Islamic Republic of Afghanistan

Ministry of Rural Rehabilitation and

Development

RURAL WATER,
SANITATION AND
HYGIENE (WASH)
IMPLEMENTATION
MANUAL NARRATIVE

Volume 1, Version 3
English Version
Kabul, Afghanistan
2013
 Islamic Republic of Afghanistan
Ministry of Rural Rehabilitation and Development

© Copyright 2013 Ministry of Rural Rehabilitation and Development

Islamic Republic of Afghanistan

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 Islamic Republic of Afghanistan
Ministry of Rural Rehabilitation and Development

Executive Summary
The initial document was written in 2006 through an interactive process with the various
members of the Water and Sanitation Group (WSG) associated organizations. The WSG
was previously chaired by UNICEF but the chair went to RuWatSIP MRRD in around 2004.
RuWatSIP maintained the leadership over the years and through the formulation of a new
WASH policy 2010 until 2014 has reinforced its vision, but required the review of the
Implementation Manual to bring it in line with the present WASH policy and to update other
aspects as according to experience and new views in the WASH sector.

The review of the chapters was done within RuWatSIP but expert advice was requested
from the various organizations active in the WASH sector for peer review and inputs that will
rejuvenate and bring the manual in-line with present knowledge acquired in the region and
more specifically for Afghanistan.

The first version was produced for the ARTF Water Project in RuWatSIP and had some
specific outputs that were built into the first version for the ARTF project, but have been
removed from this version. This particular version is from RuWatSIP for the WSG sector with
inputs from the WSG sector stakeholders.

The manual is being extended with additional materials to reflect the WASH Policy 2010 and
the insights over the years in the Rural WatSan Sector of Afghanistan and appropriate
experience from elsewhere incorporated as seen as fitting for Afghanistan.

The department would like to thank the following persons for their contribution to this version
of the manual: Geeta Kuttiparambil for the section on gender, Azeem Barat for checking the
forms, the training section and adding a part on biosand filters. Eng Mohammad Naeem on
checking all the drawings in Annex 15, Dr. Shir Ahmad and Dr. Naqibullah Taib for checking
and correcting the hygiene and sanitation components, Gerry for looking through the whole
manual and detecting real bad English. Adane Bakele for the item on the hygiene ladder and
Leendert Vijselaar for the overall checking and putting the document together as a whole.

The Implementation Manual is not perfect and the WSG members and others interested in
the WASH subject are requested to forward any noted mistakes, errors in the material or
additions that could be made to forward to the Director of RuWatSIP.

The various forms and other materials should be adapted as according to the situation and
requirements of information for planning, dissemination of the information to others,
government and the donors.

Volume II contain all the annexes to Volume I and are reviewed to ensure consistency and a
number of annexes are added as developments have taken place in the WASH sector that
require a reference in the manual.

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 Islamic Republic of Afghanistan
Ministry of Rural Rehabilitation and Development

Abbreviations
ARTF Afghanistan Reconstruction Trust Fund
BPHS Basic Package of Health Services
CAP Community Action Plan
CDC Community Development Council
CHW Community Health Worker
CLTS Community-Led Total Sanitation
CP Construction Partner
DACAAR Danish Committee for Aid to Afghan Refugees
DALY Disability Adjusted Life Years
GIS Geographic Information Systems
GPS Global Position System
HE Hygiene Education
HEWG Hygiene Education Working Group
HHV House to House Visit
KAP Knowledge, Attitude and Practice
MAIL Ministry of Agriculture, Irrigation and Livestock
MoE Ministry of Education
MoF Ministry of Finance
MoHaj Ministry of Haj
MoPH Ministry of Health
MoWA Ministry of Women’s Affair
NGO Non-Governmental Organization
NSP National Solidarity Program
ODF Open Defecation Free
O&M Operation and Maintenance
PIU Project Implementation Unit
PSC Project Steering Committee
PCM Project Cycle Management
RRD Provincial Rural Rehabilitation and Development
RuWatSIP Rural Water, Sanitation and Irrigation Program
RWSSP Rural Water Supply and Sanitation Project
ToP Training of Promoters
ToT Training of Trainers
UNHCR United Nations High Commissioners for Refugees
UNICEF United Nations’ Children’s Fund
USAID United States Agency for International Development
RuWatSIP Water, Sanitation and Irrigation Program
WASH Water, Sanitation and Hygiene
WHO World Health Organization
WSG Water and Sanitation Group
WSUC Water and Sanitation Users’ Committee
WSUG Water and Sanitation Users’ Group
WUA Water User Association

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 Islamic Republic of Afghanistan
Ministry of Rural Rehabilitation and Development

RURAL WATER SUPPLY AND SANITATION PROGRAM

IMPLEMENTATION MANUAL

Table of Contents
Executive Summary ............................................................................................................................... iii
Abbreviations ......................................................................................................................................... iv
Executive Summary ............................................................................................................................... xi
VOLUME – I MAIN MANUAL ............................................................................................................ 1
Section I How to Use the Manual ........................................................................................................... 1
Organization and use of Manual ......................................................................................................... 1
Development and Updating of Manual............................................................................................... 1
Section II POLICY ................................................................................................................................. 3
1. Rural Water Supply, Sanitation and Hygiene Policy ................................................................ 3
1.1 Summary of RuWatSIP Policy Framework ........................................................................ 3
1.2 Key Policy Principles .......................................................................................................... 3
1.3 Water, Sanitation and Hygiene (WASH) norms ................................................................. 3
1.3.1 Water ........................................................................................................................... 3
1.3.2 Sanitation .................................................................................................................... 4
1.3.3 Hygiene ....................................................................................................................... 4
1.3.4 Special Norms ............................................................................................................. 5
1.4 Goal and Objectives ............................................................................................................ 5
1.5 Implementation Principles .................................................................................................. 5
2.0 Rural Water Supply and Sanitation Program .......................................................................... 6
2.1 Rural Water Supply and Sanitation Program Objectives .................................................... 6
2.1.1 Long Term Objectives ................................................................................................ 6
2.1.2 Short Term Objectives ................................................................................................ 7
2.2 Rural Water Supply and Sanitation Program Components ................................................. 7
2.2.1 Program Components.................................................................................................. 7
2.2.2 Software and Hardware Activities .............................................................................. 7
2.2.3 Community Basic Service Level facilities .................................................................. 8
2.2.4 Community Basic Service Packages ........................................................................... 8
2.3 Sector Planning and CDC Approach................................................................................... 9
2.4 Sector Coordination ............................................................................................................ 9
3.0 RuWatSIP ............................................................................................................................... 9
3.1 Rural Water Supply and Sanitation (RuWatSIP) Project .................................................... 9
3.2 Project Development Objectives ....................................................................................... 10
3.3 Project Components .......................................................................................................... 10
4. Community Led Total Sanitation (CLTS) and ODF ............................................................... 11
Section III Institutional Implementation ............................................................................................... 13
1. Institutional Arrangements....................................................................................................... 13
1.1 Community Organization.................................................................................................. 13
1.1.1 Community ............................................................................................................... 13

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1.1.2 Community Development (CDC) and/or Water and Sanitation Users’ Group/
Committee (WSUG/C)............................................................................................................. 13
1.2 Implementation Organization ........................................................................................... 15
1.2.1 Organization (NGO) ................................................................................................. 15
1.2.2 Construction Partner ................................................................................................. 16
1.3 District and Provincial Organization ................................................................................. 16
1.3.1 District....................................................................................................................... 16
1.3.2 Provincial RRD ......................................................................................................... 16
1.3.3 Regional Technical Support Unit (based in provincial RRD) ................................... 17
1.4 Central Executing Agency ................................................................................................ 17
1.4.1 Project Implementation Unit, Water and Sanitation Department, MRRD ................ 17
1.4.2 Project Management Unit ......................................................................................... 18
1.4.3 MRRD, Water, Sanitation and Irrigation Department .............................................. 18
Section IV Project Implementation Process.......................................................................................... 20
1. Project Cycle Management ...................................................................................................... 20
2. Scheme Cycle Activities and Project Review Process............................................................. 20
2.1 Selection of Organization and District Demand Collection .............................................. 20
2.2 Provincial Planning ........................................................................................................... 21
2.3 Community Organization and Planning ............................................................................ 21
3. Implementation ........................................................................................................................ 24
4. Follow-ups ............................................................................................................................... 25
Section V Procurement Arrangements & Financial Procedure............................................................. 26
1. Procurement Arrangements ..................................................................................................... 26
2. Fund Flow ................................................................................................................................ 26
3. Accounting Policies and Procedures ........................................................................................ 26
4. Disbursement ........................................................................................................................... 26
4.1 MRRD ............................................................................................................................... 26
4.2 Special Disbursement Unit, MoF ...................................................................................... 27
5. Audit Arrangements ................................................................................................................. 27
Section VI Gender................................................................................................................................. 28
1. Why is Gender Important? ....................................................................................................... 28
2. Basic Definitions & Concepts .................................................................................................. 28
3. Gender Sensitive approaches in WASH .................................................................................. 29
3.1 Preparation and Planning .................................................................................................. 29
3.2 Hygiene Education ............................................................................................................ 32
3.3 Operation and Maintenance .............................................................................................. 32
3.4 Capacity Building ............................................................................................................. 33
3.5 Monitoring and Evaluation ............................................................................................... 33
4. Overall ..................................................................................................................................... 34
Section VII Environmental and Social Assessment .............................................................................. 35
1. Environmental and Social Assessment .................................................................................... 35

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1.1 Environmental Impacts ..................................................................................................... 35

