Solomon Islands

Community-Led Total Sanitation (CLTS) Toolkit

Facilitator Manual

The SOLOMON ISLANDS COMMUNITY-LED TOTAL SANITATION (CLTS) TOOLKIT is one of the manuals developed for the Rural Water Supply, Sanitation and Hygiene Program in the Solomon Islands. It will be used to guide CLTS Facilitators, and others working with villages, to trigger village action on taking control of sanitation and hygiene within their villages. Any organisations that are doing CLTS in Solomon Island villages are expected to use this guide. The guide was first developed in 2015 by Isabel Ross and Jennimer Ngoli from the RWASH Unit, within Environmental Health Division at the Ministry of Health and Medical Services (MHMS). It has benefitted from the ideas and experience of a large number of collaborators:

• Ministry of Health and Medical Services (MHMS) – RWASH, HPD, CBR • Ministry of Education and Human Resources Development (MEHRD) • Ministry of Mines, Energy and Rural Electrification (MMERE) • Ministry of Women, Youth, Children and Family Affairs (MWYCFA) • Solomon Islands Rural Development Program (RDP) • Provincial Government • Australian Aid - DFAT • United Nations Children’s Fund (UNICEF) – WASH, Child Protection • United Nations Development Program (UNDP) • World Vision Solomon Islands (WVSI) • Adventist Development & Relief Agency Solomon Islands (ADRA) • Caritas Australia • French Red Cross • Live & Learn Solomon Islands • Solomon Islands Red Cross Society (SIRCS) • Save the Children Solomon Islands (STCSI) • Water Aid • And others

In December 2016, a review of the guide was conducted by people with practical experience in implementing the SI CLTS Toolkit: Atenia Tahu (UNICEF), Calisto Wehua (CLTS Facilitator, Makira), Enif Petsakibo (Live & Learn), Fred Saeni (Water Aid), ), Freda Po’oti (Live & Learn, CLTS Facilitator Isabel), Hexley Ona (SI Red Cross), John Siufalu (CLTS Facilitator, Malaita), Marcel Gapu (MHMS), and William Chipu (Live & Learn). The Guide has been produced through financial assistance from the Australian Government. Much thanks to Petra Rohr Rouendaal for the artwork. Rural WASH Unit Environmental Health Division Ministry of Health and Medical Services (MHMS) Solomon Islands Government 2017

Abbreviations

CLTS Community-Led Total Sanitation MHMS Ministry of Health and Medical Services NGO Non-Government Organisation NOD No Open Defecation SIG Solomon Islands Government WASH Water, Sanitation and Hygiene RWASH National Rural WASH Unit

Definitions Hygiene: Conditions or practices that help to maintain health and prevent the spread of

disease. Sanitation: Facilities and services used for safe disposal of waste, & to maintain hygienic

conditions. Disability An illness, injury or condition that makes it difficult for someone to do the things that

other people do

Contents

INTRODUCTION 1 Why Sanitation and Hygiene? 2 WASH Rights 5 The Government’s Rural WASH Programme 9 Community-Led Total Sanitation (CLTS) 10 Facilitation Techniques 14 CLTS FACILITATION IN THE VILLAGE 19 Pre-Triggering - Checklist 20 Pre-Triggering 21 Triggering – Checklist 22 Starting the Meeting 23 Shit Mapping 24 Shit Calculation 25 Transect Walk 26 Action Planning 28 Handwashing Demonstration 29

Follow Up - Checklist 31 Follow Up 32 Training Committees 35

NOD and After NOD - Checklist 36 Verifying NOD 37 Maintaining NOD 38 FORMS 41 Triggering Form 42 Committee Training Form 43 Monitoring Form 44 Multiple Choice Questions 45

Training Schedule

Mix up trainers where possible, and add energisers regularly to keep people engaged.

DAY BEFORE

Module / Activity Page Time Comments

Collect all Facilitators from their village - Give allowance for night 1

DAY 1 Module / Activity Page Time Comments 8:00 AM Arrive + sign participant sheet

Activity – Make name tags 0:30 Set up handwashing facilities for Break

8:30 AM Welcome from Guest of Honour 0:30 9:00 AM Introduction of participants

Expectations & Fears 0:15

9:15 AM Activity – Vote with your feet 2 0:15 9:30 AM Hand out Facilitator Manuals + Pens

Workshop Rules Activity – Introduce the “S” word

2 0:20

9:50 AM Activity – Kakai siti diagram 3 0:30 10:20 AM Morning Break

Demonstrate Handwashing Facilities 0:15

10:35 AM Activity – Impact of Sanitation Sickness rates 4 0:45 Hand out sickness rates

11:20 AM WASH Rights Activity – Individual Reflection Activity – Social Exclusion Case Study

5-8 1:00

12:20 PM Lunch Break 1:00 1:20 PM The Government’s Rural WASH Program

Activity – Monuments to Failure & Success 9 0:45

2:05 PM Community-Led Total Sanitation (CLTS) Activity – Dominos Activity – NOD Case Study

10-11 13 0:45

Don’t discuss roles of Triggering team yet

2:50 PM Afternoon Break 0:15 3:05 PM Facilitation Techniques

Activity - Difficult Questions 14-17 1:00 Hand out Difficult Questions after activity

4:05 PM Evaluation Homework - Participants to talk to friends/family about what they learned

Give Evaluations Sheets to one group to summarise for next day.

DAY 2 Module / Activity Page Time Comments

8:00 AM Warm-up Song Recap previous day's learnings Recap previous day’s evaluation

0:30

8:30 AM Pre-Triggering Demonstration by Trainers Activity – Pre-Triggering Practice 20-21 1:00 One trainer to help each

team 9:30 AM Activity – Triggering Form 42 0:30

10:00 AM Morning Break 0:15 10:15 AM Roles of Triggering Team 12 0:15 10:30 AM Triggering Demonstration by Trainers

22-29 1:00 After each step, get trainers to review the main steps and questions used.

11:30 AM Activity – In groups, write down all the questions they can ask a village about siti 0:30

12:00 PM Lunch 1:00 1:00 PM Activity – Triggering Practice 1:30 One trainer with each team 2:30 PM Activity – Discuss difficult questions /

problems that may come up in Triggering 0:30

3:00 PM Afternoon Break 0:15 3:15 PM Activity – Toilet Design 30 0:45 4:00 PM Evaluation

Homework - Make up children presentation & handwashing facility

Give Evaluations Sheets to one group to summarise for next day.

DAY 3 Module / Activity Page Time Comments 8:00 AM Warm-up Song

Recap previous day's learnings Recap previous day’s evaluation

0:30 Check that transport, fuel + driver are ready.

8:30 AM Activity – Boy meets girl Follow-up Demonstration by Trainers Activity - Monitoring Form Activity – Follow Up

31-33 44 34

1:30

10:00 AM Morning Break 0:15 10:15 AM Training Committees

Activity – Committee Training Form 35 43 0:30

10:45 AM Verifying NOD 37 0:15 11:00 AM Maintaining NOD 38-39 0:30 11:30 AM Activity – Multiple Choice Questions 45-46 0:20 Do as a group for recap 11:50 AM Lunch 1:00 Any time Pre-trigger village 1 1:00 Facilitators lead with

support of trainers On return Afternoon Break

Activity – Debrief Homework – Teams make a list of materials needed for each activity & assign a person to organise the materials

Check that transport, fuel + driver are ready for Day 4.

DAY 4 Module / Activity Page Time Comments In field Morning Break - Triggering of village 1 3:00 Facilitators lead with

support of trainers Lunch 1:00 Pre-Triggering of village 2 1:00 Facilitators lead On return Afternoon Break 0:30 Activity – Debrief

Activity - Prepare for Day 5

Check that transport, fuel + driver are ready for day 5.

DAY 5 Module / Activity Page Time Comments In field Morning Break - Triggering of village 2 3:00 Facilitators lead On return Lunch & Afternoon Break 1:00 Activity – Debrief

Activity – Action plan for own village Activity - Prepare for Follow-up Visit

1:00

Distribute materials for triggering other villages. Check that transport, fuel + driver are ready for day 6.

DAY 6 Module / Activity Page Time Comments Early Morning Break (To take with you for trip) -

Follow up village 1 + 2 (Complete the Monitoring Form) Activity - Debrief -

Make sure every household is listed. Can leave Facilitators in their village if they wish.

1:00 PM Lunch 1:00 2:00 PM Session with Area Coordinators only 1:00 3:00 PM Afternoon Break & Close

Check that transport, fuel + driver are ready for Day 7.

