya ( weka
B5
alama kwenye kiwango ambacho
muhusika amefikia)
Kiwango cha elimu cha mkazi
B6 anayesailiwa (weka alama katika
kiwango cha juu zaidi alichofikia)
B7
Usaili huu umefanyika katika
majira gani?
Hana elimu
rasmi na hajui
kusoma na
kuandika
hajui kusoma na
kuandika, lakini
amehudhuria
sehemu elimu ya
msingi au elimu ya
rasmi ya namna
fulani.
Hana elimu
rasmi na hajui
kusoma na
kuandika
hajui kusoma na
kuandika, lakini
amehudhuria
sehemu elimu ya
msingi au elimu
rasmi ya namna
fulani.
Kipindi cha
kiangazi
Kipindi cha mvua
mbali na
mwenzake)
anaishi katika
nyumba tofauti,
nyumba zikiwa
pamoja
Anajua kusoma
na kuandika lakini
hakuhitimu elimu
ya msingi
Anajua kusoma
na kuandika na
amehitimu elimu
ya msingi
Anajua kusoma na
kuandika na
amehitimu elimu ya
msingi na nyongeza
ya elimu rasmi mf:
shule ya secondary,
elimu ya ufundi nk.)
Hakuna jibu
Anajua kusoma
na kuandika na
amehitimu shule
ya msingi
Anajua kusoma na
kuandika na
amehitimu shule ya
msingi na nyongeza
ya elimu rasmi mf:
shule ya secondary,
elimu ya ufundi nk.)
Hakuna jibu
Anajua kusoma
na kuandika lakini
hakuhitimu elimu
ya msingi
70
1
Facilitation skills
Huduma ya Choo
Aina ya choo cha kaya
(Chunguza mwenyewe)
Choo na eneo lizungukalo ni
chafu, lina nzi wengi na, au
1.2
linanuka sana?
(Chunguza mwenyewe)
Kuna kifaa cha kunawia
1.3 mikono karibu na choo,
(Chunguza mwenyewe)
Alama 1 – Mbaya sana
Alama 3 – Afadhali
Alama 4 – Nzuri
Alama 5 –
Hakuna jibu
Mahali pa wazi
Choo cha asili
Choo chenye bamba la
saruji
Choo cha VIP au aina
nyingine ya choo bora.
Hakuna jibu
Chafu, Lina nzi wengi na
au linanuka sana.
Sio safi sana; lina
nzi kiasi na, au
harufu kidogo
Usafi wa kuridhisha
Safi
Hakuna jibu
Hapana
Ndio, lakini hakina
maji na hakuna
sabuni au majivu.
Ndiyo, kina maji na
hakuna majivu/ sabuni
Ndiyo, kina maji na
kuna sabuni/majivu.
Hakuna jibu
Kila mwaka
Kila miaka 2
Kila miaka 3 mpaka 4
Kinadumu zaidi ya
miaka 4
Hakuna jibu
1.1
1.4
Alama 2 – Mbaya
Mnalazimika kurudia kujenga
choo katika muda gani?
(Unaweza kuuliza muda ambao
choo kilichopo kilipojengwa?)
Matumizi ya choo
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Alama 5 Hakuna jibu
2.1
Mtoto anopojisaidia kinyesi
nje ya choo unachukua hatua
gani? Msailiwa ajibu
mwenyewe, usisome majibu
Kinaachwa kilipo au
hutupwa au kufukiwa
katika eneo la nyumba
Hutupwa nje ya
mazingira ya
nyumba au
shambani
Hufukiwa karibu na
nyumba au kutupwa
juu au ndani ya jalala
Hutupwa chooni
Hakuna jibu
2.2
Una kawaida gani ya kufanya
usafi na kuondoa harufu mbaya
chooni ?
Sina
Ndiyo, hufanya mara
Ndiyo, hufanya mara
kwa mara kwa kutumia
chache
majivu na maji
Ndiyo, ni utaratibu wa
kila siku katika kaya
kwa kutumia maji,
sabuni/majivu
Hakuna jibu
Vyanzo vya majiya kunywa
wakati wa Masika
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Alama 5 Hakuna jibu
3.1
Maji ya kunywa yanapatikana
kutoka vyanzo vya aina gani
wakati wa Masika?
Vyanzo visivyohifadhiwa
vyenye maji machafu
Vyanzo
visivyohifadhiwa
vyenye maji safi
kiasi
Vyanzo
visivyohifadhiwa
vyenye maji safi
Vyanzo
vilivyohifadhiwa
vyenye maji safi
3.2
Kaya inatumia muda gani
Zaidi ya saa 2 kwa ndoo
kuchota ndoo 1 ya maji wakati
moja
wa masika ?
Kati ya saa 1 na 2
kwa ndoo moja
Kati ya nusu saa na
saa 1 kwa ndoo moja
Pungufu ya nusu saa
kwa ndoo moja
3.3
Kaya inatumia maji kiasi gani
kwa siku wakati wa masika?
(Msailiwa ajibu mwenyewe,
usisome majibu. Chagua
linalokaribiana na majibu.)
Yanayotoshwa
kunywa na kiasi
kidogo kwa usafi
binafsi na kupikia na
usafi.
Yanayotoshwa
kunywa, usafi binafsi,
kupikia na usafi kwa
jumla lakini hakuna
ziada
Kwa matumizi yote na
ya ziada
yanapatikana.
2
3
Yanatosha kunywa na
kidogo kwa kupikia au
hakuna
Hakuna jibu
Hakuna jibu
Hakuna jibu
4
Vyanzo vya maji wakati wa
Kiangazi
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Alama 5 Hakuna jibu
4.1
Maji yanapatika kutoka
vyanzo vya aina gani wakati
wa Kiangazi?
Vyanzo visivyohifadhiwa
vyenye maji machafu
Vyanzo
visivyohifadhiwa
vyenye maji safi
kiasi
Vyanzo
visivyohifadhiwa
vyenye maji safi
Vyanzo
vilivyohifadhiwa
vyenye maji safi
Hakuna jibu
4.2
katika kuchota ndoo 1 ya maji
wakati wa Kiangazi?
Zaidi ya saa 2 kwa ndoo
moja
Kati ya saa 1 na 2
kwa ndoo moja
Kati ya nusu saa na
saa 1 kwa ndoo moja
Pungufu ya nusu saa
kwa ndoo moja
Hakuna jibu
4.3
Kaya inatumia maji kiasi gani
wakati wa Kiangazi?
(Msahiliwa ajibu mwenyewe,
usisome majibu. Chagua
linalokaribiana na majibu
Yanatosha kunywa na
kidogo kwa kupikia au
hakuna
Yanayotosha
kunywa, kiasi kidogo
kwa usafi binafsi na
kupikia.
Yanayotosha kunywa,
usafi binafsi, kupikia na Kwa matumizi yote na
usafi kwa jumla; ya
ya ziada yanapatikana.
ziada hayapatikani.
Utekaji wa Maji
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Alama 5 Hakuna jibu
Nani anayeteka maji zaidi?
Msailiwa ajibu mwenyewe,
usisome majibu. (Chagua
linalokaribiana na majibu)
Watoto, Babu na Bibi au
wagonjwa
Wanawake na mara
nyingine watoto
Vijana wa kiume au
wake kwa waume na
mara nyingine watoto.
Maji yanapatikana kwa
kutumia usafiri uliopo
kwa kushirikiana
Hakuna jibu
Kiwango cha akiba ya maji ya
kunywa
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Alama 5 Hakuna jibu
Pungufu ya lita 20
Lita 21 – 50
Lita 51 – 100
Zaidi ya lita 100
Hakuna jibu
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Alama 5 Hakuna jibu
5
5.1
6
6.1
7
Kaya inaweza kuweka akiba
ya maji kiasi gani? (hesabu
vyomba vinavyotumika kuchota
na kuhifadhi maji)
Matumizi ya maji
Hakuna jibu
7.1
Hali ya vifaa vya kutunzia maji
ya kunywa ni safi kiasi gani? Vichafu sana
(Chunguza mwenyewe)
Vichafu
Visafi kiasi
Visafi
Hakuna jibu
7.2
Vyombo vya kuhifadhia maji Hakuna kilichofunikwa au
vimefungwa au kufunikwa?
kufungwa.
Vingi havijafungwa
au kufunikwa
Baadhi havijafungwa
au kufunikwa
Vyote vimefungwa au
kufunikwa
Hakuna jibu
72
Facilitation skills
Kuchuja kwa
kitambaa safi au
kuacha maji
yatuame
Kuchemsha maji na
kuchuja kwa kitambaa
safi
Kuweka madawa au
kutumia kichujio
maalumu (Water filter)
Hakuna chombo
maalumu kwenye
chombo cha kuhifadhia
Kuna kikombe cha
kuchotea na
kunywea maji
Kuna kikombe cha
kuchotea maji lakini
hakitumiki kwa
kunywea.
Chombo cha maji kina
koki au kuna jagi la
kutunzia maji ya
kunywa
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Gharama ni kubwa,
kaya haimudu
kununua/ kupata
maji yote
inayoyahitaji
Gharama ni kubwa,
lakini kaya inamudu
kununua /kupata maji
yote inayoyahitaji
Gharama ni ya
kuridhisha na kaya
inapatamaji karibu au
maji yote inayohitaji.
Gharama ni kubwa,
kaya haimudu
kununua/ kupata
maji yote
inayoyahitaji
Gharama ni kubwa,
lakini kaya inamudu
kununua /kupata maji
yote inayoyahitaji
Gharama ni ya
kuridhisha na kaya
inapata maji
inayoyahitaji karibu na
au ndani ya kaya.