1.2 Social Impacts ................................................................................................................... 36
Section VIII Monitoring and Evaluation .............................................................................................. 37
1. Monitoring and Evaluation Framework ................................................................................... 37
2. Different Types of Monitoring................................................................................................. 39
2.1 Implementation Monitoring .............................................................................................. 39
2.1.1 Baseline on Hygiene Situation .................................................................................. 39
2.1.2 Baseline on Water Supply situation .......................................................................... 39
2.1.3 Output and Process Monitoring ................................................................................ 39
2.2 Post Implementation Monitoring ...................................................................................... 39
2.2.1 Technical Audit ......................................................................................................... 39
2.2.2 Follow-up Monitoring on Sustainability of Water Points ......................................... 39
2.3 Program Evaluation........................................................................................................... 39
2.3.1 Benefit Monitoring.................................................................................................... 39
2.3.2 Impact Evaluation ..................................................................................................... 40
2.3.3 Special Studies .......................................................................................................... 40
3. Institutional Arrangements for M&E and Reporting ............................................................... 40
3.1 Community Monitoring .................................................................................................... 40
3.2 Organizational Monitoring ................................................................................................ 40
3.3 Provincial RRD Monitoring .............................................................................................. 40
3.4 Regional Technical Support Unit Monitoring................................................................... 40
3.5 MRRD Monitoring............................................................................................................ 41
3.6 Co-ordination and Strategic Monitoring ........................................................................... 41
4. Management Information System (MIS) ................................................................................. 41
Section IX Training............................................................................................................................... 42
1. Training Strategy and Methodology ........................................................................................ 42
2. Different Levels and Types of Training ................................................................................... 42
2.1 Training/ Orientation at MRRD level ............................................................................... 42
2.2 Training/ Orientation at Support Organization Level ....................................................... 42
2.3 Training/ Orientation at Community Level....................................................................... 43
3. Details of Training Activities/ Modules .................................................................................. 43
3.1 Planning Training Course ................................................................................................. 43
3.2 Social Mobilization/ Organization Training ..................................................................... 43
3.3 Survey Training................................................................................................................. 44
3.4 Introduction to Basic Hydrogeology ................................................................................. 45
3.5 Well Construction Training .............................................................................................. 45
3.6 Water Quality Training ..................................................................................................... 46
3.7 Training of Trainers or Supervisors on Hygiene Education (ToT) ................................... 47
3.8 CDC (WSUG) Orientation and Management Training..................................................... 47
3.9 Training of Hygiene Promoter/ Educator .......................................................................... 47
3.10 Training of Hand pump/ Water point Caretaker ............................................................... 48
3.11 Training for Hand Pump Mechanics ................................................................................. 48
3.12 WSUC Treasurer training ................................................................................................. 49
3.13 Training to local dealers/local sellers. ............................................................................... 49
3.14 WSUC Refresher (Post construction) Training................................................................. 49

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3.15 Project Implementation for Bio-Sand Filter...................................................................... 49

3.16 Bio-Sand Filter Fabrication ............................................................................................... 51
3.17 Project Cycle Management Training Course .................................................................... 52
3.18 Survey by GPS Training Course ....................................................................................... 53
3.19 Operation & Maintenance of Rural Water Supply Training Course ................................. 54
Section X Community Mobilization Organization ............................................................................... 55
1. Introduction .............................................................................................................................. 55
2. Social Mobilization .................................................................................................................. 55
2.1 The role of engineer or social mobiliser in community .................................................... 55
2.2 Gender ............................................................................................................................... 56
3. Community Organization......................................................................................................... 56
3.1 Community ....................................................................................................................... 56
3.2 Council (CDC) or Users’ Group/ Committee (WSUG) .................................................... 57
3.2.1 Roles and Responsibilities of CDC or WSUG .......................................................... 58
3.2.2 Criteria for selection of water and sanitation users’ committee members ................ 58
4. Community Action Planning ................................................................................................... 59
4.1 Participatory Community Mapping and Baseline Situation Analysis ............................... 59
4.2 Hygiene Education Plan .................................................................................................... 59
4.3 Site Selection and Water Supply Layout Plan .................................................................. 60
4.3.1 Site Selection Criteria/ Principles ............................................................................. 60
4.3.2 Technical Options ..................................................................................................... 61
4.4 Sanitation Plan .................................................................................................................. 62
4.5 Community Contribution Plan .......................................................................................... 62
4.6 Operation and Maintenance Plan ...................................................................................... 62
4.7 Monitoring and Evaluation Plan ....................................................................................... 63
4.8. Community Capacity Building Plan ................................................................................. 63
5.0 Project Implementation and Community Participation ......................................................... 63
Section XI Hygiene Education.............................................................................................................. 65
1. Introduction .............................................................................................................................. 65
2. Definition ................................................................................................................................. 65
3. General Hygiene Education implementation: Framework ....................................................... 66
4. Hygiene Education & Gender .................................................................................................. 71
5. Hygiene staff or personnel Arrangement ................................................................................. 71
5.1 Hygiene Educator or Promoter ......................................................................................... 72
5.2 Incentive for hygiene promoters ...................................................................................... 72
6. Developed hygiene materials ................................................................................................... 72
7. Training Courses/Workshops................................................................................................... 73
7.1 Type of courses/workshops ............................................................................................... 73
Section XII Sanitation ........................................................................................................................... 74
1. Implementation Approach ....................................................................................................... 74
1.1 Knowledge and Awareness Creation ................................................................................ 74

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1.2 Community Management .................................................................................................. 74

1.3 Prepare and Implement Community Action Plan ............................................................. 75
1.4 Construct Demonstration Latrines .................................................................................... 75
1.5 School Sanitation .............................................................................................................. 75
1.6 Provision of Technical Options......................................................................................... 75
1.7 Sanitation Mart.................................................................................................................. 76
1.8 Monitoring and Rewarding ............................................................................................... 76
2. Gender...................................................................................................................................... 76
3. Subsidy and Revolving Fund ................................................................................................... 76
3.1 Subsidy for Demonstration Latrine ................................................................................... 76
3.2 Revolving Fund ................................................................................................................. 76
4. Sanitation Technology ............................................................................................................. 76
4.1 Dry Single or Double Vault Latrine .................................................................................. 77
4.2 Ventilated Improved Pit-VIP Latrines .............................................................................. 77
4.3 Composting Urine Diversion Toilet .................................................................................. 78
4.4 Pour-flush Water Seal Latrine........................................................................................... 78
5. Eco-San Option ........................................................................................................................ 79
6. Sanitation ladder ...................................................................................................................... 79
Section XIII Water Supply Technology/ Technical Options ................................................................ 81
1. Water Supply Technology/ Technical Options ........................................................................ 81
2. Choice of Well ......................................................................................................................... 81
3. Well location, design, and construction for optimal performance ........................................... 82
4. Options for Deepening Wells................................................................................................... 84
5. Gravity Piped System design ................................................................................................... 85
6. Sanitary Inspection of Wells .................................................................................................... 88
7. Community Contribution ......................................................................................................... 89
8. Operation and Maintenance ..................................................................................................... 90
9. Household Water Treatment .................................................................................................... 90
Section XIV Operation and Maintenance System ................................................................................ 95
1. Core Guiding Principles........................................................................................................... 95
2. Institutional Arrangement ........................................................................................................ 95
2.1 CDC/WSUG ..................................................................................................................... 95
2.2 Hand Pump Caretaker ....................................................................................................... 95
2.3 Hand pump Mechanic ....................................................................................................... 96
2.4 Valve Man ......................................................................................................................... 96
2.5 Spare Parts Shop ............................................................................................................... 97
2.6 Regional Technical Support Unit (RTSU) ........................................................................ 97
2.7 MRRD/RRD ..................................................................................................................... 97
References ............................................................................................................................................. 99

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Volume II: Appendices

Annex-1 : Detailed Scheme Cycle
Annex-2 : Analysing Data
Annex-3 : District and Village Survey Format
Annex-4 : Sample Agreement District and SO
Annex-5 : Guideline for Community Mapping
Annex-6 : Baseline Hygiene KAP survey format
Annex-7 : Format for Community Action Plan
Annex-8 : Sample Agreement between Community-SO-District
Annex-9 : Project Completion Report Form
Annex-10 : Water Point Survey Form
Annex-11 : Hygiene Education Messages
Annex-12 : M&E Framework for Hygiene Education
Annex-13 : Criteria for selecting Hygiene Promoter
Annex-14 : Technology/ Technical Options
Annex-15 : Typical Designs and Bill of Quantity for Water Supply Options and
Sanitation Options
Annex-16 : Agreement between SO, Community User-Group and Mechanic on
Project Implementation and Maintenance

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Ministry of Rural Rehabilitation and Development

Executive Summary
1. The Ministry of Rural Rehabilitation and Development (MRRD), responsible for the
Rural Water Supply and Sanitation Sector, has given strong leadership in
coordinating the sector stakeholders and streamlining the various approaches for the
past five years. The Ministry developed a new Rural Water Supply and Sanitation
Policy/ Strategy for Afghanistan (2010) through the participation of sector
stakeholders.

2. This implementation manual is prepared to operationalize the Government’s Rural

Water Supply and Sanitation Sector Policy and Strategy. The manual will be a
vehicle to coordinate the demand driven and participatory approach in the sector as
envisaged by the policy and bring about consistency towards achieving sustainable
services.

3. It is expected that the Manual will be used in the implementation of projects/

programs under the MRRD and by other stakeholders in the sector. Based on their
experience and lessons learned with using the Manual, it will have to be modified and
revised as improved solutions are found and developed. RuWatSIP will fulfil the role
of researcher for improvement of implementation modalities with the support of the
Afghanistan Institute of Rural Development (AIRD) to update the manual in
coordination and consultation with other stakeholders using the manual in the sector.

4. The policy emphasizes basic service for all, improved health through integration of
health and hygiene education with water supply and sanitation, Community-Led Total
Sanitation (CLTS), community cost sharing, ownership and management including
operation and maintenance (O&M). The role of the Government is specified as policy
development, national planning, coordination, monitoring and evaluation, and
collection of data while direct service delivery will be out sourced eventually to the
CDCs, private and NGO sectors. The thrust is to carry out demand driven water
supply and sanitation services with emphasis on empowering the community who will
be responsible for planning, designing, implementing, with the assistance of partner
organizations and subsequent operation and maintenance.

5. The overall goal of the Rural Water and Sanitation sector is: Improvement in the
quality of life of people through their improved access to safe, convenient,
sustainable water and sanitation services, and increased adoption of hygienic
practices at the personal, household and community levels, resulting in (i) reduced
morbidity and mortality rates (particularly under-five child mortality) and (ii) enhanced
people’s productivity and well-being.. To achieve the overall goal, the Rural Water
Supply and Sanitation Program consist of components viz. (a) Water Supply, (b)
Sanitation, (c) Hygiene Education, (d) Community mobilization and organization, (e)
Operation and Maintenance, (f) Data collection, and (g) Capacity Building of
community, private sector and government.

6. The above program components of the Rural Water Supply and Sanitation are
divided into two distinct activities under (a) Software Activities and (b) Hardware
Activities. Hardware activities are related with construction of water supply system.
Other activities are defined as software activities.

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7. It is envisaged that the un-served rural households will be provided improved water
supply facilities with basic service level. The basic service level is defined as follows:

(a) Basic water supply service level facilities

i. Quantity: 25 litres per capita per day (lpcd)
ii. Quality: safe (clear, odourless and acceptable to the
community, and meets WHO guidelines in physical, chemical and
bacteriological parameters, in due course the Afghan Government will
formulate the standards that can be achieved country wide).
iii. Access : Public water points each for maximum 20 families.

(b) Basic sanitation service level facilities

iv. Access : Access to sanitary latrines that can contain human
waste in a hygienic manner before final disposal.
v. Knowledge: Knowledge through Hygiene and Sanitation Education
leading to clear understanding of good hygiene practice and changes
in hygiene behaviour.