DAY AFTER

Module / Activity Page Time Comments

Take all Facilitators back to their village - Certificates are only to be issued to CLTS Facilitators once they have achieved a verified NOD village. They should not be provided for attending training.

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INTRODUCTION

These activities are for CLTS Facilitators, to provide some background and help prepare you for going into the village.

These activities are not intended to be used with the village.

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Why Sanitation and Hygiene? Objectives: By the end of this session, participants will be able to:

a) Explain the importance of sanitation and hygiene Activity - Vote with your Feet (10 min + 5 min discussion) 1. Ask – “Which do you feel has the biggest impact on diarrhoea – water quality, sanitation or

hygiene?” Get people to vote with their feet by going to the corner that they think has the biggest impact. Record the number of people in each corner in the table below.

2. Get each corner to estimate the percent reduction in diarrhoea due to the thing they selected (eg. 70% reduction due to water quality). Add this to the table.

3. Compare this with the research (144 studies, reviewed by Stephen Esrey) Component Number of

people Estimate – % diarrhoea reduction

Research – % diarrhoea reduction

% of SI population with WASH

Water quality Sanitation Hygiene Combined

Most people around the world, and in the Solomon Islands, think that water is the most important thing to reduce diarrhoea – after all, water is life!

However, these figures show that sanitation and hygiene can have a much bigger effect on reducing diarrhoea. Do you think the government, and the people of Solomon Islands, have the right priorities?

Activity - Introduce the “S” word (10 min) 1. Ask – “When I talk about sanitation, what do I mean?” Keep asking questions until someone

mentions the word siti. Give them a clap. Ask for the word siti in their language. 2. Discuss with the group - “Why is it difficult to talk about shit?” and “Why is it important to be

able to talk openly about shit?” 3. Let everyone know that this is the word we will be using for CLTS.

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Activity – Kakai siti diagram (20 min) 1. Draw a shit and a bowl of food on some flipchart paper & put this at the front of the room. 2. Ask – “On some cards, draw or write one way that siti can be carried into our mouths”. Get

them to come up and explain what they have drawn / written. 3. At the end, make sure all carriers of siti are included (see below). 4. Ask – “Which of these can be stopped by using toilets? Which can be stopped by washing

hands with soap?” Kakai Siti Diagram:

SITI

FLIES & ANIMALS

HANDS

WATER SOURCES

FARMS (PLANTS & SOIL)

KAKAI

Complete Toilet

Washing hands with soap

DID YOU KNOW?

• People without a toilet eat around 10g of siti every day! This can contain 100 million viruses, 10 million bacteria, 10000 parasite cysts & 1000 parasite eggs.

• More people die from diseases caused by not having a toilet, than from HIV/AIDS, Malaria & Tuberculosis put together!

• Every dollar you put into improving sanitation leads to $5 coming back to you by increased income and reduced health care costs.

• People who have toilets have higher status, better education and higher income.

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Activity – Impact of Sanitation and Hygiene (15 min + 15 min discussion) 1. On flipchart paper, post the three questions below around the room. 2. In three groups, get each group to spend 5 minutes answering one question. After 5 minutes,

get each group to rotate so that they have a chance to answer each question. 3. Discuss the answers with the whole group.

Are sanitation and hygiene a priority for people of Solomon Islands? If yes, why are most people not using a toilet or washing hands with soap? What effect does poor sanitation and hygiene have on health? What other effects does poor sanitation and hygiene have?

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WASH Rights

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

a) Understand that WASH rights b) Understand why and how to include women and people with disabilities in achieving

sanitation and hygiene. WASH rights means that everybody should be allowed to have, and use, improved WAter, Sanitation and Hygiene (WASH). WASH rights are not just for ourselves, but also to stop us from doing harm to others. Achieving WASH rights means that everybody has:

• The right to health • The right to an acceptable standard of living • The right to education (because people are not missing school due to sickness) • The right to a livelihood (because people are not missing work due to sickness) • The right to dignity (respect for others and yourself, such as going to the toilet in private) • The right to safety • and more…….

As human beings, we are capable and responsible for achieving WASH rights – for ourselves, for our families, and for our communities. No-one should be left out because they are different. Activity: Individual Reflection (5 min + 10 min discussion) 1. Ask participants to close their eyes. 2. Ask – “Think about a time in your life when you were treated badly by others because you

were seen as different (eg. too small, bad at football or school). How did it feel?” 3. Ask everyone to open their eyes, and share their story with one other person. 4. Ask for any volunteers to share their story with the group.

Making sure that everybody is included - regardless of background - is referred to as social inclusion. Social inclusion makes good sense. Not including some members of the village in CLTS – such as women, people with disabilities, or the elderly - means that some people will continue to go to the toilet outside. If this happens, everybody in the village will continue to eat siti. Including everybody does not just mean that they come to meetings. It means that everybody is actively participating in all stages of planning, implementing, monitoring and celebrating! Below is a Participation Ladder, which shows the different steps of participation. As CLTS Facilitators, our aim is help everybody – including women and people with disabilities – to reach the top of this ladder and play an active role in making decisions and setting their own rules.

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Reference: Working effective with women and men in WASH Programmes - Resource Guide

Attend meetings but don’t speak up

Speak up, but no-one listens

Speaks up & influence decisions

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Activity – Social Exclusion Case Study (15 min + 15 min discussion) Break into four groups. Assign Case Study 1 to two groups, and Case Study 2 to two groups. Ask them to answer the questions on the next page. Discuss the answers with the group.

Case Study 1: Including people with disabilities During a meeting with the village leaders, CLTS Facilitators talked to the leaders about the importance of inviting everybody, including people with disabilities, to the big community meeting on sanitation and hygiene. When the community meeting came, almost everyone in the village attended. It was a huge success and everyone left motivated to build their own toilet. One person who did not attend was a girl with a broken leg. Although she knew about the meeting and wanted to attend, she could not because the path to the meeting place was long and difficult to walk. However, her mother and father did go to the meeting. After the meeting, the family started building a nice toilet. When it was finished, the young girl could not use the toilet because it was up a small hill that was hard to get to, and the space inside the toilet was too small for her to turn around. Instead, she had to continue to go to the bush for toilet. People from the village laughed at her because she would still go to the bush. The young girl felt ashamed because she had to go to the bush where people could see her, while everyone else could use the toilet. Case Study 2: Women’s inclusion During a meeting with the village leaders, CLTS Facilitators talked to the leaders about the importance of inviting everybody, including women, to the big community meeting on sanitation and hygiene. When the meeting came, the whole village attended. Men sat at the front and women sat behind, as is kastom. The CLTS Facilitators sat at the front with the Chief, and other men. At the start of the meeting, the CLTS Facilitator asked – “Tell me about the sanitation situation in the village?” All the men gave long talks about the need for government provide free materials for toilets because they are too poor. After the men had talked, the CLTS Facilitator asked – “What do the women think?” The women were very quiet and did not talk. The CLTS Facilitator tried many times to get the women to talk. Eventually, one woman put up her hand and said that everyone should build toilets without waiting for government, because it is sad that the village is covered in siti. Everyone gave her a clap. However, the Chief and men still decided that it was best to wait for government handouts. At this point, a few women left the meeting to go home and cook. At the end of the meeting, the Facilitator summarised the men’s views and then added – “Next time the women should talk”.

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1. How were women, and people with disabilities, left out of the meeting? 2. Why is it important that women, and people with disabilities, are actively involved in

discussions and making decisions about sanitation and hygiene? 3. As a CLTS Facilitator, what can you do to make sure that women and people with

disabilities can reach the top of the Participation Ladder (ie. actively involved in decision-making and setting rules)?

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The Government’s Rural WASH Program

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

a) Understand the government’s policy on Rural WASH Activity – Monuments to Failure & Success (15 min + 15 min discussion) 1. Divide into two groups. 2. In one group, identify a sanitation project that has failed, and give reasons why it failed. If there

has been no sanitation project, think of another government or community project. 3. Ask the second group to identify a project that has succeeded, and give reasons for success. 4. Get each group to present back their findings.

Failed projects are common in countries where lots of materials and money are given out. This is also true for the Solomon Islands. In 2009, Solomon Islands had 33% of population using toilets. In 2015, this had decreased to only 13%. These projects usually fail because there hasn’t been enough time spent making sure that people want the project, and that the project is owned and ready to be managed by the community. The Solomon Islands Government recognised that, for people to value and take ownership of their sanitation and hygiene behaviour, they need to do it themselves. This is why they developed a new policy – the National Rural Water, Sanitation and Hygiene Policy. The National RWASH Policy was endorsed by cabinet in 2014, and provides a set of rules to guide the actions of governments, organisations and individuals regarding WASH. The main rules are: • Three pillar approach: This means that WASH programs must include sanitation and hygiene –

not just water.