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Kaya inashughulikia vipi
takataka? (Chunguza
mwenyewe).
Inatumia njia hatarishi
sana mf: kutupa nje ya
nyumba au shambani.
Njia hatarishi mf:
shimo wazi nje ya
nyumba,uchomaji
usio na taratibu,
ulundikaji taka
holela nk.
Kwa njia afadhali mf;
kuchoma, kufukia,
shimo la taka,
kutengeneza mboji,
kulundika sehemu
fulani kwa muda nk.
Njia nzuri na salama
mfano kulundika
sehemu maalum na
njia zingine zinazofaa
za kudhibiti taka
Usafi Binafsi-
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Hanawi mikono kabisa
Mara chache mf;
kabla ya kula,
kutayarisha chakula,
kusali lakini sio mara
zote
kabla ya kula,
kusali, baada ya
kujisaidia na
kumhudumia mtoto.
kabla ya kula,
kusali, baada ya
Hakuna jibu
kujisaidia na
kumhudumia mtoto na
kkila inapobidi kunawa.
7.3
Matibabu ya maji ya kunywa
katika kaya. Uliza na chunguza
mwenyewe
Hakuna matibabu
yanayofanyika
7.4
Ni Jinsi gani watu wanachota
maji ya kunywa kutoka
kwenye chombo cha
kuhifadhia.
(chunguza na/au uliza)
Gharama ya Maji
8
8.1
8.2
9
9.1
10
Gharama ni kubwa sanakaya inamudu kununua
Gharama ya maji kwa kaya /kupata kiasi kidogo tu na
msimu wa masika.
ziada hufuatwa kutoka
vyanzo visivyo salama
Gharama ni kubwa sanakaya inamudu kununua
Gharama ya maji kwa kaya /kupata kiasi kidogo tu na
msimu wa kiangazi
ziada hufuatwa kutoka
vyanzo visivyo salama
Takataka
Unanawa mikono wakati
gani? (Msailiwa ajibu
10.1 mwenyewe, usisome majibu.
Chagua linalokaribiana na
majibu).
Hakuna jibu
Hakuna jibu
Alama 5 Hakuna jibu
Hakuna jibu
Hakuna jibu
Alama 5 Hakuna jibu
Hakuna jibu
Alama 5 Hakuna jibu
Unatumia nini kunawa
mikono? Msailiwa ajibu
10.2 mwenyewe, usisome majibu.
Chagua linalokaribiana na
majibu
Hanawi mikono kabisa
Kwa kutumia maji tu
Kaya inatumia chombo cha
10.3 kunawia mikono mara kwa
mara?
Hakuna chombo/kifaa
cha kunawia na
inaonekana kama
hawanawi mikono kabisa
Kuna chombo/kifaa
cha kunawia lakina
haitumiki au mara
chache sana
Kuna chombo/kifaa
cha kunawia na
inaonekana inatumika
angalau mara chache
Kuna chombo/kifaa
cha kunawia na dalili
zinaonyesha
inatumika mara kwa
mara
Kwa kubahatisha mara
moja kwa wiki
Kwa uhakika mara 1
kwa wiki
Mara 2 au 3 kwa wiki
Kila siku
Hakuna jibu
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Alama 5 Hakuna jibu
Baadhi ya watoto
chini ya miaka 5
wanaugua malaria
mara moja kwa
mwaka au pungufu.
Watoto chini ya miaka
5 wanaugua malaria
mara moja kila miaka
miwili au pungufu.
5 hawaugui malaria.
10.4
11
Unaoga mara ngapi?
Malaria.
Watoto wengi au wote
Mara ngapi watoto chini ya
chini ya miaka 5
miaka 5 waliugua malaria
11.1
wanaugua malaria si
katika kipindi cha chini ya
chini ya mara 1 kwa
mwaka 1 hadi miaka 5?
mwaka.
Wanakaya wangapi waliugua
11.2 malaria katika wiki mbili
Zaidi ya wanakaya 2
zilizopita?
Wanakaya wangapi walifariki
Watu 2 au zaidi walifariki
11.3 kwa malaria au homa katika
kutokana na malaria au
miaka miwili iliyopita?
homa
Kama 1 itaonyesha matatizo
makubwa na 4 ni hakuna
11.4 matatizo, utaweka tatizo la
1
malaria katika namba ipi?
Kwa kutumia maji na
majivu /sabuni
Hakuna jibu
Mtu 1 alifariki
kutokana na malaria
au homa
Hakuna aliyefariki
kutokana na malaria
au homa
Hakuna jibu
4
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Je? mnatumia vyandarua?
Hakuna mwanakaya
12.1 (Kama mazingira yanakuhurusu
anayetumia chandarua
chunguza mwenyewe)
Mtu mzima mmoja
au wawili na au
watoto wachache
wanatumia
vyandarua ambavyo
havijatibiwa mda
mrefu au kabisa.
Watoto wote na
ikiwezekana watu
wazima wanatumia
vyandarua vilivyotibiwa
dawa si zaidi ya miezi
12 iliyopita.
Kaya yote inatumia
vyandarua vilivyotibiwa
dawa chini ya miezi
9 iliyopita.
Ubora wa vyandarua (Kama
12.2 mazingira
yanakuhurusu Hakuna vyandarua
Chunguza mwenyewe)
Mbaya
Afadhali
Nzuri
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
13
Kuhara.
Hakuna jibu
Hakuna aliyeugua
3
Vyandarua .
Hakuna jibu
Wanakaya 1 au 2
2
12
Hakuna jibu
Alama 5 Hakuna jibu
Hakuna jibu
Hakuna jibu
Alama 5 -
74
Facilitation skills
Hakuna jibu
13.1
miaka 5 wanaharisha?
chini ya miaka 5
wanaharisha si chini ya
mara 1 kwa mwezi
Wana kaya wangapi
13.2 wameharisha kipindi cha wiki Zaidi ya watu 2
mbili zilizopita?
Kuna mwanakaya aliyefariki
13.3 kutokana na kuharisha kipindi
kutokana na kuharisha
cha miaka 2 iliyopita?
14
Kukohoa au matatizo ya
mapafu.
14.1 miaka 5 wanapata matatizo ya
kukohoa au mapafu?
14.2
Kuna wanakaya wangapi
waliopata matatizo ya
kukohoa au mapafu katika
wiki 2 zilizopita?
walifarikikutokana na
14.3 matatizo ya kukohoa au
mapafu katika miaka 2
iliyopita?
15
Magonjwa na maambukizi
mengine
miaka 5 wanaugua magonjwa
15.1 mengine zaidi ya kuharisha,
Malaria, matatizo ya kukohoa
au mapafu?
Baadhi ya watoto
chini ya miaka 5
wanaharisha mara
moja au pungufu
kwa mwezi
5 wanaharisha mara
moja kila au pungufu
kila miezi miwili
5 hawaharishi au
nadra sana.
Hakuna jibu
Watu 1 au 2
Hakuna aliyeharisha
Hakuna jibu
Mtu 1 amefariki
kutokana na
kuharisha
Hakuna aliyefariki
kutokana na kuharisha
Hakuna jibu
Alama 5 Hakuna jibu
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
chini ya miaka 5
wanapata matatizo ya
kukohoa au mapafu si
chini ya mara 1 kwa
mwaka.
Baadhi ya watoto
chini ya miaka 5
wanapata matatizo
ya kukohoa au
mapafu mara 1 kwa
mwaka au pungufu.
5 wanapata matatizo
ya kukohoa au mapafu
mara 1 kila miaka
miwili au mara
nyingine pungufu
5 hawapati matatizo ya
kukohoa au mapafu
Zaidi ya wanakaya 2
Wanakaya 1 au 2
Mwanakaya 1 alikuwa
na matatizo ya
kukohoa kidogo
Hakuna hata
mwanakaya mmoja
kutokana na matatizo ya
kukohoa au mapafu
Mtu 1 alifariki
kutokana na
matatizo ya kukohoa
au mapafu.
Hakuna aliyefariki
kutokana na matatizo
ya kukohoa au
mapafu.
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Watoto wengi au wote chini
ya miaka 5 wanaugua zaidi
ya mara 1 kwa mwaka.
Baadhi ya watoto
chini ya miaka 5
wanaugua zaidi ya
mara 1 kwa miaka
2.
5 wanaugua mara 1
kwa miaka miwili au
zaidi
5 hawaugui magonjwa
mengine.
Hakuna jibu
Hakuna jibu
Hakuna jibu
Alama 5 Hakuna jibu
Hakuna jibu
Mara ngapi wanakaya
wameugua magonjwa
mengine zaidiya kuharisha,
15.2
Malaria, matatizo ya kukohoa
au mapafu katika wiki2
zilizopita?
Zaidi ya mara 2
Mara 1 au 2
wamefariki kutokana na
magonjwa mengine zaidiya
15.3
kuharisha, malaria, matatizo
ya kukohoa au mapafu miaka
2 iliyopita?
2 au zaidi wamefariki
kutokana na magonjwa
mengine,
1 amefariki kutokana
na magonjwa
mengine.
16
Ulemavu
Kuna hatua zilizochukuliwa
kurahisisha maisha ya
walemavu na au wazee katika
kaya? (mf: kiti cha
16.1
magurudumu, choo nk.)