8. The basic water supplies are subsidized with some community contribution
requirements, while the sanitation activity is a burden that the community members
will have to resolve. The communities are free to choose higher service level facilities
if they are willing to pay all the additional cost beyond the basic service level in the
water supply.

9. RuWatSIP starts implementation in areas where NSP at present has not as yet
implemented projects or in areas that have finished the NSP and will make use of the
CDC model of approach in the communities. RuWatSIP will basically leave
implementation with the private sector and NGOs (NGOs cannot construct because
of the NGO law unless getting clearance from the Ministry of Economics), but the
organizations making the interventions must inform the MRRD and have a
Memorandum of Understanding and make use of the Provincial RRD. The
organizations must give full information about the activities; the information required
is outlined in the forms as provided in Volume II. The RuWatSIP might execute
projects when the level of delivery of services in particular areas is none, existing or
lower than in comparison to other Districts/Provinces.

10. Sector co-ordination is important. MRRD will work closely cooperate with the
established Water and Sanitation Group (WSG) and its sub-committees/ working
committees on Hygiene education, Sanitation, and Water Quality, in order to
harmonize and rationalize sector development and implementation of Government
policies. Further, a sub-committee to focus on operation and maintenance has been
proposed to be established under the WSG. MRRD will promote further the co-
ordination at provincial levels so as to strengthen and harmonize activities at that
level. The co-ordination framework is envisaged to institute joint national planning
and sector evaluation.

11. There are different donors involved in the provision of safe and sustainable water
supply and sanitation facilities to rural communities in Afghanistan. RuWatSIP will: (i)
help streamline the appropriate approach to scale up service delivery in the sector,
(ii) initiate partnership between NGO/private sector and the Government; (iii) will
support the Government’s effort to take a more programmatic approach to sector
development so as to eventually lead to a sector wide approach. The capacity of

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MRRD and Water and Sanitation Department at headquarters, province and district
level will be enhanced to be able to implement streamlined consistent approaches
throughout the sector; assume a greater role and eventually do away with separate
PIUs for implementing projects funded by different donors.

12. A community is the main recipient of WASH projects. Communities will be identified
on the basis of existing local settlement and social patterns. Where Community
Development Councils (CDC) do not exist, Water and Sanitation Users’ Group/
Committees should be formed with wide participation of water users. Where
Community Development Councils (CDC) exist, CDCs will be used as community-
based decision making body for the implementation of WASH projects. Community
will be supported by the WASH sector financially and technically to plan and
implement demand driven water supply and sanitation schemes. A key characteristic
of this approach is that it promotes a high level of community participation and
ownership during all phases of the project cycle.

13. Communities will be supported by Implementation Partners: Support Organizations

(SOs) i.e. primarily Non-Governmental Organizations (NGOs: International NGOs
and local NGOs with extensive WASH Expertise) who will be responsible for software
aspects of projects and the Construction Partners (CPs) which are primarily private
sector firms will be responsible for hardware aspects.

14. The provincial water and sanitation staff (3 technical officers and 1 hygiene officer) in
the RRD office of the MRRD will work with Organizations to carry out the activities:
(a) Select Districts and Villages as per the set criteria in consultation with Governor’s
Office (b) Prepare provincial priority WASH project activity plans in consultation and
endorsement of Governor's Office, (c) Appraise Community Action Plan (CAP) for
implementation of project (d) Prepare Water and Sanitation Sub-Project and
documents for procuring Construction Partners (CPs), (e) Provide technical
backstopping to the CP and the community, (f) Monitoring Progress of project
activities including works of CP and report to RuWatSIP Department. Further it
carries activities: to monitor the performance of the organizations and report to
RuWatSIP Department, recommend Payments (if applicable), assist community for
major repair of the water supply facilities. In future, when the expertise and capacity
at the provincial level is adequate, the provincial RRD will assume contracting
responsibility. The Districts will be increasingly involved as capacity increases.

15. In each region, a Technical Support Unit (TSU) staffed by O&M advisors and , at
least, one inspection team for a province (comprising of Water Engineer and Support
Officer) to visit and inspect existing and new water facilities at least once a year. The
main function of the Technical Support Unit (TSU) is to visit and inspect water
facilities, update information on the water supply situation, and enhance
sustainability.

16. All projects will be coordinated by the RuWatSIP through a Joint Project
Management Committee (JPMC) comprising of respective Project Managers and
advisors of different projects. It co-ordinate different projects supported by UNHCR,
USAID, UNICEF and others through a JPMC for respective projects headed by the
Director of RuWatSIP. The aim is to enhance the capacity of MRRD, Water and
Sanitation Department to be able to implement streamlined approaches; assume
greater role and eventually do away with separate PIUs for implementing projects
funded by different donors.

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17. The overall oversight of WASH Projects will be the responsibility of Water, Sanitation
and Irrigation Department in Ministry of Rural Rehabilitation and Development
(MRRD), headed by the National RuWatSIP Program Director.

18. A RuWatSIP Project Steering Committee (RuWatSIP PSC) will act in an advisory
capacity to the RuWatSIP Department, MRRD on overall implementation policy
formulation and direction, and oversee program implementation. The RuWatSIP
Project Steering Committee members comprising of representatives of MRRD,
Ministry of Finance (MoF), Ministry of Public Health (MoPH), Ministry of Women’s
Affairs (MoWA), donors such as UNICEF, UNHCR, USAID and others and the Water
and Sanitation Group (WSG). The Deputy Minister Programs, RuWatSIP, MRRD will
lead the RuWatSIP Project Steering Committee.

19. The MRRD, if acting as an Executing Agency, will deliver projects through the CDC
model as set-up by NSP and leave it to the CDCs to select partners. Accept with
hygiene education a suitable partner will be located and used in the respective
provinces.

20. Data collection will be channelled through the P-RRD offices and the most suitable
manner will be done through district representatives as well as with villages and
provincial staff in proposing provincial, district and village priorities. The district and
villages will be selected in consultation with provincial governors by applying district
eligibility criteria (see criteria for district selection).

21. During Community Organization and Planning Phase:

(a) Community Organization such as CDC and/or WSUC will be established,

(b) baseline information collected,
(c) Hygiene and Sanitation Education Started,
(d) Community Action Plan for Implementation of RuWatSIP along with
engineering design estimate will be prepared.

22. The Community Action Plan for Implementation of the project along with engineering
design estimate will be submitted to Provincial RRD. MRRD will appraise the project
along with Provincial RRD (see community/scheme eligibility criteria). Upon
endorsement of project by MRRD, before start of the work, an agreement will be
signed between Community and the District Authority.

23. In the implementation phase, the construction of water supply system will be the
responsibility of the CDC and the P-RRD (on request technical support can be
provided). The hygiene education will be carried out through trained community
workers or health workers. The functional Operation and maintenance system will
also be established. Before the start of this phase, an agreement will be signed
between the implementation, Community and District Authority.

24. During Community Organization and Planning Phase, several planning activities will
be carried out such as: Project Information sharing with Villagers/ communities,
Community Social/ Resource Mapping, Baseline Hygiene KAP Survey, Assess water
and sanitation situation and identify needs, Formation of WSUG.C or use existing
CDC, Orient and Train WSSUG or CDC, Selection of Hygiene Promoter/ Educator,
Training of Hygiene Promoter/ Educator, Prepare Hygiene Education Plan, Hygiene

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Education, Community Informed choice of technical options, site selection and lay
out planning, Prepare community contribution plan, Technical Feasibility Study,
Engineering Survey, Design, Estimate, Select caretaker and mechanic, Prepare
Community Action Plan.

25. During implementation phase, mainly the community action plan will be implemented
such as: Hygiene and Sanitation Education, Mobilize community contribution towards
capital cost/ construction, and CLTS, and sanitation construction and ODF,
Procurement of materials and construction of water supply system, Training of Pump/
Water Point Caretaker, Training of Area Pump Mechanics/ Valve Mechanic, Prepare
Functional Operation and Maintenance System, Engage Water Point Care takers and
Pump/ Valve Mechanic, Link with spare parts shopkeeper, Orient WSSUG/ CDC,
Water Quality Sampling and Testing, Prepare Project Completion Report (PCR).

26. Community Action Planning is a process by which community will be involved

in planning the scheme and in decision making. The community action plan
contains: community Mapping and Baseline Situation Analysis, Hygiene
education plan, Site selection and water supply scheme layout plan, CLTS
and Sanitation plan, Community contribution plan (local labour, local
materials, transportation and cash contribution plan for water supply and
sanitation), Operation and Maintenance Plan, Monitoring and Evaluation Plan,
Community Capacity Building Plan.

27. Along with the community map, village assessment form and hygiene KAP
baseline data will be collected. Based on these data baseline situation will be
analysed participatory, community will map problems with diarrhoea and
water borne diseases or problems of diseases from unsafe or bad water and
solutions will be discussed with the community and CLTS will be conducted
and ODF will be introduced. This will provide basis for planning for the
community. This will then be taken as a basis to design/ choose hygiene and
sanitation messages and target community groups. The modalities of hygiene
sanitation education including training, advocacy, CLTS and strategy will also
be determined. This includes how children and women groups will be
mobilized.

28. Hygiene Promoters will be chosen from the village. However, it is important to
liaise with Ministry of Public Health (MoPH) so as to assure that the approach
is fully in line with the policy approach in MoPH. Male and female promoter is
needed to work inside and outside household. It would be better if they are a
couple (wife and husband, father and daughter, brother and sister).

29. In collaboration with the respective community the field engineer is responsible for
the final site selection for each water point of the area. The CDC/Community has to
provide possible site selection and should understand selection principles. Women
should have the prime role in the selection of the site. The female Hygiene Educators
should be used to ensure that women’s opinions are collected during the site-
selection process. The CDC/Community must reach consensus on the site selected.

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30. Different possible technical options and service level should be presented to the
community with its merit and demerit to enable them to choose most appropriate
technology. The project considers basic level services which provide subsidies with
certain level of community contribution requirement. If community chooses higher
service level, the additional cost beyond basic service level has to be borne by the
community.

31. Sanitation will be promoted through the CLTS method and the ODF as a standard
and focusing on the social benefits that a latrine can bring as well as the hygiene
benefits. Different technical options in constructing the latrine will be presented so
that community household can choose suitable option. Technical options should be
provided with its merit and demerits and related cost.

32. Community should contribute at least 10% of the total capital cost of the water
project. However, community should contribute as much as possible in the form of
kind and cash contribution. The community should prepare plan in which items they
contribute and how it will be done. The community with higher contribution will be
given priority.

33. Communities are responsible for operation and maintenance of water supply system.
The CDC or WSUG will be responsible for the management of the system. The
community will select care taker for each water point, sign an agreement with a local
area mechanic/ valve mechanic for regular mechanical maintenance and for repair of
the pump/ water system, purchase spare parts for repair and maintenance, establish
communication channels between women users and caretaker/ mechanic.