• No handouts for household toilets: Handouts didn’t work in Solomon Islands & sanitation decreased. Now, the aim is to build demand for sanitation, so that people are motivated to take the lead in improving their own situation.

• Simple solutions: Big, expensive solutions break and fail more than simple solutions. Now,

people are encouraged to build toilets that are simple, affordable, safe and long-lasting. • A coordinated approach: Everybody in the country, including government, NGOs, donors, must

use the same program. This makes sure that it is fair for everyone.

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Community-Led Total Sanitation (CLTS) Objectives: By the end of this session, participants will be able to:

a) Explain why the CLTS approach is preferred over previous sanitation approaches b) Understand the CLTS process, and key success factors

CLTS stands for Community-Led Total Sanitation. This means the community leads the whole process – not government, not NGOs. The community is in control. The goal of CLTS is to activate and empower whole villages to stop open defecation. Old way for sanitation New CLTS way ‘We must help the poor’. ‘People are able to do it themselves’. Provides hand-outs, which creates dependency.

No hand-outs. Villages take charge of their sanitation themselves, because they want to.

Targets individual behaviour. Targets whole villages. One person going to the toilet all about affects everyone.

Assumes people are uneducated, and tells them what to do.

Recognises that people are smart, and can make their own decisions.

Fixed designs and standards. People develop solutions based on what is available and what they can afford.

Hides the dangers, by using nice words and approaches.

Uses the word “siti” to have an honest discussion about the harm of toilet all about. Don’t worry – this can also be enjoyable!

Goal = the number of toilets. Goal = everybody using a toilet that is safe. While CLTS is great for getting fast action on improving sanitation and hygiene, it is important to be aware of some of the challenges in maintaining this behaviour change in the long-term. All of these can be discussed with villages during the Triggering process. • Will the location and number of toilets affect ground-water or nearby water sources? • What will happen if toilets are full, flooded, or collapse due to earthquakes or cyclones? • Will households move up the sanitation ladder, to better quality, longer-lasting toilets?

THE STORY OF CLTS…..

CLTS was first started in Bangladesh in 1999. A man called Kamal Kar was evaluating a sanitation project from Water Aid where lots of free toilets had been built. He found that even though the number of toilets had increased, lots of people still went to the toilet in bush / beach.

He did some research and found that people were more likely to use the toilets when it was a decision made by the whole community. He also found that communities were quick to build and use toilets when they realised that they were eating each other’s’ shit.

Focusing on community participation, he developed CLTS. It was so successful that it is now used in over 40 countries across Asia, Africa, Latin America, the Middle East, and the Pacific. CLTS was first introduced into the Solomon Islands in 2013, when Kamal Kar visited here.

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CLTS Process Often, people who work in CLTS focus mostly on the triggering. Triggering alone will never achieve NOD status. Each step is essential to make the next step more successful, and easier for you.

CLTS will be successful if you commit time, and do every step!

Activity – Dominos (5 mins) 1. Get four people to stand front-to-back in order of Pre-Triggering, Triggering, Follow Up & NOD. 2. Push on the front person (Pre-Triggering) to see how this affects NOD at the end. You will see

that NOD will also move. 3. Remove one of the people & push again. You will see that it is much harder to get to NOD

when one of the steps is missing.

Pre-Triggering: Meeting with village leaders - including Chiefs, religious leaders, women’s leaders, and youth leaders. Motivate them to take the lead on sanitation, agree to use the siti word, and plan the community Triggering.

Triggering: Meeting with whole village. Use a series of participatory activities to help people realise that toilet all about leads to eating each other’s siti. Help the village make an Action Plan to become No Open Defecation (NOD).

Follow-Up & Committee Training: The day after triggering, and every week after that, Facilitators go to every house in the village, checking progress and encouraging people to build toilets. They also train the committee to help with promoting sanitation and hygiene.

NOD & After NOD: When every household is No Open Defecation, a team from RWASH will come to verify. Then the village celebrates. After the celebration, Facilitators and the committee continue make sure that nobody goes back to toilet all about.

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People who make CLTS a success The government aims to roll-out CLTS to every village in the country (that’s 6,000 villages!). This will require a lot of different people helping out. Some of the main people are: Role of CLTS Facilitators Triggering cannot be achieved by one person alone. It requires a team of 3-5 people to make sure it is a success. For each triggering, there are the following roles and responsibilities: • Lead Facilitator: Leads the triggering. This person should be good at building energy among

people, speak the local language, be a good role model for sanitation! • Co-Facilitator: Helps the Lead Facilitator by encouraging participation, and ensuring each

activity flows smoothly on to the next. They need the same characteristics as the Lead. • Child Facilitator: Leads the separate triggering of children. They need the same

characteristics as the Lead Facilitator, but with experience in facilitating children. • Recorder: Records what happens during the triggering. This person should be able to read /

write, and be fluent in the local language and pijin. The Co-Facilitator can also be the Recorder. • Participation Builder: Ensures a good environment for the discussion, encourages

participation, deals with difficult people, and finds the right time to merge the children and adult groups. The Child Facilitator or Co-Facilitator can also be the Participation Builder.

National Coordinator (RWASH) - Provides funds for training of CLTS Facilitators & NOD celebration - Reports on progress to government and funders - Provides technical support to Area Coordinators

Area Coordinators / Cluster Champions (eg. MHMS / NGO) - Conducts preparation visits to selected CLTS villages - Organises CLTS Training, NOD verification & celebration - Meets CLTS Facilitators every month to collect TRIGGERING and

MONITORING FORMS, & provide expertise and encouragement

CLTS Facilitators - Pre-Triggering with village leaders - Triggering with community, & completes the TRIGGERING FORM. - Trains committee - Follows up all households in the village 1-2 times every week, and

completes the MONITORING FORM Arranges NOD celebration

Village & Village Committee - Take the lead in making their villages No Open Defecation

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No Open Defecation By now you will have heard the term “NOD” or “No Open Defecation” be used a lot, but what does it actually mean? Activity – NOD Case Study (15 min discussion) As one big group, read out the following case study & ask the group to answer the questions. Discuss the responses.

VILLAGE A: In this village, the government made it a rule for all households to have a toilet. The government provided materials for the toilets. Now, every household has built a nice flush toilet. However, some people use the toilet houses to store tools, or some people keep the toilets for visitors so that they stay clean. Because of this, some people still go to the beach for toilet. VILLAGE B: In this village, the village decided to stop toilet all about. So far, 60 households have built latrines that they use, while the other 40 households share latrines with their neighbours. Nobody goes to the beach to toilet. The latrines are very simple pit toilets. They have covers over the drop-hole to stop flies, and a place nearby to wash hands with water and sand beach. 1. Are either of these villages NOD? Why or why not? Solomon Islands follows a three-star system to help villages reach NOD status. The stars do not have to be completed in any particular order, but a village must have all three stars to be NOD.

Everybody uses a toilet (nobody goes toilet all about)

EVERY household uses a complete toilet (clean & stops flies / animals)

EVERY household has a hand washing facility with water + soap close to the toilet (Soap alternatives are also okay. eg. Ashes of fire, sand beach, akwa leaf)

Once a village is certain that they have achieved all three stars, they must notify the Area Coordinator or RWASH, who will arrange a visit to look at the village and verify the NOD status.

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Facilitation Techniques

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

a) Understand how to facilitate discussions, rather than teach b) Use facilitation techniques to deal with difficult questions

In the past field workers used to give long presentations and tell the village what to do.

The CLTS approach is different. It is no longer TALK – TALK – TALK.

Your job is to assist villages to do things on their own. The village is in control.

Activity: Facilitator vs Teacher (10 min) As a group, discuss the following questions:

1. What is facilitation? What is teaching? 2. What is the difference between a ‘facilitator’ and a ‘teacher’?

Facilitation IS NOT: • One-way delivery of facts and information from a teacher (who knows everything) to passive

participants (who are assumed to know nothing). You will notice when this is happening because the energy of the group will drop dramatically.

• Filling the heads of participants with new facts and information and getting them to memorise what we tell them.

Facilitation IS: • Active discussion – get all participants talking, thinking, feeling and deciding. It builds

responsibility, ownership and motivation! In CLTS, high energy is what we want. • It respects participants’ ability – they are capable of thinking and solving problems, etc – so

we build on this capacity.