Kama hakuna mzee au
mlemavu weka alama 5
(hakuna jibu. )
Hakuna jibu
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Alama 5 Hakuna jibu
Hakuna kabisa hatua
iliyochukuliwa
Hatua kidogo
imechukuliwa lakini
haisaidii
Ndio, hatua kiasi
imechukuliwa na
inasaidia
Ndio, hatua za aina
mbalimbali
zimechukuliwa
Hakuna jibu
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Baadhi au watoto wote
chini ya miaka 5 wako
chini ya uzito kwa kiasi
(ukanda wa kijivu
kwenye kadi ya kliniki)
Watoto wote chini ya
miaka 5 wana uzito
unakubalika, (kijani)
wengi wao bado wana
miili mwembamba.
miaka 5 wana uzito
unaokubalika na miili ya
afya njema.
Lishe
Mtoto mmoja au zaidi
chini ya miaki 5 wana
kipimo cha kuzunguka
mkono (Middle Upper
Arm Circumference)
chini ya 125 mm
Watoto wanapata milo
mingapi kwa kawaida?
Mlo1 au pungufu (ulio
wa wasiwasi)
Mlo1 au mara nyingine
milo 2 ya uhakika
Kuna mwanakaya aliyefariki
17.4 kutokana na utapiamlo katika
miaka miwili iliyopita?
Wanakaya 2 au zaidi
wamefariki kutokana
na utapiamlo
Mwanakaya 1
amefariki kutokana na
utapiamlo.
17.3
Hakuna aliyefariki
kutokana na magojwa
mengine
Hakuna jibu
Alama 1 – Mbaya
sana
Watoto chini ya umri wa
chini ya miaka 5
miaka 5 wana uzito wa hali
wanaonyesha wazi
17.1 gani? (kama mzazi
wako chini ya uzito
anashindwa kujibu uliza
( ukanda mwekundu
kadi/angalia kielelezo)
kwenye kadi ya kliniki)
Watoto chini ya miaka 5 (au
miaka 5 wanaonekana
urefu wa sm 65 hadi
wazi kuwa wana
110 )wana kwashakoo (Jaza
kwashakoo na/au
17.2
hakuna jubi kama hakuna
kipimo cha kuzunguka
watoto wenye umri chini ya
mkono (Middle Upper
miaki 5 au urefu kati sm 65-110) Arm Circumference)
chini ya 110 mm
17
Mtu moja aliugua
ugonjwa mwingine usio Hakuna
wa hatari mf. mafua
% ndogo sana ya
watoto chini ya miaka
5 wana kipimo cha
kuzunguka mkono
(Middle Upper Arm
Circumference) zaidi
ya 125 mm, lakini
watoto ni wembamba
Milo 2 na au mara
nyingine milo 3 ya
uhakika
Alama 5 Hakuna jibu
Hakuna jibu
Hakuna jibu
miaka mitano hawana
kwashakoo
Milo 3 au zaidi ya uhakika Hakuna jibu
Hakuna mwanakaya
aliyekufa kutokana na
utapiamlao.
Hakuna jibu
76
Facilitation skills
Zaidi ni chakula cha
wanga na mara
chache ni pamoja na
mboga za majani na
protini (mfano:
maharagwe,
karanga,kunde
tetele,kisamvu nk)
Mchanganyiko wa
mboga za majani,
mafuta, chakula cha
wanga na mara
nyingine hata vyakula
adimu kama nyama na
samaki.
Ni chakula cha
mchanganyiko sahihi
(lishe bora).
Hakuna jibu
Chakula wanachokula
wanakaya ni cha aina gani ?
Karibu chakula chote
ni cha wanga (mf:
mahindi na mtama,
mihogo, viazi)
Ufahamu wa VVU/UKIMWI
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Unawezaje kuepuka
maambukizi ya VVU?
18.2 (Usisome majibu mwache
msahiliwa ajibu na uchague
ambalo linakaribiana na jibu).
(A) Hajui, (B) Hajui au
anajibu akiunganisha na
imani za mila, ushirikina
ambazo ni hatarishi na si
za kanuni za kiafya na
hivyo hata kuongeza
nafasi ya maambukizi ya
VVU.
Anajibu
akiunganisha na
imani za mila,
ushirikina ambazo si
hatarishi kiafya,
lakini hazina
manufaa kama
mbinu za kuepuka
VVU
Majibu yanaelekea
katika mbinu chache
za kuepuka
maambukizo na
zinaashiria kuwa
msailiwa na ufahamu
kuhusu maambukizi ya
VVU
Ana uelewa mzuri juu ya
maambukizo ya VVU
(hasa kwa njia ya damu,
ngono zembe na namna
ya kuepuka pia)
Watu wanawezaje kuishi kwa
matumaini na VVU/UKIMWI ili
kuongeza muda wa kuishi?
18.3 (Usisome majibu, mwache
msahiliwa ajibu na kisha
uchague lile ambalo
linakaribiana na jibu).
(A) Hajui. (B)
Haiwezekani kuishi kwa
matumaini na
VVU/UKIMWI (C) Anajibu
akiunganisha na imani
za mila, ushirikina, au(D)
Anaelekea kuwa na
unyanyapa kwa wenye
VVU/UKIMWI nk.
Ni vigumu,labda jibu
moja au mawili
ambayo yanaweza
kusaidia lakini si ya
msaada sana kwa
wanaoishi na
VVU/UKIMWI
Anaelekeza kwenye
masuala ya matumaini
mf: mtazamo wa
matumaini, chakula
bora au dawa maalum.
Anataja mambo mengi
Mf: kutafuta ushauri kwa
wengine, wengine
kusaidia wenye
VVU/UKIMWI, kutafuta
matibabu ya dawa za
kurefusha maisha, kuijua
hali ya afya yako, kuishi
kwa kufuata kanuni bora
za afya na ushauri
nasaha
Alama 2 - Mbaya
Alama 3 - Afadhali
Kukabili vifo vya
wanafamilia na mara
nyingine matatizo ya
ziada yanayoambatana
na VVU/UKIMWI
Matumizi ya muda na
rasilmali katika kutunza
yatima, wagonjwa na
au mwanakaya mmoja
au zaidi wenye
UKIMWI
Sio sana, lakini kuna
wasiswasi kuwa
kaya na jamii
Hakuna
wanaweza
kuambukizwa (tena)
virusi hapo baadae.
Alama 2 - Mbaya
17.5
18
19
VVU/UKIMWI na Magonjwa ya
VVU/UKIMWI vimeathiri vipi
jamii yenu katika miaka miwili
19.1 iliyopita?
Alama 4 - Nzuri
Alama 5 Hakuna jibu
Hakuna jibu
Hakuna jibu
Alama 5 Hakuna jibu
Hakuna jibu
19.3
20
Chanjo kwa mtoto wa mwisho
kuzaliwa
Alama 3 - Afadhali
Alama 4 - Nzuri
Alama 5 Hakuna jibu
20.1
21
Ni chanjo za aina gani alipata
mtoto wa mwisho kuzaliwa?
Inaelekea kuwa hakuna
chanjo zilizotolewa kwa
mtoto na hakuna kadi ya
chanjo (kliniki)
Hakuna kadi ya
chanjo (kliniki) na
inadaiwa kuwa
chanjo chache
zilitolewa au kama
kuna kadi basi
inaonyesha kuwa
chache tu kutolewa,
Vifo vya watoto chini ya
miaka
Alama 2 - Mbaya
Kadi ya chanjo
inaonyesha kuwa
karibu chanjo zote
zilitolewa
Kadi ya chanjo
inaonyesha kuwa
chanjo zote
zinazohitajika (BCG,
Polio mara 3, DPT
mara 3, na surua)
zimetolewa
kwa mtoto
Hakuna jibu
Alama 3 - Afadhali
Alama 4 - Nzuri
Alama 5 Hakuna jibu
Hakuna jibu
Watoto wangapi walifariki
Watoto 2 walifariki katika
katika wiki moja baada ya
21.1
wiki ya kwanza baada ya
kuzaliwa katika kipindi cha
kuzaliwa
miaka miwili iliyopita.
Mtoto 1 alifariki
katika wiki ya
kwanza baada ya
kuzaliwa
Hakuna mtoto
aliyefariki katika wiki ya
kwanza baada ya
kuzaliwa
Watoto wangapi chini ya
miaka 5 wamefariki baada ya
wiki moja kutoka kuzaliwa ,
Watoto wawili au zaidi
21.2 katika miaka miwili iliyopita?
walifariki
(Watoto wote Chini ya miaka 5
waliowahi kuishi katika kaya
pamoja na wale waliofariki)
Mtoto mmoja alifariki
Hakuna aliyefariki
22
Vifo kutokana na sababu
zingine.
Kuna mtu katika kaya
aliyefariki kutokana na
magonjwa mengine zaidi ya
Wawili au zaidi walifariki
22.1 utapiamlo, kujifungua au uzee kutokana na sababu
katika miaka miwili iliyopita?
zingine.
Mf:ajali, ugomvi/hujuma, sababu
zisizojulikana.
23
Uzazi
Nani alitoa huduma wakati wa
Hakuna, ndugu,rafiki au
23.1 kuzaliwa mtoto wa mwisho
mganga wa jadi.
katika kaya.
Alama 2 - Mbaya
Alama 3 - Afadhali
Mmoja alifariki
kutokana na sababu
zingine.
Hakuna jibu
Alama 4 - Nzuri
Alama 5 Hakuna jibu
Hakuna aliyefariki
kutokana na sababu
zingine.
Hakuna jibu
Alama 5 Hakuna jibu
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Mkunga wa jadi au
mhudumu wa afya
bila vifaa maalum
Sista (nesi) mtaalam,
mkunga au mkunga wa
jadi aliyefuzu akitumia
vifaa maalum.
Sista (Nesi) mtaalam,
mkunga, daktari au
mtaalam akitumia vifaa Hakuna jibu
maalum.