34. Community involves in monitoring management and supervision of a water supply

project and its maintenance.

35. Community capacity building training and orientation in the areas such as leadership,
management, community mobilization, hygiene education, bookkeeping, operation
and maintenance etc. will be carried out.

36. Project will be implemented in participation and involvement of community.

Community Action Plan (CAP) prepared by the community will be implemented with
the leadership of community through CDC or WSUC.

37. Hygiene Education will be carried out taking the steps such as: Hygiene situational
analysis, Set objectives, Select targeted audience, Find setting and sectors, Choose
Approaches, Start actions, Monitoring and evaluation, Impact assessment, prepare
community to execute CLTS with ultimate aim of making the village ODF.

38. Based on health problems found in hygiene situational analysis phase, we will find its
link with different targeted groups, such as: Mothers (caregivers), young girls at
households, young boys in village, elder women in house hold, elder men in mosque
and in village. Children between the ages of 5 to 15 in village, school children in
school, fathers, grand father or mother, and etc.

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39. The main hygiene education approaches to targeted population will be: (a) House to
house visit by female educators and making groups among children including their
mothers and other elders in the house to convey hygiene messages at household
level for female beneficiaries (mothers, girls, elder women). (b) Hygiene education
by trained Mullahs/Imams at mosques during pray time particularly Friday’s pray for
at least 10 minutes for male (elder and young) targeted population and also for
children over 5 years old getting religious knowledge or studying in the mosques
during the implementation period or hygiene education process. (c) Hygiene
education by trained teachers for students at schools for 10 minute in each class
per week totally three times for each class during implementation period in all
schools in the targeted area. (d) Hygiene education by male promoters/educators
for male at fields, local bazaar, gathering places in the villages and for children in
playgrounds in the village. Visiting each village and making groups among children
age 5 to 15 including their Fathers and other elders in the area by male educators to
convey hygiene messages in the village for male beneficiaries (fathers, boys, elder
men). (e) Making CLTS possible with aim to make village ODF.

40. Training and CLTS will be used through hygiene and sanitation education to promote
the sanitation program The approach to aware and generate demand on sanitation
will be: Transect Walk to observe the current situation and build rapport with the
community, Social Mapping to establish the number of households, population, water
points, latrines and Hygiene Baseline KAP study to know the knowledge aptitude and
practices on hygiene, Defecation site visits to observe the current situation with
regards to faeces dispersal due to open defecation, Situation Analysis and cause and
affect analysis to identify the current latrine use pattern.

41. School is the most important place of learning for children. School can influence
families and communities with the help of outreach activities through their students. It
is therefore important that schools must have effective and adequate sanitation
facilities. The latrine needs to be hygienic and sufficient for the students and
teachers. The latrines should be constructed considering the gender aspect such as
the privacy needs of the girl students (i.e., selection of the place for the latrines
should be left to the girls through facilitation).

42. A motivated community starts building toilets. The household may keep on improving
standard latrine as per their demand and need. Hence, availability of options is very
important.

43. Awareness alone may not ensure the installation of latrines. Local masons will be
trained in different types of latrine construction and encouraged to establish shop
with materials related to latrines. An effective mechanism will be established to
record, monitor and evaluate the sanitation program along with monitoring water
supply system.

44. The cleanliness of family members, sanitary practices, cleanliness of surrounding

households, and use of latrines will be observed and monitored periodically by
hygiene promoter and community members/ members with indicators set by the
community. Feedback will be given to household and CDCs.

45. The tendency should be to encourage household to construct toilet on their own cost
through awareness program.

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46. A functional Operation and Maintenance System should be established to address

the sustainability concerns.

47. The MRRD will support the provision of services, as well as conduct other activities
aimed at improving the development capacities of the acting institutions i.e. the
community, CP and MRRD. The primary thrust will be to orient and familiarize WASH
Program concept, objectives, working procedures and its rationales to the
organizations and CDCs through the orientation and training, which supports
operations within the WASH cycle.

48. The environmental and social assessment will be carried out and ensured adequate
measures are taken to mitigate adverse impacts, if any, through screening process
during appraisal of community action plan before implementation of project.

49. Three types of M&E are conducted: Implementation monitoring of on-going

subprojects focuses on measuring progress against work plans (outputs, preferably
outcomes) and the quality of facilitation and community participation (processes).
Post-Implementation monitoring of completed subprojects focuses on the quality of
completed subprojects (how well they are designed and constructed) and
sustainability (the community has adequate arrangements for operations and
maintenance). Program Evaluation provides a more in-depth assessment of 1)
development outcomes and impacts, and 2) the effectiveness and efficiency of
implementation (institutional arrangements, policies, procedures, and management
systems).

50. Procurement of goods, works and services will follow Government of Afghanistan
based approved/standard documents, while other stakeholders ensure a transparent
process but ensure to keep to accepted standards as set by WSG and ensure quality
products are delivered to the communities.

51. Projects within MRRD will be executed by RuWatSIP. Projects will be set up and
executed in an MRRD agreed manner with the WASH Policy (2010) and the
Implementation Manual as a minimum standard. The other stakeholders in the
WASH sector will follow the system (including WASH Policy (2010) and the
Implementation Manual) as set by the donors but will have a MOU with MRRD and
will deliver data and information that will be used for planning and O&M purpose for a
country approach. The milestones will be set in advance in the MOU as an
attachment.

52. RuWatSIP projects will follow standard Afghan Government financial management
policies and procedures.

53. RuWatSIP accounts will be audited by the Auditor General for projects executed by
RuWatSIP while the WASH partners follow donor procedures and internal systems
that are transparent.

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VOLUME – I MAIN MANUAL

Section I How to Use the Manual

Organization and use of Manual

The manual contains different sections. Each section can be used separately depending on
the use and users. The manual is prepared in two volumes, Volume I: Main Volume with the
narrative part and Volume II: Appendices with additional information.

Volume I, Section II gives summary on Government policy, strategy and program. The basic
water and sanitation services, hardware and software aspects of the program and projects
are also described in this section. This section is mainly to be used by the central and
provincial authorities. The social mobilizer/ engineer also can use this section for conceptual
aspects.

Section III to VIII describes how the program will be implemented. The institutional
arrangements, implementation steps/ phases, procurement and financial aspects,
environmental and social assessment, monitoring and evaluation are described. These
sections are mainly to be used by the central and provincial authorities. The social mobilizer/
engineer also can use these sections specifically section IV on scheme cycle for
implementation steps and Section VIII on monitoring and reporting requirements.

Section IX on Training describes training strategy, methodology and general guidance on

different levels and types of training modules.

Section X to XII is mainly on implementation aspects at the field level. It is mainly intended to
be used by social mobilizer/ hygiene supervisor. Section X on Community Mobilization
Organization describes social mobilization, community organization, community planning
and implementation process. Section XI and XII on Hygiene Education and Sanitation
describes the implementation of hygiene education and sanitation component of the
program.

Section XIII – XIV describes water supply and sanitation technology and contains
engineering based information. Section XIV on Operation and Maintenance describes O&M
principles, institutional arrangements and systems.

All the Appendices to the Main Volume are placed in Volume II: Appendices. The appendix
contains forms and formats, technical details and standard designs.

Development and Updating of Manual

The Ministry of Rural Rehabilitation and Development (MRRD), responsible for the Rural
Water Supply and Sanitation Sector, has shown strong leadership in coordinating the sector
stakeholders and streamlining the various approaches. As an important step in this direction,

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the Ministry developed a Rural Water Supply and Sanitation Policy/ Strategy (WASH Policy
2010) for Afghanistan through the participation of key sector stakeholders.

This implementation manual is prepared to operationalize the Government’s Rural Water

Supply and Sanitation Sector Policy and Strategy. The manuals will be a vehicle to
coordinate the demand driven and participatory approach in the sector as envisaged by the
policy and bring about some consistency towards achieving sustainable services. The
manual is expected to facilitate implementation so that the lofty target of 100% sustainable
rural water supply and sanitation coverage is achieved as quickly as possible.

The manual was prepared based on existing manuals and procedures/ practices of the key
stakeholders in the rural water supply and sanitation sector that best works in view of the
Rural Water Supply and Sanitation Sector Policy and Strategy. It is expected to be a living
document which will be continuously refined with the lessons of experience.

It is expected that the Manual will be used in the implementation of projects/ programs under
the MRRD and by other stakeholders in the sector. Based on their experience and lessons
learnt with using the Manual, it will have to be modified and revised as improved solutions
are found and developed. RuWatSIP will particularly fulfil the role of researcher for
improvement of implementation modalities and update the manual in coordination and
consultation with other stakeholders using the manual in the sector.

RuWatSIP will help streamline the appropriate approach to scale up service delivery in the
sector and support the Government’s effort to take a more programmatic approach to sector
development so as to eventually lead to a sector wide consistent approach. RuWatSIP will
also help to carry out studies on developing service delivery mechanism for pastoral
communities (Kuchis) and “Rural Towns”, determining a strategy for a national health,
hygiene and sanitation campaign, developing feasible sanitation strategy/ approaches and
water quality monitoring and other studies leading to appropriate technology and sector
development. Based on the learning and outcome of these studies, the manual will be
further refined and developed in consultation and co-ordination with stakeholders.

As soon as a revision has been proposed, and the modification has been carried out and
approved by the MRRD, then the revised Manual will be circulated. All WSG users of the
Manual will be issued with a list of the latest revisions of all guidelines at defined intervals.

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Section II POLICY

1. Rural Water Supply, Sanitation and Hygiene Policy1

1.1 Summary of RuWatSIP Policy Framework
The policy emphasizes basic service for all, improved health through integration of health
and hygiene education with water supply and sanitation, community cost sharing, ownership
and management including operation and maintenance (O&M). The role of the Government
is specified as policy development, national planning, coordination and monitoring and
evaluation while direct service delivery will be out sourced eventually to the private and NGO
sectors. The thrust is to carry out demand driven water supply and sanitation services with
emphasis on empowering the community through CDCs and DDAs who will be responsible
for planning, designing, implementing, with the assistance of partner organizations and
subsequent operation and maintenance.

1.2 Key Policy Principles

Afghanistan’s population is estimated to be 25 million people, of which 75% or thereabout
live in rural areas. Surveys conducted by UNICEF in 2002 reveals that only 11% of the rural
population are using improved drinking water and in a large proportion of households,
people typically walk 4 hours to these water points. Only 12% and 10% respectively of urban
and rural populations use adequate sanitation facilities. It is therefore, no surprise that
mortality rates for children (under-5) is as high as 25%, half of which is caused by
preventable waterborne diseases. Household economy surveys (AREU 2004) indicate that
spending on health care is second only to food – an indicator of levels of morbidity in rural
households.

