CLTS is spreading fast in many countries in different regions. The demand for facilitators and trainers of facilitators far exceeds the supply of trainers who have got what it takes and who are able to devote their time and energy to training.
This is even more serious because CLTS triggering in communities is unlike any other facilitation. It needs a special style, interaction and behaviour on the part of the trainers. Training has to be hands-on through actual triggering in communities in real time, leading to the emergence of Open Defecation Free (ODF) villages and communities. The test of trainers and training is then not numbers trained but numbers able to facilitate effectively themselves. Only when they can do that can they train others. And a key indicator of good hands-on training is that communities are ignited and take immediate action together, with follow-up resulting in fairly quick emergence of ODF villages.
CLTS has a huge potential for addressing the rural sanitation situation in developing countries, enhancing human well being, and contributing to the Millennium Development Goals (MDGs). To achieve that potential, a critical mass of trainers with capacity, experience, flair and opportunity is vital in order to train facilitators and to train other trainers. So the number of really good trainers must increase exponentially. Their work must be adequately supported.
The Handbook on CLTS describes the basics of CLTS facilitation and is essential and useful material for the
field facilitators. This guideline, on the other hand, is written with a focus to meet the requirements of the trainers of CLTS facilitators, and of future CLTS trainers who are not yet experienced CLTS facilitators. The guide can also be used by trainers who wish to train trainers of CLTS facilitators, but not all parts of the guidelines will be equally applicable, and trainers of trainers will need to use their own common sense and experience to pull together elements of the training described in this guideline and elements from other training of trainers guidelines, for instance on the Experiential Learning Cycle (ELC).
The guide has 3 parts. Part 1 (chapter 1 to 3) introduces the scope, purpose and basic CLTS terminology. Part 2 (chapter 4 to 16) describes the detailed steps of the proposed training methodology and process; and Part 3 (Appendix A to J) provides additional background information and references to the steps described in Part 2.
Contents:
Contents
Acknowledgments
Acronyms and definitions
Foreword
PART 1. INTRODUCTION
1. Why These Guidelines
2. Scope and purpose of the guidelines
3. Introduction to CLTS terminology
PART 2. TRAINING METHODOLOGIES, TOOLS AND PROCESS
4. Planning and Preparation for Training
5. Workshop Structure
6. Getting Started
7. Training and Learning Activities and Exercises
8. Preparing for the Real-Life Triggering
9. Community Hands-on Fieldwork
10. Processing and Reporting Participants’ Experiences
11. Communities’ Presentation and Feedback
12. Participants’ Action Plans and Presentations
13. Evaluation
14. Funders’ and Managers’ Meeting
15. Follow Up
16. Mentoring and Support for trainees
A final word
PART 3. APPENDICES
Post Date : 03 September 2010
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