78
Facilitation skills
Kumewahi
kutokea
tatizo
kabla au wakati au baada ya
kujifungua
ambalo
limesababisha tatizo la kiafya
Ndiyo, mara nyingi
23.2
kwa mmoja wa watoto kwenye
kaya katika miaka miwili
iliyopita?
(husisha na aliyefariki)
Ndiyo, mara chache
Ndiyo, kwa nadra sana
Hapana, haijawahi.
Hakuna jibu
24
Matumizi ya huduma za afya.
Hakuna, sehemu za
Unakwenda wapi kama mmoja
matambiko, waganga wa
wa wanakaya anaugua sana?
jadi au ibada
24.1
(Usisome majibu. Mwache
zinazohusika na imani za
msailiwa ajibu mwenyew.
jadi/dini.
25
Unafahamu nini kuhusu
kuharisha na malaria.
Hajui au anajibu
za mila/din , ushirikina
ambazo ni hatarishi.
25.2 Unawezaje kutibu malaria?
Hajui au anajibu
za mila/dini, ushirikina
25.3 Unawezaje kuzuia kuharisha?
Hajui au anajibu
za mila/dini, ushirikina
25.4 Unawezaje kutibu kuharisha?
Hajui au anajibu
za mila, ushirikina
Afya ya jamii
Je, Kuna ugomvi mwingi na
vurugu katika kaya ndani ya
26.1 eneo/jamii yenu?
Alama 3 - Afadhali
Alama 4 - Nzuri
Alama 5 Hakuna jibu
Huduma ya kwanza
au zahanati ,duka la
madawa
Zahanati na vituo vya
afya vyenye vifaa na
wahudumu maalum.
Vituo maalumu au
hospitali kubwa na zile
za rufaa
Hakuna jibu
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Alama 5 Hakuna jibu
Hajui au anajibu
akiunganisha na
imani za mila/dini,
ushirikina ambazo
zenyewe si hatarishi
lakini hazisaidii
kuzuia malaria.
Anataja njia 1 au 2
zinazofaa mf: kutumia
vyandarua, kupuliza
Anataja njia tatu au
dawa ukuta, kujifunika
zaidi ya njia zinazofaa
vizuri mwili jioni,
zilizotajwa awali.
kunywa dawa za kinga,
kukausha madimbwi
ya maji.
25.1 Unawezaje kuzuia malaria?
26
Alama 2 - Mbaya
Hajui au anajibu
akiunganisha na
imani za mila/dini,
ushirikina ambazo
lakini hazisaidii
kutibu malaria.
Hajui au anajibu
akiunganisha na
imani za mila,
ushirikina ambazo
lakini hazisaidii
kuzuia kuharisha.
Hajui au anajibu
akiunganisha na
imani za mila,
ushirikina ambazo
lakini hazisaidii
kutibu kuharisha
Majibu yote au karibu
yote yanayofaa kama
kuosha mikono,
kunywa maji safi na
salama, kula chakula
lilichotayarishwa vizuri,
kutumia choo safi nk.
Baadhi ya majiibu
yote yanayofaa kama
yanayofaa kama kufika
kufika hospitali au
hospitali au zahanati
zahanati kupata dawa,
kupata dawa, kutumia
kutumia oral
oral (mchanganyiko wa
(mchanganyiko wa
maji na chumvi).
maji na chumvi)..
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Ndio, mara nyingi sana.
Ndio, mara nyingi
Ndiyo , kidogo sana
Hapana, haitokei
Baadhi ya majibu
yanayofaa kama
kuenda zahanati au
hospitali au kunywa
dawa za kutibu malaria
Hakuna jibu
yote yanayofaa,
pamoja na kwenda
Hakuna jibu
kwenye vituo vya afya,
kutoa dawa za malaria,
kupumzika.
Baadhi ya majiibu
yanayofaa kama
kuosha mikono,
kunywa maji safi na
salama nk.
Hakuna jibu
Hakuna jibu
Alama 5 Hakuna jibu
Hakuna jibu
80
Facilitation skills
Hakuna jibu
Kuna matatizo ya ulevi katika
26.2 kaya ?
Ndio, mara nyingi
Ndiyo , kidogo sana
Hapana, haitokei
Kumetokea hujuma ya ngono
26.3 kwa mwana kaya?
Ndio,mara nyingi sana.
Ndio, mara nyingi
Ndiyo , kidogo sana
Hapana, haitokei
Kuna watu ndani ya nyumba
ambao inaonekana wazi
26.4 wanazidiwa na majukumu
yanayowahusu?
Ndio, mara nyingi
Ndiyo, kidogo sana
Hapana, haitokei
Hakuna jibu
Hakuna jibu
Hana
matumaini
Ana matumaini na ana
sana
na
hana
mipango fulani
mipango
Ana matumaini na ana
mipango yake kamili
Hakuna jibu
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Alama 5 Hakuna jibu
Kaya ina bustani ya mboga au
27.1 mazao ya chakula?
Hakuna chochote
(Chunguza mwenyewe).
Ndio kuna bustani
ndogo ambayo
haizalishi vizuri.
Ndio kuna bustani
ambayo inazalisha
mazao ya aina
mbalimbali.
Ndiyo kuna bustani
kubwa ya kutosha na
inazalisha vizuri.
Hakuna jibu
Bustani inamwagiliwa?
27.2 Kama haipo jaza alama 5
(hakuna jibu)
Hapana. Haijawahi
Ndio mara chache
kidogo.
Ndio. Mara nyingi
Ndio. Kila mara hasa
wakati mazao
yanapohitaji.
Hakuna jibu
Bustani inazalisha chakula na
27.3 inaleta kipato? Kama haipo
jaza alama 5 (hakuna jibu)
Hakuna , hakuna kitu
kinachozalishwa.
Mara chache,
chakula na au kipato Ndio inatoa chakula na
kidogo lakini haisaidi au kipato kiasi fulani,
sana.
Ndio inatoa chakula na
au kipato kiasi kikubwa
Hakuna jibu
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Alama 5 Hakuna jibu
Kuna miti inayozungu
29.1 nyumba? (Chunguza
mwenyewe).
Hapana, hakuna miti.
Kuna miti michache
lakini haitoshi.
Ndio, kuna miti kiasi
cha kutosha
Ndio, kuna miti mingi
Hakuna jibu
29.2 Umepanda miti ?
Hapana
Anajiandaa
Ametayarisha kitalu au
amepanda miti
michache
Amepanda miti eka
moja au zaidi
Hakuna
Tunajadiliana
kwenye kaya
Tunajadiliana kwenye
jamii
Tumeanza mkakati wa
umwagiliaji mbadala
Kaya inatumia saa 1
au saa 2 kwa siku
Nusu saa hadi saa 1
kwa siku
Chini ya nusu saa kwa
siku
Analima kilimo ya
mzunguko
(kubadilisha mazao
Analima kilimo cha
matuta, bila kuchoma
mabaki ya mazao na
Kilimo cha matuta/
makingamaji na
wamepanda majani na
Una matumaini au mipango
Hana, Amekata tamaa
26.5 yoyote ya maisha ?
27
29
Bustani
Mazingira
Kaya imechukua hatua gani
kutokana na Sheria ya
29.3
mazingira inayokataza kulima
katika vyanzo vya maji ?
29.4
kutafuta kuni ?
29.5
Kaya inatumia mbinu gani za
kilimo katika kuhifadhi ardhi?
Hakuna jibu
Hakuna jibu
Kaya inatumia zaidi ya
saa 2 kwa siku kutafuta
kuni
Hana mpango maalumu
(anafyeka shamba jipya
kila wakati na kuchoma
Hakuna jibu
Hakuna jibu
30
Mali na maswala ya kiuchumi
30.1 Kaya inamiliki mali aina gani?
moto)
katika eneo moja)
kubadilisha mazao.
kuendesha kilimo
mseto (kuchanganya
miti, majani, mazao na
ufugaji wa ndani)
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Hakuna, au ana moja au
mbili ya vifuatavyo: Radio
na au radio kaseti,
Baisikeli, mifugo, TV, Viti,
kochi, kabati, zana ndogo Vichache, 3 mpaka
za mikono,zana au
4 ya vilivyotajwa na
mashine, zana kubwa za vya gharama ndogo
gharama kubwa,vyombo
vya moto, lakini vitu
vingine ni vya vya
gharama ndogo sana.
Baadhi ya vilivyotajwa
awali na ni vya
gharama ya wastani.
Vitu vingi kati ya
vilivyotajwa na kati
yake sehemu au vingi
vyake ni vya gharama
kubwa.
Ndio. Duni sana
(mf: kisima
kinachokauka,
kichafu au
kilichojengwa vibaya
Ndio,Kinaridhisha
(imara kiasi,safi , kina
maji mara nyingi, na ni
cha ushirika na kaya
nyingine.)
Ndio,kizuri sana (mf:
Bomba la ndani,
pampu ya mkono au
mashine juu ya kisima
n.k.)
Hapana
Ndio lakini hutoa
huduma mara
chache
Ndio, ya kuridhisha
kiasi na unashirikisha
majirani wengine
Ndio na unafanya kazi
vizuri.
Kipato kidogo kwa
chakula na au hakuna
kabisa ziada,au shughuli
za kujipatia chakula au
kuishi (kuwinda au kilimo)
Kipato kidogo
kisichotosha.
Kinachopatikana
kwa kuuza mazao
ya shamba au vitu
rahisi vya
kutengeneza
Kipato inachotosheleza
Kipato chakutosha na
kaya kutimiza mahitaji
kuishi kwa starehe na
ya kaya na kuishi kwa
kutimiza mahitaji yote
starehe kiasi fulani.