Given the above context, fundamental guiding principles have shaped the development of
this policy framework. These are:
1. Ensuring community participation in decision-making for women and men in
planning, design and service delivery, ensuring ownership and sustainability at the
community level.
2. Partial capital cost sharing and 100% operation and maintenance responsibility by
the community for all water facilities.
3. Gender mainstreaming through women’s active involvement, particularly in Shuras,
and in CDC decision-making to ensure social equity and justice.
4. Protecting the human rights (safety, security, privacy and dignity) of people,
particularly of women, children, returnees, IDP, and physically and mentally
challenged.
5. Protecting the environment by conserving water sources, adapting to climatic
changes through the preservation and improvement of catchment areas, with a focus
on recharging ground water.

1.3 Water, Sanitation and Hygiene (WASH) norms

1.3.1 Water

1
Extracted from: MRRD, Rural Water Supply and Sanitation, National Policy Framework, Sept. 2004, Water
and Sanitation Department, Ministry of Rural Rehabilitation and Development

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The norms for water supply in rural areas of the country are:
a. Availability of 25 LPCD.
b. Maximum 20 households to be covered by one water point.
c. Safe access to water within 250 meters of residence and not take up more than 60
minutes per round trip.

1.3.2 Sanitation
The norms for a sanitary latrine that safely confines human excreta and prevents faecal
coliform from entering the wider environment including:

A hygienic latrine
 Is fly-proof (prevents flies from getting to the faecal deposits and back to the
environment).
 Separates excreta from human contact.
 Eliminates odour.
 Does not contaminate ground and surface water.
 Ensures user privacy, especially for women and girls.

Achieving ODF status is extremely necessary and communities must use and maintain
hygienic latrines on a long-term basis, the CLTS approach will be introduced so that the
communities are responsible for their own development.

MRRD/RuWATSIP engineers, facilitating partners, support organisations and community

facilitators need to help the rural communities innovate their own latrine designs, keeping in
view the local conditions, community requirements (especially the most vulnerable groups
such as the elderly and disabled) and resources, adhering to norms described above.

Follow-up for sustainable use of hygienic latrines

 Full pits are emptied and/or replaced in a safe manner.
 All newly constructed latrines are sanitary and hygienic, capable of safely confining
human excreta.
 Breakages, pit collapses, and latrines damaged by natural disasters are repaired or
replaced quickly.
 A fully sanitised village is ODF when all the households use and maintain hygienic
latrines and safely dispose of solid and liquid waste.

1.3.3 Hygiene
Policy norms for safe hygienic practices include:

Safe handling and use of drinking water by making sure the vessels for collecting and storing
water are washed daily with water and disinfectants at least twice a week; water to be
consumed by people is not touched by hands; water is boiled or filtered where the water
quality is untested or known to be contaminated by bacteriological agents.

All infant excreta is safely disposed in sanitary latrines, followed by hand washing with water
and soap.

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Hand washing with soap is practiced by everybody at critical times: before cooking and
eating, after defecation, and post defecation cleaning of infants and children.

All schools and health clinics have proper hand washing facilities with water and soap
available at all times. Gender specific requirements in ensuring safe sanitation and hygiene
practices, especially sanitary requirements of girls and women must be actively considered.
Women and girls trained in the practice of safe use and disposal of sanitary materials.

1.3.4 Special Norms

All water and sanitation facilities are resistant to natural disasters (e.g., drought, floods,
landslides, earthquakes) and the recurrence of these disasters.

All water supply schemes including water points (based on dug wells, bore wells, tube wells,
springs, motorised pumps, gravity flows) have a mandatory catchment protection component
to ensure adequate water re-charge on a continuing basis.

All water and sanitation facilities are constructed in a manner that they do not damage
or/and pollute the environment, particularly existing ground and surface water sources.

All hand-pumps to be used in Afghanistan in the rural areas should be based on the Afridev
design so that Operation and Maintenance (O&M) is standardised and spares are universally
available in Afghanistan.

1.4 Goal and Objectives

The overall goal of the Rural Water and Sanitation sector is: Improvement in the quality of
life of people through their improved access to safe, convenient, sustainable water and
sanitation services, and increased adoption of hygienic practices at the personal, household
and community levels, resulting in (i) reduced morbidity and mortality rates (particularly
under-five child mortality) and (ii) enhanced people’s productivity and well-being.

The Objectives are:

 Improve access of the rural population to 25 litres per capita per day (LPCD) from
27% to 50% in 2014, and 70% to 100% in 2016 and 2020 respectively and improve
potable quality of drinking water (WHO standards).
 Make all villages/rural communities in the country 100% ODF free and fully sanitised
by 2020; and 50% and 70% by 2014 and 2016 respectively by empowering
communities to:
 Improve existing traditional latrines to become safe, hygienic and ensure user
privacy;
 Make new latrines as models of safe sanitation in households, schools and
clinics;
 Undertake the safe disposal of solid and liquid wastes.

1.5 Implementation Principles

The policy framework will form the basis for implementation of all sectorial projects. For a
short interim period, until the start of 2014, the Government through MRRD, will implement
some water supply schemes as much as its capacity would allow, but in the long-term

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a) Direct service delivery will be outsourced to facilitating partners through CDCs –

NGOs and private sector - who will assist the communities in implementation.

b) MRRD will assume an overall facilitation and coordination role, including policy,
planning and development, resource mobilization and allocation, monitoring and
evaluation, and information management. The main tasks will be to:
i. co-ordinate countrywide sector coverage through dissemination and information
sharing of project implementation and resource allocation for underrepresented
areas;
ii. prepare implementation guidelines for a coherent development approach through
stakeholder consultancies;
iii. strengthen and further develop effective and viable facilitating partners; and
iv. establish an effective monitoring and evaluation system that will direct sector-wide
implementation.

c) MRRD will also focus on developing and strengthening a strong private sector
(NGOs and for profit construction companies) that can serve rural areas and
suburban areas. Related tasks will be:
i. Evaluate the private sector on a national and regional basis to identify capacity
gaps that need to be addressed in relation to the policy framework for the sector.
ii. Provide technical capacity in project proposal preparation, planning, surveys,
construction supervision and quality control.
iii. Facilitate the development of cadre of well-trained and motivated community
development and health & hygiene education workers.
iv. Mainstream projects and project modalities as used by the RuWATSIP (Minor
modifications may be used for projects where the agreement between the
government and donors demand a modified approach).

MRRD will be the Lead Ministry that will ensure the policies and plans in this framework are
implemented in a timely manner. Close, collaborative links will be forged with other line
ministries such as the Ministries of Health, Women’s Affairs, Education, Hajj, Urban
Development, Energy and Water, Agriculture Irrigation and Livestock, Housing and Mines,
Minerals and Industries to maximize accelerated coverage, cost-effectiveness and efficiency
in delivery of services.

2.0 Rural Water Supply and Sanitation Program

2.1 Rural Water Supply and Sanitation Program Objectives 2
The overall goal of the Rural Water and Sanitation sector is:
To improve health by reducing infant3and adult morbidity4 and mortality caused by
preventable waterborne diseases by increasing access to safe and reliable water points and
hygienic sanitation facilities.

2.1.1 Long Term Objectives

2
Extracted from: MRRD, Rural Water Supply and Sanitation, National Policy Framework, Sept. 2004, Water and Sanitation Department,
Ministry of Rural Rehabilitation and Development
3
Infant mortality rates are among the highest in the world at 25% of children below the age of five. More than half these deaths are caused
by preventable waterborne disease (UNICEF, 2002).
4
Recent livelihood surveys have indicated that expenditure on health care is only second to food in rural households (AREU, 2004)

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To enable the fulfilment of this goal, the long-term objectives for the rural water and
sanitation sector are:
 To facilitate improved access and proximity to safe drinking water for all rural
households.
 To improve access to household sanitation facilities in all rural households.
 To promote a clear understanding of the importance of personal hygiene and
household sanitary practices in all rural households.
 To ensure sustainability of services through community ownership and
empowerment.

2.1.2 Short Term Objectives

In order to facilitate the delivery of the basic services package5 to all rural households in the
long-term, the current 5-year (2010-2014) targets are:
• Safe drinking water supply access for 50% of the population. This requires creation of
32,000 new water points and rehabilitation of 16,000 dysfunctional water points; and
creating 3,600 schools with new water points and 1,100 hand-pumps on existing wells in
1,100 schools resulting in covering 80% of schools with safe drinking water.

• Safe sanitation access for 50% of the population. This requires creating 19,425 villages
ODF and fully sanitised by creating 520,000 new household toilets and rehabilitation of
700,000 traditional household toilets into safe ones; and rehabilitating 3,500 old toilets in
schools and creating 23,000 new ones in schools which will provide safe sanitation in
80% of schools.

2.2 Rural Water Supply and Sanitation Program Components

2.2.1 Program Components
The Rural Water Supply and Sanitation Program consist of following Components:
a. Water Supply
b. Sanitation
c. Hygiene Education
d. Community Mobilization and Organization
e. Operation and Maintenance
f. Capacity Building of community, private sector and government

2.2.2 Software and Hardware Activities

The above program components of the Rural Water Supply and Sanitation are divided into
two distinct activities under (a) Software Activities and (b) Hardware Activities. The sub-
activities under the software and hardware are defined as follows:

(a) Software Activities

The software consists of following activities:
(i) Planning
(ii) Community Mobilization
(iii Surveying and Sitting of water facilities
(iv) Hygiene Education

5
Through community participation, the provision of safe water supply points, health & hygiene education and sanitation facilities.

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(v) Sanitation: Organizing procurement and distribution of hardware for

Household latrine construction (such as slabs, vent pipes) and supervising
construction of facilities by the community
(vi) Training of: communities generally and CLTS, pump caretakers, pump
mechanics, Hygiene Educator, Community Development
(vii) Project Supervision
(viii) Establishment of O&M system
(ix) Project supervision and reporting

(b) Hardware Activities

The hardware consists of following activities:

(i) Drilling of boreholes

(ii) Construction of head works/ well apron
(iii) Digging of Wells
(iv) Deepening of wells
(v) Construction of gravity piped schemes
(vi) Spring protection works
(vii) Other water point development schemes

2.2.3 Community Basic Service Level facilities

The un-served rural households will be provided improved water supply facilities with basic
service level. The basic service level is defined as follows:

(a) Basic water supply service level facilities

Quantity : 25 lpcd
Quality : safe (clear, odourless and acceptable to the
community, and meets WHO guidelines in physical,
chemical and bacteriological parameters)
Access : Public water points each for a maximum of 20 families
(with minimum 70% capacity utilization)

(b) Basic sanitation service level facilities

Access : Access to sanitary latrines that can contain human
waste in a hygienic manner before final disposal to be
constructed by community members.