Remember that each audience is different. Always start by using facilitation techniques. Only if facilitation doesn’t work, then you can consider trying to teach.

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STEPS TO FACILITATING DISCUSSIONS 1. KNOW YOUR AUDIENCE: Before you start, try to get an understanding of the community.

What type of people live there? What are their kastoms around sanitation and hygiene? What are the barriers? This will help you prepare responses for some questions they might have.

2. QUESTION! QUESTION! QUESTION! Your main weapon: Keep asking questions. Each time you get a response, ask another question. Example: “Where are your houses? Where is the siti? How do you feel about the siti? What happens to the siti?”

3. REPHRASE: After a participant gives a response, restate what s/he says so that everyone can hear and understand and to help lead towards further questions. • It encourages shy people to speak more (they feel their ideas are being listened to) • Helps everyone hear and understand what has been said so they can add to it • Makes it easier for the facilitator to ask the next question

4. PROBING: when a participant responds with little detail, ask more questions eg “Tell me more.

What happened? Why?” This will: • Get more information on the issue • Get more people contributing to the discussion

5. ENCOURAGERS: Avoid silences and keep the discussion going so that energy stays high.

Your aim is to encourage people to keep talking and giving their ideas. • Claps – keep clapping, clap for each response (helps to build enthusiasm) • Praise – “Good.” “Thanks.” “Yes.” “I like it.”

6. GET EVERYONE INVOLVED (ESPECIALLY WOMEN and PEOPLE WITH DISABILITIES) • Eye contact – look at everyone • Body language: Don’t stand like statue – move around. Walk close to people to encourage • Claps – help to encourage villagers who are speaking. • Hand out materials (eg stick for mapping, cards for houses, sand for siti, etc) • Invite everyone to walk on the map, stand on their house, and show where they shit • Don’t focus on one person. Keep asking – “What do others think?” • Get agreement – ask people to put up their hands, clap or yell out if they agree.

7. DEALING WITH DIFFICULT QUESTIONS:

• Prepare responses to difficult questions • Ensure village leaders are well-briefed on board - they can help out and provide guidance. • Remind audience that they are the experts – they must decide what to do and how to do it.

8. TEAMWORK: You will facilitate the meetings as a team. Help each other. If one facilitator is

having problems, help out by stepping in and taking the lead until they are able to recover. Activity – Difficult Questions (15 min + 20 min discussion) 1. Ask the participants to identify some excuses / questions that they might get in their

village. 2. Break into four groups, and give each group 3 of the questions below without answers

(use card handouts). 3. Ask them to work out responses to the questions using facilitation techniques (questions!). 4. Get them to share their responses with the whole group. 5. Hand out the A4 sheet showing all questions and answers, for future reference

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1. We need water for toilets and hand washing. Help us get a water supply first, then we will build toilets.

2. We are poor, and other villages have received free toilets. We need financial help too.

3. We don’t have shovels and other tools to build a toilet. How can we build?

4. We have been going to the bush / ocean / river for hundreds of years, and we are fine. Why should we change?

5. If we use toilets, people will see when we are going to the toilet. This is against our culture. It is better if we go to the beach, and people won’t know what we’re doing.

6. When we go to the toilet in the ocean or river, the water carries our shit away. If we build toilets, we are bringing the shit closer to our homes.

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7. We don’t know how to build a toilet. We need you to show us.

8. We know that siti olobaot is bad, but it is better than using a smelly pit latrine. We only want pour-flush.

9. We don’t have enough space to build toilets. We cannot build on other peoples’ land.

10. What about the siti of all the dogs and pig pig? Why aren’t we stopping that?

11. I don’t agree with using the word siti. It is against our culture.

12. We are busy working in the garden to get money. We don’t have time to build toilets.

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CLTS FACILITATION IN THE VILLAGE

The following activities are ones that you, as a Facilitator, should do with every village.

These activities are definitely not the only way of implementing CLTS, however they have all

been chosen based on a Solomon Islands context.

Please feel free to modify and change in accordance with the local situation.

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PRE-TRIGGERING (LEADERS MEETING) - CHECKLIST Materials needed:

ð Sickness rates ð TRIGGERING FORM ð Pen / pencil

Invite:

ð Chief ð Religious Leader ð Women’s Leader ð Youth Leader ð Village / Health / Church Committee ð School Representative ð Clinic Representative ð Business Leader ð Honourable Member ð All the children in the village (for separate children’s session)

Pre-Triggering steps: (Lead Facilitator)

1. Prayer and Introduction 2. Ask leaders about sanitation in their village 3. RWASH Policy & Community-Led Total Sanitation (CLTS) 4. Show leaders they don’t need government support 5. Get leaders to say siti word & agree to use it 6. Plan Triggering meeting - include women, children, people with disabilities 7. Complete TRIGGERING FORM

(Child Facilitator)

1. Teach children a song or chant

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Pre-Triggering (Leaders Meeting) Objectives: By the end of this session, facilitators will be able to

a) Engage village leaders & plan a village triggering Pre-Triggering is designed to get village leaders supporting you in CLTS. The more leaders supporting you, the easier it is for you! It is also a chance to teach children a song or chant to use at the Triggering. Roles: Lead Facilitator:

Child Facilitator: Lead the discussion Teach children a presentation for Triggering

Time: 1 hour When: 1-2 days before triggering Materials: Sickness rates in the last year (from local clinic)

TRIGGERING FORM (1), Pen 1. Prayer & introduce yourself. You can also tell a joke or do an ice-breaker so people relax. 2. Ask the leaders about sanitation in their village.

• Give cases of sickness, and ask what they think. You are there to learn – not to teach.

3. Discuss the RWASH Policy and Community-Led Total Sanitation (CLTS) • The new RWASH Policy was endorsed by cabinet in 2014 - government does not provide

money or materials for sanitation, but focuses on changing behaviour. Villages take control!

4. Show Leaders they don’t need government support • Think about Jesus’ story of the talents. Jesus said, you must take initiative, not sit back and

wait. So we must do things ourselves, and then we will get help from God. • Ask the leaders to each come up with one thing that the village has achieved in the past

without outside support. Give them a big clap for each answer. • Get each leader to stand up and tell others what they think about the sanitation situation, and

what they will do to lead the change (Leaders should be the first to build toilets in their home) 5. Get the leaders to agree on a crude word for shit to use during the Triggering.

• CLTS requires you to speak openly and honestly about sanitation. Ask them what sanitation means. Continue asking until they find the local word for “siti”.

• Do not settle for words like “human waste”, “business”, or “go to bush/beach”. • Make sure all leaders agree to use the word “siti” at the Triggering meeting. • If leaders don’t agree to use the word “siti”, thank them and encourage them to continue

practices that are making children sick. Do not continue with CLTS in that village. NOTE: This is often the most difficult part of pre-triggering. Be strong and you will get there!

6. Plan the Triggering meeting – Venue & Time.

• Ensure no other events are planned close to this time. • Make sure that women and children can attend. You may need to notify the school if

children will be absent. • Ask if there are elderly people, or people with disabilities who will need help to attend. Work

with leaders to arrange for these people to attend. 7. Complete TRIGGERING FORM. Complete Pre-Trigger section only.

8. Children’s Session. While the Facilitator is doing the Pre-Triggering with Leaders, the Child

Facilitator should gather all children in the village to teach them a song or chant for Triggering.

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TRIGGERING (VILLAGE MEETING) - CHECKLIST There are two main things to remember during triggering:

1. NEVER tell people that they are eating shit! They must decide this for themselves.

2. Keep it fast! Triggering should take less than 3 hours, otherwise people leave. Focus on quality – select the best triggering activities - and give sufficient time to Action Planning.

Materials:

ð Sickness rates ð TRIGGERING FORM ð Pen / pencil ð Flipchart paper ð Marker pen ð Tape ð Stick to draw village map ð Stones / shell coconut (to show houses, church, school) ð Flowers (to show siti) ð Calculator / Mobile phone with calculator ð Food / taiyo ð Bottle / cup of water ð Handwashing materials – bottles, soap, soap alternative (ashes of fire, sand), sticks, rope

Before the meeting:

1. Check you have all materials 2. Decide roles 3. Check that children have been taught the song / chant

Triggering steps:

1. Start the meeting – Prepare, Set up, Introduction, Separate children, TRIGGERING FORM 2. Shit mapping 3. Shit calculation 4. Transect Walk – Food & shit, water & shit 5. Children’s Presentation 6. Action Planning – Date to start, Date to be NOD, Toilet Design, Committee 7. Handwashing demonstration – Rub ass, Tippy tap demo 8. Closing & Prayer

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Starting the Meeting

Objectives: By the end of this session, facilitators will be able to

a) Prepare for and initiate a Triggering Step 1: Prepare for the meeting • Make sure you have all the materials you need for the meeting (see the Checklist) • Be clear on who is Lead Facilitator, Co-Facilitator, Child Facilitator, Participation Builder, and

Recorder. Write this in the TRIGGERING FORM • Teach children the songs / presentation, so that they are ready to perform at the Triggering Step 2: Set up for the meeting Lead Faciltiator: Visit village leaders + looks for fresh siti for the Transect Walk. Co-Facilitator: Set up flipchart paper + handwashing demonstration at triggering area. Child Facilitator: Get children to sing while waiting – this helps bring people to the meeting. Participation builder: Walk around the village and gather people to attend.