Hakuna jibu
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 5 Hakuna jibu
Kaya ina chanzo cha maji aina
30.2
Hakuna
gani?
30.3
Kaya imeunganishwa na
mtandao wa umeme?
Aina za kipato ambazo kaya
30.4 inategemea?
31
Kipato cha wanawake
Alama 4 - Nzuri
Alama 5 Hakuna jibu
Hakuna jibu
Hakuna jibu
Hakuna jibu
82
Facilitation skills
Wanawake katika kaya
wanajishugulisha na nini ili
kuongeza kipato ? ( hali na
mali)
31.1
Mf: kuuza mboga za bustani,
kusuka na kuuza vikapu au
kutoa huduma kama ushauri au
ukunga nk,
31.2
Mapato (Ya hali au mali) ya
wanawake katika kaya
yameongezeka katika kipindi
cha miaka miwili iliyopita.
Hakuna jibu
Hapana, hakuna kabisa
Mara chache sana
na wanapata kidogo
sana kwa hali au
mali.
Ndio mara kwa mara
na wanapata kipato
kiasi cha hali na mali.
Ndio mara nyingi na
wanapata kipao cha
kuridhisha cha hali na
mali.
Hapana, yamepungua.
Hapana, yamebakia
vilevile.
Ndio, yameongezeka
kidogo.
Ndio, kumekuwa na
ongezeko la
kuridhisha.
Ndiyo. Kuna mmoja au
wawili walio nabidii na
wanajihusha katika
aina ya akiba au
mchezo wa
kuchangiana (upatu)
Ndiyo, ni wote katika
kaya walio na bidii na
wanajihusha katika
aina ya akiba au
mchezo wa
kuchangiana (upatu)
Wanawake katika kaya
wamejiunga na mpango aina
31.3 yoyote kujiwekea akiba, upatu Hapana
(mchezo) katika jamii yenu au
benki?
Hakuna jibu
Hakuna jibu
32
Nyumba
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Ukuta duni. Mf: Udongo,
miti, mianzi, plastiki,
Aina ya ukuta. (Chunguza makaratasi (hatari kwa
32.1
mwenyewe)
moto, haidumu,
unavujiwa na uko katika
hatari ya kuanguka nk.)
Sio mzuri sana, ukuta
wa matofali mabichi na
mabovu, mbao chakavu
nk
Msingi wa mawe/
matofali ya kuchoma
na ukuta wa matofali
ya kuchoma na
kukaziwa udongo
Msingi wa mawe na
simenti, na ukuta wa
zege au matofali ya
kuchoma
Aina ya sakafu. (Chunguza
32.2
Sakafu duni, ya udongo
mwenyewe)
Sakafu sio nzuri sana.
Mf:
ni
ya
udongo
ilyofunikwa
na
tambara/mkeka,magunia.
Inaridhisha, matofali,
mawe au mbao za
kujitafutia katika eneo
analoishi.
Sio zuri sana,mf:vifaa au
mabati chakavu yenye
hali afadhali yanayovuja
kidogo
Linaridisha,
vimetumika vifaa bora
kiasi , bila kuvuja (mf:
nyasi nzuri, mabati ya
muda mrefu )
Nzuri, imara na la
kudumu bila kuvuja
(mf: mabati, vigae,
lami )
Nafasi ndani ya nyumba
ni ya kubanana
Nafasi iliyopo
inaridhisha kwa
wanaoishi ndani
Kuna nafasi ya ziada
kwa wanaoishi ndani
Alama 2 – Mbaya
Alama 3 – Afadhali
Si nzuri (hakuna
hewa ya kutosha,
jiko ndani ya
makazi, kuta chafu
sababu ya moshi)
Inaridhisha (hewa ya
kuridhisha,jiko kwenye
chumba chake moshi
kidogo au hakuna
wakati wa kupika)
Aina ya paa.
32.3
mwenyewe)
Hali ya chini(mf:vifaa vya
thamani ndogo kama
(Chunguza
nyasi, udongo,mabati
chakavu ya zamani na
paa linavuja.)
Nafasi ndani ya nyumba
Nafasi ndani ya nyumba.
32.4
haitoshi kwa watu
(Chunguza mwenyewe)
wanaoishi ndani
33
33.1
33.2
Jiko
Hali ya jiko?
mwenyewe).
Duni (mf:ndani ya makazi
(Chunguza kuta nyeusi sababu ya
moshi na hakuna hewa,
nafasi finyu.
Aina la
jiko la
(Chunguza mwenyewe)
kaya? Duni (mf: jiko la mafiga
ndani ya nyumba)
Hifadhi ya vyombo vya Duni (mf: chini mahali
33.3
kupikia na kulia chakula?
pachafu)
34
Usafi wa nyumba
Hairidhishi ( mf: jiko
la mafiga au jiko
lisilohifadhi kuni
mahali pasipo na
hewa ya kutosha.)
Haparidhishi (mf:
mahali ambapo
vinaweza
kuchafuka)
Alama 2 - Mbaya
linaridhisha ( jiko
linalohifadhi kuni na
hewa kiasi-jiko sanifu)
Alama 5 Hakuna jibu
Hakuna jibu
Nzuri, sakafu bora ya Hakuna jibu
zege,matofali, mbao
halisi, zulia au sakafu
ya aina ingine bora.
Hakuna jibu
Hakuna jibu
Alama 4 – Nzuri
Nzuri (jiko katika
chumba pekee kuta
safi,hewa ya kutosha,
hakuna moshi wakati
wa kupika, nafasi ya
kutosha.
Pazuri (jiko
linalohifadhi kuni au
mafuta vikiambatana
na usafi na hewa ya
kutosha)
Alama 5 –
Hakuna jibu
Hakuna jibu
Hakuna jibu
Hakuna jibu
Panaridhisha (Mf:
pasafi juu ya kichanja
rahisi cha vyombo)
Pazuri (ndani ya
kabati)
Alama 3 - Afadhali
Alama 4 - Nzuri
Alama 5 Hakuna jibu
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Facilitation skills
Kama kaya ina mifugo, kuna
Wanyama wote
ambao wanaokaa ndani ya
34.1
wanashiriki nyumba na
nyumba pamoja na watu?
wanakaya.
(Chunguza mwenyewe).
35
Shughuli za jamii
Kuna mmoja anayefanya kazi
ya kujitolea kwa watu wa nje
ya kaya katika jamii yenu?
Hapana, hayupo
35.1 Mf: kufundisha kusoma na
anayejitolea.
kuandika,kubadilishana
uzoefu wa kilimo au kuhusika
katika kamati fulani ya jamii.
Wanyama aina
fulani wanashiriki
nyumba wanayoishi
wanakaya
Wanyama wanaingia
na kutoka lakini kwa
kawaida vyumba
hufanyiwa usafi
haraka.
Wanyama, isipokuwa
paka hawaingii kabisa
sehemu za kuishi au
hakuna mifugo ndani
au karibu na nyumba.
Alama 2 - Mbaya
Alama 3 - Afadhali
Alama 4 - Nzuri
Alama 5 Hakuna jibu
Ndiyo, kwa nadra
sana
Ndiyo, kiasi fulani
Ndio mara nyingi
Hakuna jibu
Hakuna jibu
Annex 6
Household Survey Training Swahili
Mafunzo ya kukusanya Takwimu
1. Utangulizi
Jina la mradi : Mradi wa Afya na Usafi wa Mazingira,
kwa lugha nyingine (Improving rural and urban health and economies with low-cost
community development promotion interventions (SMART Devs) and low-cost water and
sanitation technologies (SMART Techs) and introduced through public-private
partnerships in Tanzania)
2. Dhana ya mradi : kuwezesha jamii kuibua na kufanya shughuli mbalimbali (hasa afya
na usafi wa mazingira )
3. Utekelezaji wa mradi
• kufanya kazi kwa kujitolea (Mtaji wa maskini ni nguvu zake mwenyewe)
• Jamii ndiyo itakayotekeleza mradi huu kwa kufanya shughuli zilizo ndani ya uwezo
wao.
4. Malengo ya millenia
Ni mkakati ulioandaliwa kimataifa kwa lengo la kusaidia nchi maskini kujikomboa kutoka
kwenye umaskini uliokithiri. Nchi zilizopewa kipaumbele ni pamoja na nchi zilizo kusini
mwa jangwa la sahara, Asia , na Amerika. Kufikia mwaka 2015 malengo yafuatayo
yamelengwa kufikiwa;
i. Kuondoa umaskini uliokithiri na njaa
ii. Kuboresha huduma ya maji safi na salama
iii. Kuboresha elimu ya msingi : kila mtoto mwenye umri wa kwenda shule anaenda na
kumaliza elimu ya msingi
iv. Kuwepo kwa usawa wa kijinsia na kuwajengea uwezo wanawake
v. Kupunguza vifo vya watoto chini ya miaka 5: kutokana na utafiti uliofanywa duniani
inaonyesha kuwa asilimia 90 ya vifo vya watoto ( watu) wanakufa kutokana na
magonjwa yanayoweza kuzuilika kama malaria, kuhara, ugonjwa wa Ukimwi,vichomi,
lishe bora na uchafuzi wa mazungira
vi. Kupiga vita ukimwi, malaria na magonjwa mengine
vii. Kuwa na mazingira endelevu
viii. Kuboresha afya ya mama mjamzito
5. Umaskini
Umaskini ni nini
Ni hali ya kutokuwa na uwezo wa kumudu gharama za maisha. Hakuna tafsiri moja ya neno
umaskini, tafsiri ya umaskini inatasfiriwa kulingana na eneo husika .