Knowledge : Knowledge through Hygiene and Sanitation Education

leading to clear understanding of good hygiene practice
and will to commit to CLTS and ODF.

The basic water supply facilities are subsidized with some community contribution
requirements. The communities are free to choose higher service level facilities if they are
willing to pay all the additional cost beyond the basic service level.

2.2.4 Community Basic Service Packages

The following package of activities will be carried out in the communities to provide basic
water and sanitation services:

(a) Water and Sanitation Basic Service Package

(i) Community Mobilization and Organization

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(ii) Development of Water Supply facilities

(iii) Hygiene Education
(iv) Support in Community Led Total Sanitation – support in design of
appropriate Sanitation Facilities
(v) Establishment of community based operation and maintenance
system at village level

(b) Standalone Hygiene and Sanitation Projects

(i) Community Mobilization and Organization
(ii) Hygiene Education
(iii) Community Led Total Sanitation

2.3 Sector Planning and CDC Approach

RuWatSIP will continue water and hygiene coverage in those areas that CDCs have been
established and the NSP has moved on to areas not covered, as CDCs have proven to be
an ideal method to make interventions in the communities. In those areas that NSP has not
made interventions the WASH sector can continue interventions but keep the Provincial
offices up to date of the activities and coordinate closely with all authorities on District and
Province level. The coordination ensures that the programs/ projects are not clashing or
intervening with standing Government or other programs, coordination meetings are held on
provincial level to coordinate all activities.

2.4 Sector Coordination

Sector co-ordination is important. MRRD will work closely with the established Water and
Sanitation Group (WSG) and its sub-committees/ working committees on Water (including
water quality), Hygiene education and Sanitation in order to harmonise and rationalise sector
development and implementation of Government policies.

MRRD will furthermore further the co-ordination at provincial levels so as to strengthen and
harmonise activities at that level. The co-ordination framework is envisaged to institute joint
national planning and sector evaluation.

3.0 RuWatSIP
3.1 Rural Water Supply and Sanitation (RuWatSIP) Project
RuWatSIP will start preparing for a programmatic approach to sector development which will
adopt an integrated approach to water supply, sanitation and health hygiene education by
seeking active involvement of the community who would own the assets and be responsible
for operation and maintenance of the facilities. Thus, the thrust of the approach for service
delivery is demand-driven and community ownership which have proven to be essential for
sustainability.

There are different donors involved in the provision of safe and sustainable water supply and
sanitation facilities to rural communities in Afghanistan. Provisioning of safe water supply
and sanitation facilities to rural communities in Afghanistan continues to be one of the
primary activities of the humanitarian aid communities. While some bilateral donor agencies
are funding NGOs and more recently through MRRD funding is taking place. RuWatSIP with
support of WASH Sector stakeholders will: (i) help streamline the appropriate approach to
scale up service delivery in the sector, (ii) initiate partnership between NGO/private sector

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and the Government; (iii) support the Government’s effort to take a more programmatic
approach to sector development so as to eventually lead to a sector wide approach. The
capacity of MRRD and RuWATSIP will be enhanced to be able to implement streamlined
consistent approaches throughout the sector; assume a greater role and eventually do away
with separate PIUs for implementing projects funded by different donors.

RuWatSIP will support Government’s programmatic approach to sector development and

service delivery by (i) building the capacity to define sector programs, facilitate service
delivery using the strengths of the NGOs/ private sector and thus forge partnerships in which
the funding is channelled through the government budget to provide a coordinated funding
mechanism; (ii) strengthening the capacity of RuWatSIP, private sector, NGOs and the
communities to plan, operate and maintain their facilities ; (iii) provide basic water supply
and sanitation services and institutionalize a mechanism/s to scale up such activities to
enhance total coverage as quickly as possible.

RuWATSIP will also focus on strengthening the government institutions at provincial and
community level.

3.2 Project Development Objectives

RuWatSIP Development Objectives are as follows:

Objective 1:
 Improve access of the rural population to 25 litres per capita per day (LPCD) from
27% to 50% in 2014, and 70% to 100% in 2016 and 2020 respectively and improve
potable quality of drinking water (WHO standards).

Objective 2:
 Make all villages/rural communities in the country 100% ODF free and fully sanitised
by 2020; and 50% and 70% by 2014 and 2016 respectively by empowering
communities to:

 Improve existing traditional latrines to become safe, hygienic and ensure user
privacy;
 Make new latrines as models of safe sanitation in households, schools and
clinics;
 Undertake the safe disposal of solid and liquid wastes.

Objective 3:
 Provide hygiene education with appropriate follow-up activities in schools,
households and communities for sustained behaviour change and adoption of safe
hygiene practices.

3.3 Project Components

RuWatSIP will initiate support to the sector development program and will support the
following:
 Ensuring community participation in decision-making for women and men in
planning, design and service delivery, ensuring ownership and sustainability at the
community level.

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 Partial capital cost sharing and 100% operation and maintenance responsibility by
the community for all water facilities.

 Gender mainstreaming through women’s active involvement, particularly in Shuras,

and in CDC decision-making to ensure social equity and justice.

 Protecting the human rights (safety, security, privacy and dignity) of people,
particularly of women, children, returnees, IDP, and physically and mentally
challenged.

 Protecting the environment by conserving water sources, adapting to climatic

changes through the preservation and improvement of catchment areas, with a focus
on recharging ground water.

 Strengthening and capacity building of government agencies, NGOs, private sector

and the communities.

 Selection and Construction of Water Points and Community Led Total Sanitation
approach, community-level health and hygiene education as a pre-condition and
integral part of the water supply and sanitation (integrated rural RuWatSIP) package.

 Studies such as, for developing service delivery mechanism for pastoral communities
(Kuchis) and “Rural Towns”, determining a strategy for a national health, hygiene and
sanitation campaign, developing feasible sanitation strategy/ approaches and water
quality monitoring and other studies leading to appropriate technology and sector
development.

4. Community Led Total Sanitation (CLTS) and ODF

Objective: To understand the Community-Led Total Sanitation and what is required to make
it successful.

Objective: To understand Open defecation free (ODF) and methods that can be used to
ensure that it will happen and how to measure ODF.

Kamal Kar and Robert Chambers have been involved in the starting and producing
handbooks on the CLTS approach. Besides the handbook there is also the training manual
and therefore the approach becomes more transparent and acceptable. The approach must
be adjusted to the local needs and cannot be used without analysing the local habits and
background. The approach should be used with monitoring and evaluation tools planned to
be used to give feedback and make improvements in the next villages that the approach is
being used. The approach has been in use since 1999 and has been launched in many
countries, but the approach should be adapted to the local situation.

Open defecation free (ODF) is as defined by Kamal & Chambers (2008) as when “no faeces
are openly exposed to the air”, therefore an open direct pit latrine is only ODF if covered by a
lit, and the lit must be fly-proof. Verification and certification can only be done by persons
trained in recognising all the finer points of what ODF means. They also define what to call a
latrine and a toilet, a latrine is having a direct pit and a toilet has a water seal.

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Kamal (2010) highlights the need for trainers to be careful and does not enforce CLTS (i.e.,
the approach is demand-driven). The trainers are urged to be responsible and make
changes to the trainings in a manner that takes the reality of the localities in view. A
community should not be asked to make latrines or stop open defecation, the decision
should be from the community, and the decision should be from the local organizations and
government of the country concerned.

Kamal (2010) recognises that the CLTS is an approach in development but there are a
number of core principles and practices that are important, but should be noted that diversity
and creativity should have their place in the approach. The indicators for CLTS training is not
on numbers of trainers trained but numbers that show the effectively facilitation by the
trainers and the quality of the training. The most important indicator will be the number of
ODF villages.

CLTS can be explained is a few sentences but the two references Kamal & Chambers
(2010) and Kamal (2010) are the essential readings that will clarify the ideas, training and
approaches required. Knowledge in participatory methods are an advantage as well as a
number of the tools are directly taken or adapted from the participatory method toolbox. The
training manual by Kamal (2010) will be the core document to start the training and is clearly
laid out and can be followed by trainers used in participatory methods and training in hygiene
and sanitation. The training manual is helpful in pointing out potential weaknesses and the
do’s and don’ts of training, facilitation and community approach. The activity of reporting is
being stressed as those are useful in the monitoring exercise afterwards. An important
Appendix I of the training manual gives a checklist for the CLTS strategies if in line with the
CLTS approach. A five day workshop should be sufficient to cover a whole district.

Why can CLTS work while other approaches do not work at all or in a limited manner?
According to Kamal et al. (2008) by using the crude word “shit” and visiting the worse places
(where villagers shit), thereafter the appraising and the analysing of the situation “shocks,
disgusts and shames people”. The style used is supposed to be provoking and leaving the
decisions and action to the community. A number of approaches can support the triggering
event that the community will take action.

The method should not have the subsidy factor and should not say the type of toilet that
should be required. The use of local materials and innovative systems as devised by the
community for rewarding, penalising, spreading the CLTS – ODF approach and scaling up
are essential. The system makes the community responsible and leaves the action to them.

The selection of the villages to start with should proceed with care as outlined in Kamal &
Chambers (2008). The organization starting the system should avoid challenging situations
to start with and select favourable settlements. The NGOs should know their respective
areas and locate those villages that are likely have the right conditions for excepting change
if initiated by themselves.

References
Kamal, K., Chambers, R. (2008, March). Handbook on Community-Led Total Sanitation.
Plan International (UK)

Kamal, K. (2010, April). Workshops for community-led total sanitation: A trainers’ Training
Guide. CLTS Foundation, Water Supply & Sanitation Collaborative Council.

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Section III Institutional Implementation

1. Institutional Arrangements
1.1 Community Organization
1.1.1 Community
A community is the main recipient of a project. Communities will be identified based on
existing local settlement and social patterns. All the willing households should be included as
beneficiaries as members of CDCs and otherwise Water and Sanitation Users’ Group
(WSUG) that might have to be constituted.
Community will be supported by RuWatSIP/Organizations financially and technically
to plan and implement demand driven water supply and sanitation scheme. A key
characteristic of this approach is that it promotes a high level of community
participation and ownership during all phases of the project cycle.
As such, roles and functions of the community will include:
o Assess water and sanitation situation and identify needs
o Form Water and Sanitation Users’ Group/ Committee (WSUG/C) or work through
Community Development (CDC)
o Participating in survey, appraisal, and all other community meetings related to Water;
o Participate in identification of water point sites
o Participate in Making Informed Choice of Technical Options
o Participate in preparation of community contribution Plan
o Lead the Community-led Total Sanitation and reach ODF
o Participate in preparation of Operation and Maintenance Plan
o Participate in selecting Village Hygiene Promoter (Male and Female Team), Village
hand pump/ water point caretakers, and pump/ valve Mechanics
o Participate in preparation of Community Action Plan (CAP) and demand-driven water
and sanitation sub-project
o Provide Community Contribution (Cost Sharing) for basic service level and share
additional cost if opted for higher service level
o Participate in Community Participatory Implementation Monitoring
o Participate in health & hygiene education campaigns and sessions
o Certify satisfactory completion of works
o Maintaining the asset after completion with community cost contributions.