Makes sure people with disabilities have been assisted to attend. Recorder: Make sure women are there and not sitting behind. If not enough women,

tell the men to go home and bring their women and children. Step 3: Start the meeting Roles: Lead Facilitator:

Co-Facilitator: Recorder:

Leads the discussion Prepares disease cases for the Lead Facilitator Completes the TRIGGERING FORM

Time: 10 minutes Materials: Number of disease cases in the last year (from local clinic)

TRIGGERING FORM + Pen • Prayer & introduction. Ask village leaders to welcome everyone, and introduce yourself. You

can tell a funny story or do an ice-breaker to make people relaxed. • Disease rates. Provide the disease rates and ask what people think. • Introduce CLTS. CLTS is about the village taking control of the situation – not waiting for

government to do it for them. Do not mention the word latrine or toilet! These words must come from the village.

• Siti word. Ask village leaders to tell the group what word they decided to use for the meeting. Check if everyone agrees to use the word chosen by the leaders. Get them to yell out the word. Give them a clap.

• Complete the TRIGGERING FORM. Triggering section only. Step 4: Separate the Children • Lead Facilitator should ask children to go with Child Facilitator. A separate area should be set

up for the children. • Do the Shit Mapping + Kakai Siti Diagram with the children. • Get children to wait at the area for the transect walk. When the adults join, they do their song /

presentation.

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Shit Mapping

Objectives: By the end of this session, facilitators will be able to

a) Help the village recognise how shit is being spread throughout the village to their mouths. Roles: Lead Facilitator:

Co-Facilitator + Participation Builder: Recorder: Child Facilitator:

Leads the activity with the adults Makes sure everyone participates Draws the village map on to flipchart paper Leads Shit Mapping with children, in a different area

Time: 30 minutes Materials: Stick (to draw village boundary and streams)

Stones / shell coconut (School, church, clinic, community hall, water) Pieces of paper (houses) Leaves (toilets) + Bright flowers / ashes of fire (siti)

The key to this activity is to do it quickly. The map doesn’t need to be perfect.

Step 1: Draw the boundary and major landmarks • Ask the village to stand in a circle. • Get one person to draw the boundary of the village, main roads, & rivers. • Ask another person to put a stone / shell coconut where there is a school, clinic, church, water Step 2: Mark the houses. • Give everyone a piece of paper. If possible,

ask them to write their name on it. • Ask them to place the paper on the location of

their house. Every house should be marked. Step 3: Mark the shitting places • Get each person to take a leaf. If they have a

toilet, tell them to put the leaf on their house. • Get each person to take some flowers. • Once everyone has flowers, ask them to put the flowers on the places where they shit. • Encourage people not participating. “Do only men shit? What about women? Could the

women come up and show us where you shit?” Tell them to be honest – everybody shits! • Ask everyone to get more flowers. When everyone has flowers, ask them to put it where they

shit at night, when it’s raining, or when they have diarrhoea.

Step 4: Show how they kakai siti • Ask some people to stand on their houses and show where they shit. “Why do you shit there?

Do you have any problems because of shitting here? What happens to the shit?” • Point to different piles of shit on the map, and ask the village where it goes to. Keep probing by

asking “Then where does the shit go?”, until they say that they eat / drink the shit. Clap. • Ask - “Does everybody else agree that you are eating / drinking shit?” Give them a clap. • Get a community member to copy the map on flipchart paper so it can be used for monitoring.

DO NOT tell people that they are eating shit or drinking shit. They must be the ones who say it.

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Shit Calculation Objectives: By the end of this session, facilitators will be able to

a) Help people to realise how much shit is being produced in their village. Now that the village has realised that they are eating shit, it is time to calculate how much shit they are producing (and eating!). Roles: Lead Facilitator:

Co-Facilitator: Recorder: Child Facilitator:

Leads the discussion Does calculations; Asks questions & avoid silences Writes answers on the flipchart Leads Transect Walk with children (see next page)

Time: 10 minutes Materials: Flipchart + Marker pen

Calculator (or mobile phone with calculator)

The key to this activity is to do it quickly. Use a calculator & write the questions on flipchart before the meeting

Get the community to answer the following calculations: 1. Average size of shit (eg. ½ kg). Compare it to packets of rice. 2. Number of times each person shits per day (eg. 2) 3. Shit produced by one person every day (eg. ½ kg x 2 = 1kg) 4. Number of people in village (eg. 100 people) 5. Shit produced by village every day (eg. 1kg x 100 people = 100kg 6. Shit produced by village every year (eg. 100kg x 365 days = 36,500kg) 7. Compare this to 20kg bag rice (eg. 36500 / 20 = 1,825 bags!) Congratulate the village on producing such a huge amount of shit. Give them a clap. Finish by asking them where all the shit goes. Ask questions until they agree that they eat it. Avoid silences while doing calculations. Continue to ask questions, such as “Do you agree?”, “Who can tell me the answer?” or “What do you think about that?”

HOT TIPS: Medical Calculation This is a good activity to do when villages say they don’t have money to build sanitation. Find someone who has been to the clinic recently. Ask them to tell the group how much they spent on the following: • Transport to/from the clinic, and any accommodation • Costs of doctors, nurses and medication • Cost of food and phone calls while at the clinic • Time away from school, farming, and other sources of income Add up all the costs, and multiply it by the number of people in one household. Compare this with the cost of building a toilet. Which is cheaper? You can also get the village to think about what it would cost if the child has to go to the Provincial Hospital or Honiara, or if a child dies and has to be buried.

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Transect Walk

Objectives: By the end of this session, facilitators will be able to

a) Develop disgust towards open siti, and commitment to stop open siti Now that the village knows how much shit they are producing, it is time to go and look at the shit. You will need to work hard to make sure everyone is involved. Roles: Lead facilitator:

Co-facilitator + Participation builder: Recorder: Child facilitator:

Leads steps 1-3 Stands behind and encourages people to participate Writes names of people who commit to building a toilet Leads step 4 (Children’s Presentation)

Time: 30 minutes Materials: Fresh siti

Plate of smelly food / tin taiyo Bottle / cup of water Paper + pen

Option 1: Go to a place where there is siti on the ground. Make sure there is room for everyone to stand around the siti. If not, use Option 2. Option 2: Using a shovel, bring some shit to the meeting place. This is the best option if it is raining, or if the place of siti is hard to get to. Step 1: Food & Shit • Point at the shit. Get people to breathe in the smell & describe the siti. Ask, “How do you feel?” • Put some food near to the shit. Point to the food and ask, “What is happening?” They should

respond that flies are going between the shit and food. • Pick up the food and offer it to the people to eat. Ask, “Why are you not eating?” • Keep probing, and clap whenever someone says “We are eating shit”.

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Step 2: Water & Shit • Offer some water to the audience to drink. • Pull out a hair from your head & rub it over the shit (or if there is no shit, rub the hair over the

bottom of your shoe). Put the hair in the bottle of water. • Offer the water to the people to drink again. Ask them why they refuse – the water looks clean. • Keep asking questions, and clap whenever someone says, “We drink siti”. Step 3: Get agreement for Action Planning • Now that the village has agreed that they are eating siti, ask what they want to do about it. • If someone says they want to a build a toilet, ask – “When will you start?” Clap if it’s in the next

1-2 days. If it’s more than 3 days, ask if they’re happy to eat siti in that time. • Recorder: Write the names of anyone who commits to start building a toilet in the next 1-2 days. • Once some people have committed to building toilets, ask the village to put their hands up if

they want to end open defecation in their village. a. If most people put their hands up, give them a clap and go to Action Planning. b. If not many people put their hands up, thank them for being honest and give them a clap for

being happy to eat their own shit. End the meeting - they are not ready to become NOD. Step 4: Children’s Presentation • Make sure the children are ready to start their presentation as the adults come back from the

Transect Walk. • Children present to the adults. The aim of the presentation is to make the parents think about

the bad effects of siti on their child’s health, education and happiness – this is a key motivator for parents to take action to protect their children.