Aina 2 za umaskini/ kuchambua umaskini
1. Umaskini wa kipato-mtu mmoja kuishi chini ya dola 1
2. umaskini usio wa kipato(kukosa mahitaji muhimu ya maisha) mfano; mtu kuwa na
mavazi duni, kutopata maji safi na salama, kukosa malazi, kutokuwa na uhakika wa
chakula,kukosa mawasiliano-habari, kuwa na elimu duni, n.k
6. MKUKUTA
Mkukuta ni neno linasimama badala ya –Mkakati wa Kukuza Uchumi na Kupunguza
Umaskini Tanzania. Kuna maeneo matatu (3) ya matokeo ya mkukuta yalioanishwa ambayo
ni
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Facilitation skills
kukuza uchumi na kupunguza umaskini wa kipato: kuunda vikundi, kujiunga kwenye
SACCOS,huduma za kibenki na Upatu kwa aikina mama ili kupata mitaji
2
utawala bora : ngazi ya serikali na jamii hasa kwa njia ya kushirikishana katika
kuandaa, kupanga na kutekeleza malengo mbalimbali ya serikali na jamii pia katika
kutoa maamuzi ngazi ya familia na serikali
3
kuboresha hali ya maisha na jamii ( umaskini usio wa kipato) hasa inalenga katika
mchanganuo wa maisha bora
Maisha bora ni pamoja na:
i.
kupata huduma ya maji safi na salama
ii.
kuboresha huduma za afya
iii. kuwa na nyumba bora: malazi bora,mwanga wa kutosha iliyojengwa kwa tofali za
kuchoma na kuezekwa kwa bati
iv.
kuwa na uhakika wa chakula
v.
kuwa na mavazi mazuri
vi.
kuboresha hali ya mazingira na kuyaendeleza
vii.
kuwa na elimu ya kukuendeleza kimaisha angalau elimu ya kidato cha nne( form iv)
viii. choo bora na bafu
ix. kukubalika kijamii
1
Malengo ya millenia na mkakati wa kukuza uchumi na kupunguza umaskini Tanzania
(MKUKUTA) kwa pamoja inalenga katika kupunguza umaskini wa kipato na umaskini usio
wa kipato.
Mradi huu wa afya na usafi wa mazingira umechagua eneo la kupunguza umasikini
kipato usio wa kipato ambapo unakuwa kama fursa mojawapo ya kupunguza umaskini
hasa kwa jamii za vijijini na kwamba kupitia mradi huu umaskini wa kipato vilevile
utaweza kupunguzwa.
7. Mahusiano ya mradi na kupunguza umaskini (MKUKUTA)
1. Mahusiano ya afya na kupunguza umaskini (i.e. jamii yenye afya nzuri itajihusisha
zaidi kwenye shughuli za kiuchumi ukilinganisha na jamii yenye magonjwa mengi
ambapo wanajamii/familia watajihusisha zaidi kwenda hospitali kuuguza wagonjwa na
kukosa muda wa kufanya shughuli za uzalishaji mali )
2. Mahusiano ya maji na kupunguza umaskini (i.e.maji yana matumizi mengi sana mfano:
kunywa, kufulia, hutumika katika kufanya usafi wa mwili na nyumba , kunywesha mifugo,
kutumika katika kilimo cha umwagiliaji, shughuli za ujenzi –tunategemea jamii ikipata
maji itatumia katika shughuli za uzalishaji ambazo zitamuongezea uhakika wa chakula na
kipato )
3. Mahusiano ya choo bora na umaskini ( jamii ikiwa na vyoo bora inasaidia kuhifadhi
mazingira na kuzuia milipuko ya magonjwa kwa kuwa uchafu aina mbalimbali
utahifadhiwa sehemu iliyosalam, hakutakuwa na tatizo la watu kukata miti mara kwa
mara na vyoo hivyo huwa endelevu kwa muda mrefu) na kuiwezesha jamii kufanya
shughuli za uzalishaji
4. Mahusiano ya kutibu maji ya kunywa na kupunguza umaskini ( hakuna kuni
zitakazohitajika kuchemsha maji , kunakuwa na muda wa kufanya shughuli za kiuchumi
na maji haya hayapotezi ladha ya maji) pia kusaidia kuepukana na magonjwa
yanayotokana na kutumia maji yasiosalama.
8.
UTOAJI WA TAARIFA
SHIPO
COACH
SERIKALI YA KIJIJI/MTENDAJI WA KIJIJI
Wahudumu 2 wa Afya kijiji na Kamati ya afya ya kijiji
Wahudumu 2 wa Afya
katika Kitongoji na
Kamati ya utekelezaji
Wahudumu 2 wa
Afya katika Kitongoji
na Kamati ya
utekelezaji
Wahudumu 2 wa Afya
katika Kitongoji na
Kamati ya utekelezaji
Wahudumu 2 wa
Afya katika
Kitongoji na Kamati
ya utekelezaji
JAMII
9.Kumtambulisha coach
Mwezeshaji anamtambulisha Coach atakaye kuwa msimamizi wa mradi ngazi ya kata
10. Majukumu ya coach, Mhudumu wa afya kijiji na Valantia
Majukumu ya Coach katika mradi
a) Mwezeshaji wa mradi katika kata
b) Mwezeshaji wa wahudumu wa afya wa vijiji katika mradi ngazi ya kata
c) Ukusanyaji wa takwimu kutoka kwa wahudumu wa afya wa vijiji ngazi ya kata
d) Utayarishaji wa taarifa za kila mwezi kutoka kwa wahudumu wa afya wa vijiji.
e) Usimamizi na ufuatiliaji wa utekelezaji wa malengo ya utekelezaji wa mradi wa
vijiji katika kata kupitia Wahudumu wa afya na kamati ya Afya ya kijiji chini ya
serikali ya Kijiji.
f) Kuhudhuria mafunzo na kuwasilisha takwimu na taarifa za mradi ngazi ya kata
mara moja kila miezi mitatu katika ofisi kuu ya Mradi.
g) Kuwezesha mafunzo ya mada za mradi kwa wahudumu wa afya wa vijiji katika
vipindi vya miezi mitatu katika makao makuu ya kata
h) Kufuatilia mwenendo wa mradi katika vijiji vyote ngazi ya kata kwa siku 8 kila
mwezi.
i) Kuhudhuria vikao vya tathmini ya mradi katika mako makuu ya kata kata kila
miezi mitatu au kila itakapohitajika.
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Facilitation skills
j) Kutoa taarifa za ufuatiliaji kwa uongozi wa kijiji na kamati ya mradi ya kijiji
atakapofanya ziara ya ukaguzi kijijini.
k) Kupanga ratiba ya utekelezaji wa majukumu yake na kutoa nakala kwa wadau
mbalimbali wa mradi.
i.
Majukumu ya mhudumu wa afya kijiji akishirikiana na kamati ya afya
kijijini
a. mhudumu wa afya kijiji yeye ndiye msimamizi wa mradi ngazi ya kijiji
b. mhudumu wa afya atafundisha valantia na kuwezesha kuweka Mipango ya
utekelezaji ya afya
c. mhudumu wa afya kijiji ataandaa mikutano ya kuhamasisha na kuwezesha
kutekeleza mipango ya kijiji.
d. mhudumu wa afya kijiji atakusanya takwimu kutoka kwa valantia za kila mwezi
na kupeleka kwa coach.
e. mhudumu wa afya kijiji atashiriki mikutano ya tathimini na mafunzo ngazi ya
kata.
Majukumu ya valantia
i. Valantia ndiye msimamizi wa mradi ngazi ya kitongoji .
ii. Valantia ataandaa mikutano ya afya na jamii, kuweka mipango ya kitongoji na
kuwezesha kutekeleza mipango hiyo katika kitongoji .
iii. Valantia atakusanya takwimu za kitongoji na kupeleka kwa mhudumu wa afya kijiji
kila mwezi
iv. Mhudumu wa afya kijiji na valantia 2 (me na ke) katika kitongoji watafundisha
jamii
v. Valantia atandaa na kusaidia kamati ya utekelezaji ya afya kitongoji.
vi. Valantia atashiriki mikutano ya tathmini na mafunzo katika ngazi ya kijiji
sehemu za mradi
sehemu ya 1 vijiji vyote
a. Kutoa elimu ya afya na usafi wa mazingira kwa jamii zitazo ingia kwenye mradi
b. Utoaji wa vifaa vya kunawia mikono baada ya kutoka chooni
c. Utoaji wa technolojia ya kutibu maji na
sehemu ya 2 vijiji vitakavyopata mradi kwa maombi
d. Utoaji wa huduma ya maji kwa njia ya kuchimba visima hadi mita 35(105 feets) na
kuweka pampu ya kamba: gharama ya kisima bila ruzuku ni 675,000/=. Ghrama ya
kisima kinachopata ruzuku ni kama ifuatavyo mchango wa jamii 140,000/= fedha
taslimu, 200,000/= nguvu kazi na malighafi na 345,00/= ruzuku jumla 675,000/=.