1.1.2 Community Development (CDC) and/or Water and Sanitation Users’ Group/
Committee (WSUG/C)
Community Development Council (CDC), established under the National Solidarity Program
(NSP), is a community-based decision making body which is elected by the community
through elections based on a secret ballot6. The Community Development Council (CDC)
will be responsible to plan, implement and operate and maintain the newly constructed
facilities and assume asset ownership. It will be responsible for overseeing the preparation
of the Community Action Plan for implementation of water and sanitation sub-project, its
implementation and operate and maintain the system. RuWatSIP/Organizations Projects will
use established CDC wherever they exist.

6
Refer NSP Operational Manual for details on formation of CDC

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Where the Community Development Council (CDC) does not exist, the community will form
a Water and Sanitation Users Group/Committee (WSSUG/C) to plan, implement and operate
and maintain the newly constructed facilities and assume asset ownership. These WSUG
later could be merged or administered under the CDC.

The Community Development Council (CDC) or Water and Sanitation Users’ Committee
(WSUC) should at least comprise a Chairperson, Treasurer and Secretary.
The Community Development Council (CDC) or Water and Sanitation Users’ Committee
(WSUC) should obtain the endorsement through community meetings regarding:
o Decisions on Community Action Plan for implementation of Water and Sanitation
Sub-project.
o Selection of technology/ technical options
o Site selection for Water Point Construction
o The size and composition of community contributions
o Transparency arrangements,
o Arrangements for maintenance of completed projects.
Specifically, the Community Development Council (CDC) or Water and Sanitation
Users’ Committee (WSUC) will be responsible for:
o Assessing water and sanitation situation and identify needs
o Convening community wide meetings;
o Identification of water point sites with consent of women users
o Make Informed Choice of Technical Options
o Prepare community contribution Plan
o Prepare Operation and Maintenance Plan
o Lead the Community-Led Total Sanitation process.
o Select Village Health Promoter (Male and Female Team), Village Hand pump/ water
point caretaker, Village Hand pump/ Valve Mechanics
o Prepare Community Action Plan (CAP) and demand-driven water and sanitation sub-
project
o Mobilizing community contributions for:
a) contribution to capital costs of projects;
b) operation and maintenance costs and
c) operation and maintenance costs of CDC or WSUC;
o Ensuring community participation during all phases
o Carry out Community Participatory Implementation Monitoring
o Assist with the hygiene education campaigns and sessions that lead to Community-
led Total Sanitation
o Collect required community contribution in cash or kind from the community
o Recommend payments of SOs/ CPs
o Certify satisfactory completion of works
o Own assets, establish O&M system and take full responsibility for O&M
o Maintaining the asset after completion with collection of community cost
contributions.

Water and Sanitation Users’ Committee (WSUC) must be elected or selected through
community wide meeting.

All beneficiaries’ households are member of the Water and Sanitation Users’ Group (WSUG)
and Water and Sanitation Users’ Committee (WSUC) is the executive committee of the
WSUG. Hence, the representatives in the WSUC will be selected or elected with majority

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consent in the community wide meeting in presence of male and female representatives of
the member household.

To have functioning Water and Sanitation Users’ Committee (WSUC), the number of
representatives should be between 5 and 15 persons depending on the size of the
community. The Organization should facilitate and inform community to select or elect
representative WSUC inclusive of different socio-economic, ethical/ tribal sub-divisions
within the community and represents different clusters. The Water and Sanitation Users’
Committee (WSUC) should select or elect a Chairperson, Secretary and Treasurer.

Where local norms regarding Purdha do not allow women to participate directly in
community wide meetings or in the Community Development Council (CDC) or in Water and
Sanitation Users’ Committee (WSUC), the organization must promote and select separate
male and female sub-committee on different male and female members community wide
meeting. When separate male/female sub-committees are established, an Executive
Coordination Committee consisting of two members of each sub-committee shall be
established7.

The Organization should ensure that the choices and decision made by women are
discussed with the men, and that those choices and decisions by the men are discussed
with the women, so that Community Action Plan (CAP) takes account of both on consensus.

1.2 Implementation Organization

1.2.1 Organization (NGO)
Communities will be supported by organizations i.e. primarily Non-Governmental
Organizations (NGOs: International NGOs and local NGOs with extensive WASH Expertise)
who will be responsible for software aspects8 of the project.
 Planning – assist in preparing provincial plan of action in line with provincial priorities,
participate in site surveys and preparation of provincial construction plans
 Dissemination of Project Information
 Hygiene Education - awareness creation by conducting hygiene, sanitation education
and forming CLTS approach covering all Water and Sanitation Users’ Group
 Community Mobilization – support in using existing Community Development Council
(CDC) or the election/selection of Water and Sanitation Users Committee (WSUC) to
plan, implement, own assets, build capacity to assume full responsibility to operate
and maintain the newly constructed facilities.
 Assist community to prepare Community Action Plan (CAP) for implementation –
participatory survey and water point site selection involving women in making
decision on water point site selection, community contribution plan, Operation and
Maintenance Plan
 Assist community to Identify Water Point care taker, Area Pump Mechanic/ Valve
Mechanic, Hygiene Promoter/ Community Health Worker (CHW)
 Ensure community ownership and contribution (at least 10% of the cost)
 Promoting and convincing Households to construct the superstructure of latrines with
their own resources while project provide moral and technical support.
 Obtain community willingness to assume full responsibility for O&M of the facilities

7
NSP Experience on CDC composition; NSP, Operation Manual, Sept. 2005, National Solidarity Program,
MRRD, Kabul, Afghanistan
8
Please refer Section II of the Manual for the detailed activity list of software activities

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 Training – CDC or WSUC, Water Point care taker, Area Pump Mechanic/ Valve
Mechanic, Hygiene Promoter/ Community Health Worker (CHW)
 Monitoring and Supervising Construction Partners responsible for hardware aspects:
assist MRRD in evaluating, recruiting, supervising Construction Partner (CP) and
managing of contracts between MRRD and Construction Partners (CP) within one or
more provinces, do quality control, certify invoices for payments to the Construction
Partners (CP)
 Reporting – prepares water point report with photographs; coordinate all water
supplies for registration in the national water database

The MRRD will give the reigns in the hands of the CDCs and they will organize the needed
approach with the support of the Provincial Office in case the need is identified or requested.
The established and experienced CDCs will have very little requirements for the
organizational aspect but will require support with the hygiene education and the
Community-Led Total Sanitation approach.

1.2.2 Construction Partner

The construction Partners (CPs) are primarily private sector firms responsible for hardware
aspects9.
o Construction of water supply facilities – drilling of tubewells, deepening of dug wells,
construction of head works for tube-wells and dug wells, supply and installation of
approved hand pumps, construction/ rehabilitation of existing facilities as spring
protection etc., supply and laying of pipes and fittings for gravity piped schemes
(including reconstruction and rehabilitation)
o Training – Village pump/ water point caretaker and pump mechanics (on the job training)

Depending on volume of work, it may be necessary to recruit many Construction Partners

(CPs). Construction partners (CPs) are most likely from the province or the region and
contracts will be signed directly between MRRD, CDCs and the Construction Partners (CPs).

1.3 District and Provincial Organization

1.3.1 District
The District Administration (DA) will work with the Provincial office and the CDCs or
Organization to conduct survey, prioritize Village Project and forward application. Further,
DAs work closely with community in planning, implementation, and operation and
maintenance of projects.

1.3.2 Provincial RRD

The provincial water and sanitation staff (3 technical officers and one hygiene officer) in the
RRD office of the MRRD will work with CDCs or Organizations to carry out the following
activities:
o Select Districts and Villages as per the set criteria in consultation with Governor’s
Office
o Prepare provincial priority RuWatSIP project activity plans in consultation and
endorsement of Governor's Office
o Appraise Community Action Plan (CAP) for implementation of the project.

9
Please refer Section II of the Manual for detailed list of activities under hardware aspects

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o Prepare Water and Sanitation Sub-Project and documents for procuring Construction
Partners (CPs)
o Provide technical backstopping to the CP and the community
o Monitoring Progress of project activities including works of SO and CP and report to
RuWatSIP Department

Further the P-RRD office carries out the following activities:

o Monitors the performance of the CDCs or organizations and report to RuWatSIP
Department.
o Recommend Payments of both CDC, organizations and CP
o Assist community during major repair of the water supply facilities

In future, when the expertise and capacity at the provincial level is adequate, the provincial
RRD will assume contracting responsibility with CPs. The Districts will be increasingly
involved as capacity increases.

1.3.3 Regional Technical Support Unit (based in provincial RRD)

In each region, a Technical Support Unit (TSU) staffed by O&M advisors and, at least, one
inspection team for a province (comprising of Water Engineer and Support Officer) to visit
and inspect existing and new water facilities at least once a year. The main function of the
Technical Support Unit (TSU) is as follows:
 Visit and inspect water facilities,
 recording of GPS for all wells
 inspection of maintenance standards
 does quality testing of water
 Update information on the water supply situation
 Enhance sustainability
 Gives feedback to the projects
 Gathers lessons learned
 Apply lessons into the next round of planning

1.4 Central Executing Agency

1.4.1 Project Implementation Unit, Water and Sanitation Department, MRRD
The projects will be executed by a Project Implementation Unit (PIU) in MRRD under
RuWatSIP Management Unit, comprising of a team staff lead by a Project Manager and
assisted by advisors, as required.

The roles and responsibilities of the PIU will be:

o Execution of Program/ Projects
o Recruitment of Construction Partners
o Endorse the Selection of Communities
o Supervision, Monitoring and Evaluation of Project
o Periodic Progress Reporting
o Technical Backstopping at Provinces
o Coordination of training activities
o Preparation of Annual Procurement Plan
o Prepare ToRs, bidding documents, contract documents
o Procurement of goods, services and works

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o Overall contract management (supervision, monitoring and evaluation, review

recommendations on contractual payments and making payments, as
appropriate)
o Avail the services of regional monitoring teams established in regional RRD
offices to assist in M&E and payment certification
o Co-ordinate its work with other parallel management units for projects supported
by UNHCR, USAID, UNICEF and others
o Co-ordination with other programmes and in particular with NSP with respect to
priority areas, and establishment of sustainable operation and maintenance
system
o Co-ordination with other stakeholders and ministries

1.4.2 Project Management Unit

All projects will be coordinated by RuWatSIP Management Unit (PMU) lead by Project
Coordinator and Joint Project Management Committee (JPMC) comprising of respective
Project Managers and advisors of different projects. It co-ordinate different projects
supported by UNHCR, USAID, UNICEF and others through a Joint Project Management
Committee (JPMC) for respective projects headed by RuWatSIP coordinator. The aim is to
enhance the capacity of MRRD, RuWATSIP to be able to implement streamlined
approaches; assume greater role and eventually do away with separate PIUs for
implementing projects funded by different donors. The preferred model is to make use of
CDCs through the P-RRD offices as well organized committees that have proven to function
well most of the time, monitoring is essential but should be together with the provincial,
district authorities and community representatives.