Example children’s song from Isabel Province: E uve mama re, E uve ido re E uve kue re, E uve kave re Gehati gne la Fogra koba, Kabru thia Dauria La theome sikolu, Kokoni gami fara Aheva si mala thein a, Gehati tiromi Fogra Gehati tiromi lehe nau, Tiromi kabru thia Fakhekheli mala thei gre, Ranghi gami gehati Ka noda namono gne Namono da __________ (village name)

Ok oketa dadi, Ok oketa mami Ok oketa grandfather, Ok oketa grandmother mifala sick Olowe, Bele soa diarrhoea No attendim school, Sore lo mifala Where na toilet, Mifala les for sick Mifala les for Belesoa, Les fo die yet Building proper toilet, For mifala Low village blo umi, Village blo umi _______ (village name)

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Action Planning Objectives: By the end of this session, facilitators will be able to

a) Have the village agree on a plan of action to become NOD. The village has decided they want to stop eating siti. They now need to make a plan to do that. Roles: Lead Facilitator:

Co-Facilitator: Participation Builder: Recorder:

Leads the discussion. Writes action plan on flipchart paper Encourages shy people / people at the back to answer Completes TRIGGERING FORM

Time: 30 minutes Materials: Flipchart + Marker pen

TRIGGERING FORM Step 1: Date to start building. • Aim for the next day. If it’s more than 2 days, ask if they are happy to eat siti in that time. • Tell the village you will come back the next day to see their progress in starting to dig toilets. Step 2: Date to be NOD. • Get the village to agree on a date when everybody is using a toilet – less than 3 months. • If more than 3 months, ask if they are happy to continue eating siti in that time. You can even

calculate the amount of siti they will be eating (10g x number of days). • Check if there are people in the village who will need assistance to build toilets (eg. Elderly,

people with disabilities), and who will help them. • Recorder: Completes TRIGGERING FORM. Step 3: Toilet design. • Ask people to describe a basic toilet. Get the co-facilitator to draw this on flipchart paper, so

that they draw quickly (pit, floor, small house) • Ask the following questions:

o What is needed to stops flies / animals + stops the spread of siti on hands? o Where should toilets be built so they don’t affect water sources? o What local environmental challenges there are? What local solutions are there for this? o How can you reduce smell? (Think of cheap solutions, like ashes of fire or sawdust)

• “Is everybody able to build this?” If not, ask what other materials or designs they can use. Note: Not everyone needs to build the same toilet. You just need to find a design that everybody can build, so that no-one is left out.

• Ask the women, “What do you need to make this good for women and mothers?” • Ask elderly or people with disabilities, “What do you need to make this good for you?”

NOTE: Never tell people what toilet to build. They must decide for themselves.

Step 4: Committee. • Get the village to think about what people they will use to make sure the Action Plan is followed.

This can be an existing committee, or a new committee, but it should be equal men and women. • They do not have to decide the committee that day – give a return date for when they need to

choose the committee. Tell them that you will train the committee on this day.

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Handwashing Demonstration

Objectives: By the end of this session, facilitators will be able to

a) Raise awareness on the importance of washing hands with soap to stop siki b) Demonstrate how to make a simple place to wash hands at home

As we know from the Kakai Siti Diagram, even if every household uses a complete toilet, siti can still be spread on hands. For this reason, a place to wash hands with water and soap (or soap alternative) is necessary to become No Open Defecation (NOD). Roles: Co-Facilitator:

Lead Facilitator + Participation Builder: Recorder:

Leads the discussion Hands out toilet design guide Puts Action Plan + Toilet Design on noticeboard

Time: 10 minutes Materials: Place to wash hands with water + soap (or alternative)

Step 1: Rub ass • As the meeting is about to end, get the Co-Facilitator to step forward. • Put your hand inside your pants and pretend to rub ass. Be as dramatic as you like! • Wipe your hands on your pants as if you are cleaning your hands. • Try to shake someone’s hand. Ask – “Why are you not shaking my hand? What do I need to

do so that you will shake my hand?” Hopefully they will say that you need to wash hands. Step 2: Handwashing demonstration • Go to the handwashing place and wash hands with water only. As you do this, describe how

you made the tap. • Smell your hands as if they still smell like siti. Try to shake hands again. If they refuse, ask –

“Why? What do I need to do so that you will shake my hand?” Hopefully they will say that you need to use soap.

• Go to the handwashing place and wash hands with water AND soap. As you do this, discuss what you can use if you don’t have soap (eg. ashes of fire, sand, bushlime, akwa leaf)

• Ask the community about the critical times for washing hands – after toilet, and before kakai. Step 3: Hand out information • Hand out the “Mekem Raet Chois” toilet design guide. • Put the Action Plan + selected Toilet Design up at the community noticeboard / church. • Remind people that you will be coming back tomorrow to check on progress. Step 4: Prayer and closing. • Chief to say some closing remarks. • Religious leader to say a final prayer. • Get everyone to wash hands before going off to kakai, work etc.

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FOLLOW UP - CHECKLIST Triggering only, does not mean a village will become No Open Defecation (NOD). However, if you work closely with the village for 1-6 months after triggering, villages are more likely to become NOD quickly, and more likely to stay that way in the long term. You will reach NOD if you commit time, and do every step! Materials:

ð Copy of Village Action Plan (from Triggering) ð Tape / Nails and hammer (1) ð MONITORING FORM ð Pen / pencil

Follow Up steps:

1. Follow-Up a. Daily reminders b. Weekly monitoring c. Re-Triggering households d. Monthly visits from Area Coordinators

2. Training Committees

a) The right people – leaders, equal men / women, construction people b) Set roles c) Get commitment d) Monitoring e) Training – WASH Rights, Facilitation Techniques, Toilet Designs

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Follow Up

Objectives: By the end of this session, facilitators will be able to

a) Work with committees to track progress and encourage the village to be NOD. The aim of follow-up is to record progress and remind people of the Action Plan to be NOD. Regular encouragement and support is the key to changing behaviour and achieving NOD status. Follow-up should form the majority of the work for CLTS Facilitators. Roles: CLTS Facilitator

Village committee Leads monitoring; Gives reports to Area Coordinator Helps Facilitator to monitor the village

Time: 2 hours When: Daily + Weekly Materials: MONITORING FORM + Pen / pencil

Map of village on flipchart paper (optional) Activity – Boy meets girl (5 minutes) 1. Think about this story: A boy who meets a girl on the bus. The boy spends a lot of time

convincing the girl to give him her number. Eventually she gives it to him. 2. After the bus ride, what happens to that relationship if the boy never calls the girl? 3. What is the key to making a good relationship?

Daily Reminders Don’t wait for monitoring visits to talk about sanitation and hygiene – talk about it every day! Asking one simple question, regularly, can make a big difference in changing behaviour. Here are some things you can do on a daily basis: • Put a map of the village, or list of household names, on the community noticeboard. Mark each

household with a red dot if they don’t have a toilet, and green dot if they are NOD. • Before shaking someone’s hand, ask “When did you last wash your hands with water & soap?” • Ask the catechist to put a water and soap outside church, and to remind everyone to use toilets

and wash hands before entering God’s house. Remember, cleanliness is next to Godliness. Weekly Monitoring The first monitoring should be 1-2 days after triggering. This first visit is extra important to help us know the situation of the village at the start – number of households, people and toilets - and to show people that you are serious about achieving NOD. After that, complete monitoring 1-2 times every week. Your committee can help with this. • When doing follow-up, it is important that you go to every house, even if they don’t have a toilet.

It’s the households with no toilet that need the most encouragement and support! • Go to each household & ask – “Where are you going siti?” Look at what they have done – don’t

just take their word for it. • Praise the achievements that the household has made so far. • Discuss any challenges, and encourage them to keep going. • Update the MONITORING FORM. Share the results with the village and Village Leaders.

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Re-triggering Households There might be households who were not present at the triggering, or some who forgot what happened. To make sure these households also change behaviour and are involved in becoming NOD, you can do a “re-triggering”. • Explain that a village meeting was held to talk about sanitation. Give the diarrhoea rates, and

explain that Leaders chose to use of the word “siti” for this discussion and why. • Explain that everybody drew a map of the village, their houses and where they went to siti. It

showed that the village was covered in siti. • Then they talked about what happens to the siti. Everyone realised that the siti gets carried

back to our homes and into our food by flies, animals, hands, and water. Then we eat it. • Ask – “Have you ever seen flies on your food? Where have they come from? Do you know

when there is siti in the water? Can you see it?” • Then ask if they’re happy to live like this. • Explain that the village made a Plan to become No Open Defecation. Go through the plan –

date to start digging, date to be NOD, toilet designs. • Before leaving, ask – “When are you going to start digging?” Let them know that you will come

back then to check on progress.

