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Appraisal: The first stage in any project, to elicit information about the problems, needs and potential in a project area.

Participatory: People’s involvement in the process—a “bottom-up” approach requiring good communication skills and attitudes by project staff.

Rural: The techniques can, in fact, be used in any situation, whether rural or urban.

The PRA tool is a technique for enabling local communities to conduct their own analysis and to plan and take appropriate action. The PRA involves project staff learning about the village together with the villagers themselves. The aim of the PRA is to help strengthen the capacity of villagers to plan, make decisions and to take action towards improving their own situation.

The PRA materials suggested for preparing the DWSP are:

a A social map

a A water resource map

a A water timeline (historical map)

a Seasonality information (water availability and diseases)

a CLTS

Social mapping is a PRA tool used to present information on village layout, infrastructure, demography, ethno-linguistic groups, etc.

After completing the social mapping, a more detailed survey and Focussed Group Discussion (FGD) could also take place to follow up on specific thematic areas, such as population, water demand, sanitation, health, education, etc.

3.2.4 Participatory Rural Appraisal (Activity Code C-4)

T o o l k i T f o r T h e P r e P a r aT i o n o f a D r i n k i n g WaT e r S e c u r i T y P l a n T o o l k i T f o r T h e P r e P a r aT i o n o f a D r i n k i n g WaT e r S e c u r i T y P l a n

objectives:

1. To learn about the social structures in the village in terms of caste, religion, education and income.

2. To form a picture of how assets and services, such as water and sanitation facilities, are distributed.

3. To assemble human and animal population figures in order to help with assessing subsequent water demand.

Participants: a good number to work with is 10- 12 participants, with up to 25 members prepared to stay for the whole session.

an inclusive approach sets a good example for future activities. Therefore, the number of literate community members (teachers, healthcare workers, village leaders, etc.) should be gender balanced, with participation also by seniors and people from vulnerable and marginalised groups. Methodology: encourage discussion and understanding of issues with visual aids to facilitate communication.

The steps to be used are:

1. a map of the village is drawn on the ground by the community members using white powder.

2. Streets, houses, water and sanitation facilities are captured. information on existing water and sanitation sources and facilities are colour- coded (blue if these are in operation and red if a facility is deemed to be defunct).

3. The facilitator and note-taker take down details on the profile of the village and of the number of households (e.g., number of Sc/ST members).

4. The facilitator also captures hygiene and sanitation details (open defecation practices) and makes a note of the number of households that have built latrines.

5. To help assess water demand, a detailed survey is conducted of all the habitations to gather

agenda: To capture, in a participatory mode, the social structures in a specific community or village and to assess water demand therein.

facilitator: a facilitator (So staff) together with a co-facilitator is required to facilitate the group and steer the procedure correctly. a note-taker is also needed to reproduce the map on paper and record the information arising from the discussion.

Duration: up to three hours (depending on the size of the ward/village).

Process:

1. finalise the date, time and venue for the exercise with community members. The purpose of social mapping must be made very clear to all participants in order to avoid the wrong conclusions being arrived at (e.g., perhaps giving them the impression that you will provide housing facilities or that there might be some political purpose behind the exercise).

2. use a prepared set of questions (refer to questions on the next page) to steer the discussions and draw a map of the community using the information collected. use different colours to indicate which groups live where, the location of water sources (functioning or not), and so on.

3. in addition to producing a map, it is essential to give someone specific responsibility for writing down all the information gathered, including the number and type of households, different ethnic and social groups, existence of facilities, etc.

4. review the map in the presence of the

community members. is there anything else that should be entered on the map? ask members for their thoughts on the distribution of water and sanitation facilities on this map.

5. ask people the following questions: Who is responsible for providing water and sanitation facilities? Why do they think facilities do not reach everyone? What about service providers (if

6. Summarise key points from the map: number of households, different groups, water sources, toilets and their distribution. Tell the community about plans for drinking water security, setting up a VWSc, identifying a Swacchata Doot.

7. Based on the number of households, conduct a survey after completing the social map exercise. This survey should cover information on the human and animal population, toilet availability and use.

Questions to steer the discussions:

l how many households are there in the village

and where are they located?

l is the number of households growing or

shrinking (i.e., by migration)? Why has that happened?

l What religious and caste groups exist in

the village?

l are there female-headed households in the

village? Where are they located?

l What are the main water supply sources used

for drinking, washing and cooking?

l Where are these water supply facilities

located in the village?

l how many facilities are currently

functioning effectively?

l is there open defecation? l how many households have

constructed and are using latrines?

l What resources do you have main problems with?