Pump pekee ni 140,000 na ruzuku 50,000. Gharama ya kusafirisha ni juu ya mteja
e. Ujenzi wa vyoo bora kwa kuanzisha vituo vya kutengeneza mabamba ya choo na
f. Shughuli nyingine zitakazo anzishwa na jamii kama vipaumbele
Mwezeshaji wahamasishe juu ya uwezekano wa kuomba kuchimba visima , pampu na vituo
vya kutengeneza mabamba ya choo na kutoa fomu ya maombi kwa jamii inayohitaji .
waambie washiriki kuwa wanatakiwa kuandaa michango na wataambiwa namna ya
kuendesha mfuko ambao utatumika kuuza mabamba ya choo kutoka kwenye vituo vya
kutengenezea
kumbukumbu:kuwa mjanja ,ni nafasi nzuri ya kutafuta masoko ya bidhaa zetu
11. shughuli za mradi katika jamii/ kijiji
Mikutano ya hadhara (AI meetings)
Mafunzo ya kukusanya takwimu
Kukusanya takwimu
Kufungua rasmi mradi ngazi ya kata na kutengeneza mpango wa utekelezaji wa afya
Kutekeleza mpango wa afya
Coach kwa kushirikiana na SHIPO watawezesha mafunzo juu ya afya mara 2 au 3 kwa
mwezi ( 2 kwa pamaoja karibu 10 kwa jumla
Utekelezaji wa mpango wa afya ngazi ya kijiji na kitongoji kwa kuwezeshwa na
wahudumu wa afya kijiji na valantia.
Kuwezesha na kujenga uwezo kwa kamati na usimamizi wa shughuli na coach muda
wote wa mradi
12.Madhumuni ya mafunzo ya kukusanya takwimu
Umuhimu wa kukusanya takwimu
Husaidia kuandaa mipango ya maendeleo
Kujua utekelezaji wa malengo ya miradi
Kutambua matatizo ya mradi
Kutambua mafanikio ya mradi
Kusaidia ufuatiliaji wa mradi
Kupima mabadiliko ya mradi
Kujua halisi ya kitu
Kupata idadi ya kitu kinachotarajiwa kufanyika katika eneo husika
Kutunza kumbukumbu
Majadiliano sehemu ya 1
• Elezea maswali ya kwanza
• Jadiliana maswali kiasi ya kuchagua ( eleza kuwa alama 1 na 2 inaonyesha
hali mbaya sana na kuwe na madiliko kuelekea alama 3 amabayo inaonyesha
afadhali na alama 4 inaonyesha wastani . alama 5 inajazwa kama mhojiwa
hana jibu lolote )
• Omba washiriki kuwa kwenye vikundi vya watu 2 na waulizane wao kwa
wao kama zoezi na wangalie swali lipi ni gumu kueleweka na au linaweza
kuleta matatizo ili baadaye tufanye majadilianom pamoja.
iii.
Majadiliano sehemu ya 2
• Jadiliana na washiriki maeneo magumu ya dodoso mpaka wote wameelewe
ili kuweza kufanya utafiti wa takwimu katika kaya wao
• Jinsi ya kuchagua kaya kwenye jamii : itakuwa ya random – jadili kama
itakuwa ni rahisi kupata takwimu mwanaume kumhoji mwanamke au
mwanamke kukhoji mwanaume.
• Idadi ya fom ya kujaza kwa kitongoji ni 24
• Wahudumu wajicommit kufanya mahojiano na kaya ndani ya wiki 2
• Wahudumu watampa coach takwimu wakati akitembelea vijiji kwa mwezi
• Coach ataleta taarifa ya kukusanya takwimu SHIPO baada ya kupata kutoka
wahudumu wa afya kijiji ( wiki tatu baada ya mafunzo haya)
Mwisho kupanga ratiba ya kukusanya na kuleta ofisi ya SHIPO
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Annex 7
Community Development Plan Form
Table 2: Community Development Plan for health and social interaction, agriculture,
environment, etc.
IMPOR
- TANCE
1
2
3
4
5
6
7
8
9
10
PROBLEMS
PLAN
ACTIVITY
RESPONSIBLE
TIME
Dry/wet
season
Annex 8
Training
Example Toolkit Village Health Workers
VYOO BORA
Ujenzi wa Choo huboresha Afya katika Familia
UJUMBE MUHIMU
Kila mmoja anatumie Choo ili kuepuka kusambaza Maradhi.
Vyoo vinaweza kusaidia kuhifadhi vyanzo vya Maji kuwa safi
Matumizi mazuri ya Vyoo huzuia magonjwa ya kuhara
Matumizi bora ya Vyoo huzuia maambukizi ya magonjwa kama : Minyoo,
Kipindupindu, Kuharisha damu, Homa ya Matumbo.
Ujenzi wa Vyoo bora unapunguza matatizo la upatikanaji wa miti ya kujengea choo.
Choo bora kinarahisisha kudumisha Usafi wa Choo
Kunawa Mikono baada ya kutoka Chooni huzuia maambukizi wa Magonjwa
UTARATIBU WA KUANZISHA MRADI WA UJENZI WA CHOO BORA
Kuanzisha kituo cha kuzalisha mabamba ya choo (slabs)
Katika kuanzisha kituo cha kuzalisha mabamba(slabs) kutakuwa na utaratibu maalumu kama
ifuatavyo:
1.
Jamii iwe imeweka kipaumbele kwenye Mradi wa ujenzi wa Choo bora
2.
Jamii inaunda Kamati ya kituo
3.
Jamii inachagua Mafundi watakaofundishwa kutengeneza mabamba (slabs)
4.
Jamii inabuni jina la kituo
5.
Jamii inatafuta Mtaji wa kuanzisha kituo; vifaa vya kutengenezea Mabamba; saruji,
wire mesh, nondo. Kama inabidii jamii ishirikishe wadau (SHIPO, mashirika mengine,
serikali nk) katika kuomba/kutafuta mtaji wa kuanzisha kituo.
6.
Kituo kinasimamiwa na Kamati ya kituo husika
7.
Kamati inapewa mafunzo ya namna ya kuendesha Mradi ili mfuko wa kituo uwe
endelevu
8.
Baada ya kuzalisha na kuuza Mabamba fedha itakayopatikana itaendelea kutumika
kuzalisha Mabamba mengine kufuatana na mahitaji.
9.
Kunaweza kuwa na namna mbili za kupata Mabamba
a. Mwanajamii kununua Mabamba yaliyotayarishwa kutoka kituoni kwa fedha
taslimu au kwa mkopo
b. Mwanajamii anaandaa baadhi ya malighafi kama mchanga, kokoto pamoja na
fedha taslimu na kupata fundi ili atengeneze Mabamba nyumbani kwake
10.
Mwanajamii atakuwa na jukumu la kuchimba shimo la choo na kujenga kibanda cha
choo hiyo.
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Facilitation skills
Jamii itambue na kuchagua kamati
ya mradi itakayosimamia na
kufuatilia utekelezaji.
Tumia nguvu kazi na malighafi
/fursa zilizopo ambazo
zinapatikana kwa urahisi na za
kudumu.
Fundisha ujenzi na utunzaji
Endelevu wa Vyoo
Fundisha namna ya kuweka na
kutumia chombo cha kunawia
Mikono
SHIPO, P.O. Box 227, Njombe. Tel.: 026-2782989. email: shipo@cats-net.com
Annex 9 Guideline for Village Health worker
and coach to facilitate a toolkit
Ratiba ya Mafunzo kwa Valantia kuhusu Mada ya Afya
Wawezeshaji: MAM na Coach
1. Ufunguzi na maelezo kuhusu mada za Afya zitakazojadiliwa (dk. 5)
2. Uwasilishaji Kanuni za Afya kwa kutumia Kitendea Kazi ( dk.20)
Mwezeshaji anawakaribisha washiriki kutoa mchango wao kwanza.
3. Jadili kuhusu matokeo yanayotarajiwa kuhusu Mada husika ya Afya. (dk.20)
Washiriki wanakaribishwa kuorodhesha matokeo yanayotarajiwa na kuyanakili ubaoni.
4. Tufanye nini ili tufikie malengo yetu/ matokeo ya mradi?).
Zoezi hili linafanyika katika mjadala wa washiriki wote; na wanahamasishwe
kuchangia.
Ili zoezi lifanyike haraka na kwa kuchangamka, mwezeshaji anaweza kutayarisha
Mabango mawili.Bango moja lenye orodha ya matokeo yote ya mradi yanayotarajiwa.
Bango lingine lenye orodha ya vidokezo au sentensi fupi zinazowakilisha mbinu au
njia zinazochangia kufikia matokeo ya mradi yanayotarajiwa. ( 1/2 Saa)
Angalia Mfano ukurasa unaofuata.
5. MAM anaeleza fursa ambazo mradi una uwezo wa kutoa. (dk.10)
6. Washiriki sasa wanakaribishwa kutengeneza mpango wa utekelezaji wa miezi 3 na
kupanga kutumia aina mbalimbali za shughuli (mfano: Mikutano, mafunzo nk.) kama
ilivyo katika fomu na. 2-1. Itakuwa jukumu la Valantia kujaza hizi fomu Na. 2-1 hapo
baadae. Kama mada itawasilishwa mwezi Novemba. basi mpango wa kazi utakuwa
wa miezi November, December na January.
( saa 1 ½ )
7. MAM anaeleza valantia jinsi ya kukamilisha fomu Na. 3-1 ambayo ni ya kutolea
taarifa mwezi ( kwa kila mada fomu mpya itatumika.) (dk.15)
8. Valantia wanaelezwa kusoma huko nyumbani kwa kina na uangalifu mwongozo
waliopewa na kuomba msaada wa MAM kama kuna tatizo.
9. Shukurani kwa washiriki na kuairisha warsha.
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Facilitation skills
Annex 10 Guideline for Village Volunteer for
facilitation of toolkit subjects
MWONGOZO WA KUWEZESHA VALANTIA KUTEKELEZA MADA KATIKA
MRADI YA AFYA NA USAFI WA MAZINGIRA
HATUA YA KWANZA
Muda : Wiki 1
Wahusika: Valantia/ Mwenyekiti wa Kitongoji/Jamii
Maandalizi kabla ya kufanya Mkutano
i.