Monthly Visits Every month, an Area Coordinator will visit you to see how the village is progressing. They will: • Ask to see the MONITORING FORMS to check progress, and update the government. • See if you have any questions, and provide answers or help if needed. • They may visit a number of households to see how they are progressing, and maybe take

photos of some examples to share with the rest of the country. Make sure you spend time with the Area Coordinator so that they can best support you!

Rewards As a CLTS Facilitator, your biggest reward in this work is to stop eating everyone’s siti. However, RWASH also recognises that becoming NOD takes time and effort for you, and the village. For this reason, they provide rewards when the village is verified NOD: • Facilitators will receive a certificate and some money – $800 for each Facilitator if

village becomes NOD within 4 months. $400 each if village becomes NOD after 4 months. Helping the village to become NOD quickly will help you earn more!

• The village will have an NOD celebration. RWASH will donate 4 x 20kg rice and 2 cartons Solomon Blue taiyo for the celebration. They will also provide a signboard for the village showing they are NOD.

• Ministries and NGOs are more interested in working with villages that show they can achieve and maintain development. This may help a village become a priority for other projects, such as water supply or electricity.

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Activity – Follow Up (15 min + 10 min discussion) 1. On flipchart paper, post the three questions below around the room. 2. In three groups, get each group to spend 5 minutes answering one question. After 5 minutes,

get each group to rotate so that they have a chance to answer each question. 3. Discuss the answers with the whole group.

Why is it important to follow-up regularly?

How can you continue to provide encouragement and motivation to the village? Who in the village can help you in your goal to become NOD?

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Training Committees

Objectives: By the end of this session, facilitators will be able to

a) Build capacity of Committees to help the CLTS Facilitator, and village, achieve NOD. A week after the triggering, check that the village has chosen a committee to help with achieving NOD. Arrange a time to train the Village Leaders and selected committee on CLTS. Roles: CLTS Facilitator

Committee Leads the training Actively participates in the training

Time: ½ day When: 1 week after Triggering Materials: Facilitator Manual + Toilet Design Guide

Flip chart + Markers MONITORING FORM + Pen/pencil

Step 1: Make sure the committee has the right people • Try to include traditional leaders and religious leaders as part of the committee. • Make sure the committee has equal number of men and women. If not, go & get more women. • Identify who has construction knowledge in the community. Make sure they are part of the

committee. Step 2: Set roles • Get the committee to decide what their role is, and who will do what (an Action Plan).

This should include monitoring, and being the first households to build toilets and handwashing. It may also include things like forming groups to help communities dig, or helping to build toilets for people with special needs or elders.

• Elect a Chairperson (leader) for the committee. They are responsible for making sure the committee meets regularly, and checks that tasks are done.

Step 3: Get the commitment of the Committee • Once you have decided the roles of the committee, get each committee member to sign it,

showing that they are committed to giving of their time to help their village achieve NOD. Step 4: Monitoring • Go through Follow Up steps above, and show how to complete the MONITORING FORM.

Mention that the Monitoring Form will be checked by an Area Coordinator every month. • Divide the committee into groups, and divide the village into zones. Get each group to monitor

one zone, so that the whole village is covered. • Share the results and go through any issues, so that everyone is comfortable using the form. Step 5: Train the Committee • WASH Rights: Go through the WASH Rights and social inclusion activities in this book. • Facilitation Techniques: Go through Facilitation Techniques section in this book. Get them to

complete the “Dealing with Difficult Questions” activity. • Toilet Designs: Ask the committee about toilet designs they know. Go through the Toilet

Design Guide so that they understand different types and can share this knowledge.

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NOD & AFTER NOD - CHECKLIST Materials:

ð Completed MONITORING FORM (for Verification) ð Pen / pencil

NOD steps:

1. Notify the Area Coordinator that you are NOD 2. Team conducts Verification visit

a. Village is NOD – step 3 b. Village is not NOD – continue working

3. Arrange NOD celebration a. Invitations b. Venue & Time c. Program d. Catering e. Make a plan to maintain NOD

After NOD steps:

1. Village meeting 2. Make a plan to maintain NOD

a. Village laws b. New households c. Moving up Sanitation Ladder

3. Make a plan for Total Sanitation

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Verifying NOD

Objectives: By the end of this session, facilitators will be able to

a) Verify that a village is NOD

Step 1: Notify the Area Coordinator that you are NOD. This means that every household must meet the criteria above. Make sure each household uses their toilet as soon as they finish – if they have a toilet but don’t use it, they are not NOD! NOTE: The MONITORING FORM must show that every household is NOD.

Step 2: Team conducts verification visit. After 2-4 weeks, an independent group of 3-4 people will come to the village to verify if it is NOD. • They will go to every household to check that toilets are complete and are being used. • They will check that water and soap is there, is also for signs that it is being used. • They will also go to the old open toilet places to make sure people have stopped going there.

After visiting each household, the team will discuss the results with the Leaders and committee. • If the village is NOT NOD: The Team must explain why and work with the committee to develop

an Action Plan to make the village NOD. • If the village is NOD: Ask the village leaders to share the positive result with their village, and

get them to set a date for an NOD celebration.

Step 3: Arrange NOD Celebration. Congratulations! Now that you have been verified NOD, you can start to plan a celebration. The celebration should be, at least, 2 months after the village is verified. Some things to plan are: • Invitations – For example, you can invite the Member of Parliament, or nearby villages to show

them what you have achieved. Provincial-EHD can help you to invite big men from around the Province, such as the Premier, PS, or Director of Health Services.

• Venue and Time – Can everybody reach the venue? Will there be shade if it rains? • Program – Think about what you like to do during the celebration. Who will speak? Will there be

dances or songs? Will people be able to look at the toilets that have been built? Provincial-EHD can help to print out copies of the agenda.

• Catering - National RWASH will provide 4 x 20kg rice and 2 cartons Solomon Blue taiyo for the celebration. What other food is needed? Who will cook?

• Make a plan to maintain NOD (see next page).

In order to be NOD, a village must meet all the criteria below: 1. Everybody is using a toilet 2. Every household uses a complete toilet (clean & stops flies / animals) 3. Every household has handwashing near the toilet, with water & soap (or soap alternative)

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Maintaining NOD

Objectives: By the end of this session, facilitators will be able to

a) Help their villages stay No Open Defecation b) Help their village improve other community health issues

Well done on achieving NOD status! This will make a huge difference to everybody in the village. However, for the benefits to have a long-term effect, NOD must also be long-term. Now is the time to work with the village to prepare for the future, ensure the village stays safe forever. Roles: CLTS Facilitators Time: ½ day When: 1 week – 1 month after NOD celebration Materials: Flip chart, pens

Step 1: Arrange a village meeting. You can also do this as part of planning for the NOD celebration. Include leaders, committee and even community members.

Step 2: Make a plan to maintain NOD. Get the villages to think about the following: • Village laws: How will you stop people from going back to siti olobaot? Will the village make

rules? Who will make sure the rules are followed? • New households: What will happen for new married couples? Perhaps there should be a rule

– No loo, No “I Do” • Moving up the Sanitation Ladder: What will households do when their latrine is full? Or if it is

damaged from earthquake or cyclone? How can toilets be made to last longer?

Step 3: Make a plan for Total Sanitation. Now that the village is NOD, look around and see what else can be done to improve village health. As a village, decide what action you want to take and how you will do it. • Make a plan for the village to dig rubbish pits, or fences for pig pig. • Work with market places, schools, and public areas to make sure they have toilets and

handwashing, so that the whole area is clean. • Work with nearby villages to help them become No Open Defecation.

Annual Check-Up: Every 6 – 12 months, an Area Coordinator will come to your village to see how the community is going. They will look around to make sure that everyone is still NOD. If villages are no longer NOD, you will need to hold a village meeting to help you plan to become No Open Defecation again. You will have 1 month to reach this target. If the village is not able to become NOD again after 1 month, the government will take the signboard away. Once the village reaches NOD again, the signboard will be replaced.