Ushiriki katika mafunzo ya mada itakayotolewa na wahuduma wa afya kijiji kwa Valantia
(wahamasishaji wa afya kitongoji, me na ke).
ii.
Wasiliana na Mwenyekiti wa kitongoji na kuomba mkutano wa jamii ili kueleza kuanza
kwa utekelezaji wa mradi wa afya na usafi wa mazingira. Katika mkutano huo utoe
muhutasari wa mambo yatakayohusika na mradi huo yaani; kuelimishana kuhusu kanuni
za afya, kuweka mikakati ya utekelezaji na kutekeleza miradi mbalimbali ya kuboresha
afya. Mfano; mradi wa usafi wa mazingira, kushiriki katika ujenzi wa vyoo bora, kushiriki
katika hifadhi ya vyanzo vya maji, kushiriki katika kutafuta huduma ya maji na kushiriki
katika kuboresha upatikanaji wa chakula bora na kuongeza kipato. Eleza katika mkutano
huo kuwa mafunzo yatatolewa kwa kujadili mada mbalimbali. Pia, ueleze kwamba kamati
za utekelezaji zitaundwa katika ngazi ya kitongoji ili kufanikisha utekelezaji na ufuatiliaji.
Usisitize desturi nzuri ya kuwahi katika kikao ili watu waweze kuendelea na majukumu
mengine ya kawaida na utekelezaji wa maazimio yatakayojadiliwa. katika vikao hivyo,
wanakitongoji wachague mahali pa kukutania
iii.
Wasiliana na kiongozi wa kitongoji ili atoe taarifa ya mjadala wa mada inayohusika na
mahali pa kukutania wiki moja kabla na wasaidie kupiga mbiu siku itakapowadia ili kila
mkazi ahudhurie Mkutano/Kikao ili kufanikisha maendeleo ya kitongoji.
iv.
Kila mara jiandae kwa kupata taarifa za msingi na za kitaalamu au kiufundi kuhusu
mada inayohusika kwa kutumia kitendea kazi cha Jamii ulicho nacho au wasiliana na
Wahudumu wa Afya Kijiji au coach kwa msaada zaidi kama unahitajika.
v.
Andaa vifaa vya kufanyia Mkutano au kufundishia kama; ubao , daftari na kalamu za
kuandikia kwa washiriki, mada ya siku husika, igizo au wimbo kama inawezekana.
Vitu vya kuzingatia:
i.
Vitu vya kuzingatia kabla ya kufanya mkutano ni kuwezesha jamii kushiriki zaidi katika
mjadala kuliko mwezeshaji kufundisha darasani. Mbinu hii itafanya
mshiriki asichoke kuwepo kwenye kikao.
ii.
Kutokana na desturi na mila za jamii husika, wakati ya kufanya majadiliano, unaweza
kutenganisha makundi mawili, wanawake na wanaume, wakajadili kila kundi tofauti.
Hakikisha kuwa jamii inaheshimu hoja ya kila mmoja na sisitiza kwamba kila hoja ni
muhimu. Jaribu kutumia muda mfupi ili wanajamii wasichoke
iii.
Pitia kitendea kazi ulichopewa ili kujiweka sawa katika kuwezesha jamii kutambua
matatizo waliyonayo halikadhalika fursa na vikwazo vilivyopo.
HATUA YA PILI
Muda : Wiki 1
Wahusika: Valantia/Mwenyekiti wa Kitongoji/Jamii
Kufanya Mkutano na mafunzo ya mada katika Kitongoji na kutengeneza mipango
i.
Toa/ elezea maada husika itakayojadiliwa siku hiyo
ii.
Toa ratiba kwa washiriki kuwa leo tutazungumza na kuweka mipango mada gani.
iii.
Toa ujumbe muhimu wa maada ya siku husika kwa kutumia mwongozo wa mada husika
iv.
Wanawake na wanaume wajadili mada katika vikundi (umuhimu wa mada, vikwazo,
ukweli nk)
v.
Vikundi viwasilishe matokeo ya majadiliano na itoe maoni kwa ufupi kuhusu umuhimu
wa mada dhidi ya mila na desturi
vi.
Jamii itoe maoni na maazimio kuhusu tatizo la mada husika na jinsi ya kushughulikia na
kuandika mipango yao kwenye karatasi. Angalia kama maazimio yaliyotolewa na jamii
yanatosheleza na kama mipango yataleta matokeo yanayotarajiwa au yanatakiwa
yaongezwe maazimio mengine.
vii.
Pia Jamii ijadili kuhusu fursa walizonazo kama malighafi, nguvu kazi na fedha taslimu
zinazohitajika kwa mada inayouhusika
viii.
Pia mahitaji kama mfano mafunzo yanayohitajika, majukumu ya kila kaya katika
kutekeleza mpango huo, nk
ix.
Eleza fursa zilizopo juu ya kutatua tatizo la mada husika na usisitize kuwa majukumu ya
utatuzi ni yao na wachukue hatua za kuwasilisha kwa valantia ili yafuate ngazi na kufika
kwa wanaohusika. Jamii inaweza kuomba msaada kupitia Wahudumu wa Afya Kijiji na
Coach ili aweze kueleza na kufuatulia fursa zilizopo kusaidia jamii.
x.
Uliza washiriki ujumbe muhimu ulikuwa ni nini kwa siku ya leo ? “mfano kunawa
mikono” Kusanya takwimu kuhusu uelewa wa washirki kuhusu maana ya mada kabla na
baada ya mafunzo
xi.
Hamasisha watu wajiunge/wajiandikishe (mfano: mradi wa choo bora) katika mradi
xii.
Hakikisha unatayarisha taarifa fupi ya mada iliyojadiliwa pamoja na maazimio
yaliyowekwa na kutia sahihi na mwenyekiti wa kitongoji
Wasilisha taarifa hiyo fupi na mahudhurio ya mkutano kwa Wahudumu wa Afya wa kijiji.
xiii.
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Facilitation skills
HATUA YA TATU
Muda : Wiki 1
Wahusika: Valantia/Mwenyekiti wa kitongoji/ Wahuduma wa Afya Kijiji/Jamii
Utekelezaji wa Mipango
i.
Uongozi wa Kitongoji uchukue mahudhurio ya mkutano/mada
ii.
Toa mafunzo ; mfano elimu juu ya ujenzi wa choo bora, matumizi bora ya chandarua ,
njia za kutibu maji ya kunywa, matumizi ya chujio ya maji, n.k
iii.
Fuatilia utekelezaji wa majukumu katika kila kaya ; kazi ambayo itafanywa na kamati
ndogo ya mradi husika
iv.
Pia andaa shughuli za utekelezaji kwa pamoja; mfano kujenga choo kanisani/ shuleni,
kufanya usafi kwa kila kaya kadha ; mfano kaya za wasiojiweza
v.
Andaa mikutano ya kijamii (ngazi ya kijiji na kitongoiji) ; mfano kufanya mashindano ya
maigizo/michezo/ngoma ili kufikisha ujumbe muhimu wa mada kwa watu wote. Mikutano
katika ngazi ya kijiji unaandaliwa kwa kushirikana na Wahudumu wa Afya kijijini na
Valantia , yaweza kutolewa zawadi mfano Jogoo kwa watakoshinda
vi.
Andaa taarifa ya kila mada husika katika kipindi hiki cha miezi miwili kwa kutumia
fomu 3-1 (mfano kama uliwezesha mada ya kuhara na malaria unajaza fomu 2)
vii.
viii.
Wasilisha taarifa yaliyowekwa sahihi na mwenyekiti wa kitongoji kwa Wahuduma
wa Afya Kijiji
Wahudumu wa Afya wanajumuisha taarifa ya mada ya miezi miwili kutoka vitongoji
vyote kwa kutumia fomu 3-2 na iwe na sahihi ya mwenyekiti wa kijiji
ix.
Wahudumu wa Afya wanatoa ripoti kwa coach
x.
Coach anatoa ripoti SHIPO
xi.
SHIPO inajumuyisha taarifa na kuisambaza kwa uongozi wa kijiji na kata.
HATUA YA NNE
Wahusika: Valantia
Kufanya Tathmini mara moja kwa kila miezi miwili
i.
ii.
Valantia kushirikana na uongozi wa kijiji na kamati ya TUKI wafuatilie mabadiliko na
pata takwimu kwa :
Kufanya ukaguzi halisi wa utekelezaji azimio katika kaya au mwanajamii
Kukagua uendelezaji wa maazimio ya mada
Mabadiliko ya tatizo lililojadiliwa katika mada
Wahuduma wa afya kijiji kushirikiana na valantia wanaandae mkutano na wanajamii
ili kuwapatia ripoti ya maendeleo na matokeo ya tathmini ya miezi miwili kutoka
kwa kila kitongoiji kuhusu mada zote na azamio.
Fanya tathmini juu ya utekelezaji wa maazimio/ mipango na kuweka maazimio mapya
kwa miezi mitatu zinazofuata
Utunzaji wa kumbukumbu
i.
Idadi ya nyumba katika kitongoji chako
ii.
Idadi ya mikutano uliyofanyika katika mwezi
iii. Idadi ya kaya zilizojiunga na mradi wa
iv.
Idadi ya utekelezaji wa maazimio ya mradi.
v.
Idadi ya watu waliohudhuria kila mkutano na kufundishwa Juu ya mada
vi.
Idadi ya kaya zinazotekeleza maazimio ya mradi
vii.
Idadi ya siku ulizojitolea
NB :
Ni vema jamii nzima ihamasishwe kushiriki katika utekelezaji ili kuhakikisha matokeo
ya mada yanakuwa na mafanikio.

Community Development Officer manual

Transcription

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