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Sanitation Ladder As people start to value using toilets, households may wish to upgrade to better, stronger or longer-lasting toilets. This is what we call moving up the Sanitation Ladder. As with any ladder, the aim is to get to the top. However, it is very hard to do that in one step. Start with a simple toilet that is able to provide you with health and security. Then you can move up the ladder, step-by-step, to a design that is more comfortable. Activity – Sanitation Marketing (15 min) 1. Ask the group the following questions. Write the answers on flipchart paper.

What is needed to help people in your village move from one step to the next? As a Facilitator, what can you do to help people get what they need?

high health benefits

high cost

no cost

no health benefits

Traditional Pit

Open Defecation

Bury all faeces

Dry pit latrine with wood slab, lid &

ashes of fire

Dry pit latrine with cement slab, lid &

ashes of fire

Pour-flush latrine

Composting toilet

Cistern-flush latrine

Stop flies!

Convenient!

Easy to clean!

Luxury!

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FORMS

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Triggering Form (Example)

Province: ___Guadalcanal_________ Ward: ___7_____________ Village: __Niu _______________ Clinic: __Ruavatu________________ Number of diarrhoea last year: _553________________________ Pre-Triggering (Leaders Meeting)

Date: __1 May 2016_______________ Attendance: Men __3_______ Women ___2___________ Name of Leader Role / Status Gender (M/F) John Suiufala Youth Leader M

Ethel Mapolu Head of Mother’s Union F

George Waihua Chief M

Leonard Ifumae Catechist M

Beverly Anga Youth Leader F

Comments: __Leaders agreed to local word “thaye”, and said they will show leadership by building toilets first_____________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Triggering (Community Meeting)

Date: __3 May, 2016______________ Men __28_______ Women __ 25_______ Children ___42_______ Lead Facilitator Jim Marau Recorder Ethel Po’oti

Co-Facilitator Ethel Po’oti Participation Builder Ethel Po’oti

Child Facilitator Erick W Date to be NOD: __1 August, 2016_____________________ Comments: ___Everyone triggered. 5 households committed to start building tomorrow. Mary Wanafalea was very passionate – make sure she is on committee.___________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

** GIVE FORM TO AREA COORDINATOR AFTER TRIGGERING ** v2017

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Committee Training Form (Example)

Province: ___Guadalcanal_________ Ward: ___7_____________ Village: __Niu _______________ Date: __10 May 2016_______________ Attendance: Men __4_______ Women ___4___________ Name of Committee Member Gender Went to Triggering? John Suiufala M No

Ethel Mapolu F Yes

George Waihua M Yes

Leonard Ifumae M Yes

Beverly Anga F No Jennimer Ngoli F Yes

Julienne Leinga F Yes

Marcel Gapu M Yes

Roles: ___- Monitor the village every Friday in groups – John + Ethel (Zone 1), George + Beverly (Zone 2), Leonard + Jennimer (Zone 3), Marcel + Julienne (Zone 4)_________________________ _________- George and Marcel to build a toilet for Mr Filomea (elder)_______________________ ________- Everyone in committee has a toilet finished by 20 May __________________________ ________- Leonard to read out names of NOD households at Church every Sunday___________ ________- Beverly to put tippy tap outside Church every Sunday __________________________ ______________________________________________________________________________ ______________________________________________________________________________ Name of Chairman: _Marcel Gapu__________________________________________________ Signatures of Committee Members: J. Siufala

Jennimer W Ngoli E. J. Mapolu

George Waihua Leo Ifumae BAnga Julienne Leinga

Marcel C. Gapu

** KEEP FORM FOR REFERENCE **

v2017

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Monitoring Form (Example)

Person filling form: __Marcel Gapu_____________ Village: __Niu village_____________ Ward: ___7_____________ Province: ___Guadalcanal_____ Dates of Monitoring: __16/5/16_______23/5/16_______30/5/2016_______7/6/2016________________________________________________________

Household Name M F # dis-able

Start digging

Hole cover finis (slab)

Start build haus

Haus complet

finis

Garem toilet cover

Smell (pipe / ashes)

Clean, stops flies

Water Soap / other

Using toilet

Complet NOD

Comment / Shared

Fred S. 3 2 0 16/5 7/6

Mary R. 0 5 0 23/5 30/5 30/5

Patrick F. 4 4 1 30/5 30/5 7/6 7/6 7/6

Jack P. 2 4 0 23/5 7/6

Edward S 3 1 0 16/5 16/5 16/5 23/5 23/5 30/5 30/5 30/5 30/5 30/5 NOD pour-flus

Peter W 1 0 0 16/5 23/5 30/5

Clement K 3 3 0 30/5 7/6 7/6

Shelley B 1 3 1

Ngoli 2 5 0 16/5 23/5 23/5 30/5 30/5 30/5 7/6 7/6 7/6 7/6 NOD Share

C. Wehua 3 2 0 7/6 NOD Share

Andrew D 1 1 0 23/5 30/5 30/5 7/6 7/6

Bobby P 4 1 0 23/5 30/5 30/5 30/5 7/6 7/6

Dudley Nixon 2 1 0 7/6

** KEEP FORM & UPDATE EVERY WEEK. SHOW FORM TO AREA COORDINATOR WHEN THEY VISIT **

v2017

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Multiple Choice Questions

1. Poor sanitation and hygiene does not just affect health. It can also affect:

a) Education and income b) Safety c) Respect and shame d) All of the above

2. Social inclusion means that:

a) Women participate in meetings by preparing the food b) Village Leaders should make all the decisions c) All people participate and have a role in making decisions d) People with disabilities should be seated at the front of all meetings

3. The Solomon Islands Government’s Rural WASH Policy says that:

a) Solomon Islander people should get free materials for sanitation because they are poor b) WASH projects should have water, sanitation and hygiene together using simple

solutions, and no handouts for household sanitation. c) All toilets must be pour-flush d) Water is more important than sanitation and hygiene

4. The most important stage of CLTS to achieve NOD status is:

a) Pre-Triggering b) Triggering c) Follow-Up d) All are equally important

5. A complete toilet needs:

a) A raised toilet seat b) Pour-flush c) A vent pipe d) A way to stop flies, and a place to wash hands nearby with water & soap.

6. The best way to be a Facilitator is to:

a) Let people talk for as long as they like b) Use lots of questions c) Tell people what they should do d) Look at your phone while people talk

7. Key steps in Pre-Triggering are:

a) Telling the Chief that the people in his village are dirty b) Arranging a community meeting without talking to the leaders, because they are busy c) Meeting with as many Leaders as possible, introducing CLTS and the siti word, and

planning a community meeting that everyone can attend d) Offering free toilets for everyone in the village

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8. As you set up for the Triggering, it is good to: a) Arrive late because that’s the normal thing to do in Solomon Islands b) Play on your phone, and don’t talk to people as they arrive c) Make sure women and people with disabilities are there and seated with the men d) Tell people that they should build toilets

9. Children should be separated from adults during triggering, and:

a) Be told to go home because sanitation is adult’s business b) Go through the Shit Mapping and Kakai Siti diagram, followed by a Transect Walk, then

ending with a presentation for the adults c) Be left to play marbles so that they don’t cause trouble d) Go and prepare food for the meeting

10. During Shit Mapping:

a) The map should end up covered in flowers showing where people siti during the day, at night, and when it’s raining

b) Villages should spend a lot of time deciding where houses should be drawn c) Only one person should draw on the map, so that it doesn’t become too messy d) People do not have to participate if they don’t want to

11. During the Transect Walk, it is important to:

a) Move away quickly because it smells bad b) Ignore the flies going to the food because we don’t want to disgust people c) Tell people that they’re eating shit d) Get people to understand that flies go between siti and food, meaning we kakai siti.

12. Action Planning aims to:

a) Get agreement on a date to start digging, a date to be NOD, and toilet designs b) Get everyone building a pour-flush latrine because they’re the best c) Get everyone to agree to be NOD after 2 years d) Decide who to ask for free toilets, and siti oloboat while you wait for them to come

13. Handwashing demonstration is important to show that:

a) Washing hands with water only is enough to remove germs b) You should smell your hands after going to the toilet c) People should wash hands with soap & water after the toilet, to remove germs and smell d) Shaking hands does not pass germs to other people

14. Village Committees are responsible for:

a) Monitoring every week, and supporting the village to become NOD b) Taking over all follow up so that the CLTS Facilitator doesn’t have to do anything c) Collecting money from the village to use at a Christmas party d) Making requests to MPs to get free toilets

15. A good way to deal with requests for free toilets is to: a) Give people what they want so that they are happy b) Compare the cost of a toilet with the cost of being sick to show that toilets cost less c) Tell people that they’re right, and that the RWASH policy is wrong d) Send children to work so that they can raise money for toilets