The Functions of the Joint Project Management Committee (JPMC) includes:

i. Based upon field studies/appraisal and approval of RRD, recommend to the
management to endorse approval or rejection of schemes in strict compliance with the
eligibility criteria;
ii. Recommend to the management for approval of Construction Partners (CPs)
iii. Preparation of documentation as required for Management decisions on funding
recommendations;
iv. Overall supervision of project progress, compliance with agreement, and that appropriate
policies are followed for sustainable and cost effective development.
v. Review of the overall progress of RuWatSIP portfolio and its processing;
vi. Identification and documentation of common problems and resources which emerge
during the processing of projects. The JPMC analyses and makes recommendations for
management on problem cases.
vii. Focus on capacity building and strengthening appropriate institutions.

1.4.3 MRRD, Water, Sanitation and Irrigation Department

The overall oversight of RuWatSIP will be the responsibility of RuWATSIP in Ministry of
Rural Rehabilitation and Development (MRRD), headed by the National RuWatSIP Program
Coordinator/ Director.

The roles and responsibilities of the MRRD, RuWATSIP will be as follows:

- Sector policy formulation, revisions and overall rural RuWatSIP sector
development
- Sector planning, budgeting and allocation
- Macro-level sector monitoring and evaluation to bring about efficiency in service
delivery to the rural communities

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- Sector co-ordination through WSG

o Co-ordination at all levels (Ministry, PIU, Provincial and Community)
o Co-ordination with other Ministries viz. MoPH, MoE, MoWA

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Section IV Project Implementation Process

1. Project Cycle Management

The implementation process should not be undertaken until a complete assessment and
planning process is undertaken. The project cycle management as can be found on the
European Union web site10 would be a good starting point if the organization has no fixed
planning methods. The Project Cycle Management (PCM) Guidelines of the EU (others have
similar methods) produces a process that can be done in parts or as a complete approach.
The Logical Framework Tool will support the project in setting up outputs, indicators and
verifiable methods of measuring for all level of personnel. The assumptions are important for
the management as those have to be monitored as well. The Logical Framework gives
support to the middle management to ensure that all components are monitored and
evaluation will be easier.

Additional tools can be utilised that can support decision making during assessment and
even prior to the assessment phase with the support of GPS data projected through the use
of GIS (Annex II refers). The assessment data require to be analysed and conclusions to be
drawn that will support the selection of intervention areas.

2. Scheme Cycle Activities and Project Review Process

The average project scheme cycle is estimated to be about twelve months which consists
both planning and implementation phase at which time it is expected that the community
mobilization, organization, community planning, health and hygiene education would be
carried out and the water points and the latrines are built by the community when the
Community-led Total Sanitation as being used. However, the duration could vary with the
level of community awareness, weather condition of project area, security etc. and would
need to be monitored carefully.

The different Phases of Project Scheme Cycle Activities and tentative timeline is shown in
the following figure11. The detailed Project Scheme Cycle Activities with tentative time frame
are shown in Annex-1.

SCHEME CYCLE ACTIVITIES

Months
Activities 1 2 3 4 5 6 7 8 9 10 11 12
Selection of Support Organization and District
************
Application (2 months)

Provincial Planning (2 months) ************

Community Organization and Planning (3
******************
months)
Implementation (5 months) ******************************

2.1 Selection of Organization and District Demand Collection

10
http://ec.europa.eu/europeaid/multimedia/publications/publications/manuals-tools/t101_en.htm
11
Derived based on similar timeline followed by DACAAR and other organizations with slight modification
accommodating Community Planning which is an important phase for demand-driven approach in
implementation

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Communities will be supported by the Provincial RRD or Organizations i.e. primarily Non-
Governmental Organizations (NGOs: Afghan and International NGOs) who will be
responsible for software aspects12 of WASH Projects.

The MRRD, as an Executing Agency, might support in the selection and contract
Organizations to assist communities in the delivery of services. For small Community based
projects the CDC approach is the preferred method and the use of existing trained hygiene
education couples.

During this phase, the Province will ask for application from interested district to apply for
water and sanitation improvement with rational for their application. The applications from
interested districts will be also be collected during this phase. The engaged Support
Organization will assist district in data collection and work closely with district
representatives as well as with villages and provincial staff in proposing provincial, district
and village priorities.

2.2 Provincial Planning

In this Phase, demand from the district will be appraised with feasibility study with District
and Village survey. Based on this, by applying district eligibility criteria, the district and
villages will be selected in consultation with provincial governors.

During this phase Organizations will carry out following activities:

 Project Information sharing with Villagers/ communities
 Participatory Feasibility District and Village Survey (The Sample Format to be used
for District and Village Survey are provided in Annex-313)
 Prepare provincial plan of action in line with provincial priorities in consultation with
provincial governors
 Submit District and Village Selection and Project Implementation Plan for approval of
Project Implementation Unit, MRRD through Provincial RRD

The MRRD, Project Implementation Unit (PIU) will carry out following activities:

 Endorse the District and Village Appraised and Selected by Provincial RRD in
consultation with Provincial Governors. The District selection criteria are presented in
Box-114.

Box 1 Criteria for District Selection

 Need: % of population without access to safe drinking water
 Epidemic of water borne disease
 Higher Rehabilitation Needs
 No other WatSan project on significant size planned and in progress in the
district.

2.3 Community Organization and Planning

12
Please refer Section II of the Manual for the detailed activity list of software activities
13
The formats are being used by DACAAR for district selection and project planning
14
Similar district selection criteria are in use by the NSP but modified to the requirement of RuWatSIP sector

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In this Phase Community Organization such as CDC and/or WSUC will be established,
baseline information collected, Hygiene and Sanitation Education Started, Community Action
Plan for Implementation of project along with engineering design estimate will be prepared.

The Community Action Plan for Implementation of project along with engineering design
estimate will be submitted to Provincial RRD. MRRD will appraise project along with
Provincial RRD. Upon endorsement of project by MRRD, before start of the work, an
agreement will be signed between an Organization and the District Authority. A sample
agreement between an Organization and District Authority is provided in Annex- 415.

During this phase the Organization (can be NGOs but also locally trained personnel who
have formed local companies have sufficient knowledge to undertake the support function)
will support communities with the following activities:
 Project Information sharing with Villagers/ communities
 Community Social/ Resource Mapping16 with Transact Walk
(The Guideline for Community Social / Resource Mapping is provided in Annex- 517)
 Baseline Hygiene KAP Survey
(The Format for Baseline Hygiene KAP Survey is provided in, Annex-618)
 Community Mobilization and Organization (refer Section X for details)
 Formation of WSUG/C or use existing CDC
 Orient and Train WSSUG or CDC
 Community Situation Analysis
 Selection of Hygiene Promoter/ Educator
 Training of Hygiene Promoter/ Educator
 Hygiene Education (refer Section XI for details)
 Community Informed choice of technical options
 Prepare community contribution plan
 Prepare Community Action Plan19 (including site selection, choice of technical
options, community cost contributions, community supervision and monitoring, O&M
arrangements, Hygiene and Sanitation Education) (The Format for Community Action
Plan Information is provided in Annex-7)
 Obtain inputs and endorsements from community (separate meeting with men and
women should be carried out and agreement of both men and women should be
there) regarding site selection and community action plan (The Format for
Community Action Plan Information is provided in Annex-7)
 Technical Feasibility Study, Engineering Survey, Design, Estimate

The community will:

 Assess water and sanitation situation and identify needs

15
DACAAR
16
Community Social Mapping Process is in practice in NSP project and is proven tool for community
involvement, mobilization and information collection. SCA also practice preparation of village map
17
A Guide Book for SARAR Kit, RWSSFDB participatory tools, Rural Water Supply and Sanitation Fund
Development Board, Nepal
18
Hygiene Education Guidelines for Hygiene Trainers/ Supervisors in Afghanistan, Hygiene Education
Working Group (HEWG), MoPH & MRRD, Feb. 2005
19
NSP practice preparation of Community Development Plan through CDC and other WASH sector
organization are also planning and designing scheme in consultation with community. These are important steps
to involve community in planning, meeting community demands and building community ownership.

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 Form Water and Sanitation Users’ Group/ Committees or use existing Community
Development Council as a decision making community institution;
 Participate in preparation of a Community Action Plan for implementation of project;
 Participate in Hygiene and Sanitation Education and form CLTS
 Submit Community Action Plan for implementation
 Participating in field appraisal, and all other community meetings related to project;

The MRRD will:

 Appraise the projects submitted by the community with community action plan with
provincial RRD
 Endorse the selection of communities appraised and selected by Provincial RRD
(The eligibility criteria for selection of communities is provided in Box-2)
 Prepare tender document for construction works
 Advertise tender for construction works
 Evaluate tender
 Select Construction Partner (CP)

Box 2: Community/ Scheme Eligibility Criteria

(i) Needs
Access
Villages without any source of water within 60 minutes round trip to collect (ref. water RURAL
WATER SUPPLY AND SANITATION, National Policy Framework, Final draft September
2004)

or
Water Quality
Without any access to safe drinking water
(Clear, odourless and acceptable to community, parameters meeting WHO guidelines)

or
Quantity
Using less than 15 lpcd of water

(ii) Technical Feasibility

Water Point Site Selection
Location should be in a public place providing free access to all users
Women users involved in selecting site and location acceptable to women water users.

Technically Feasible
Proposed source, undisputed, unpolluted and Yield to meet Water Demand of 25 lpcd (Where
no cost effective alternatives source meeting Water Demand less than 25 lpcd can also be
considered in water scarce area),

Meets engineering standards, basic service level including measures to mitigate

environmental adverse impacts

Box 2: Community/ Scheme Eligibility Criteria (Continued)

(iii) Willingness to participate, contribute and sustainability

Exist or Established representative Community Development councils (CDC) or water and
sanitation users' Group/committees (WSSUG) and Separate Women’s Sub-Group if main
council or committee do not represent women.

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Minimum 10% of total cost committed as community contribution in cash or kind (e.g., skilled
and unskilled labor, local materials, transportation of material) towards capital cost. Priority will
be given for more community contribution.

The community will be introduced into the Community-led Total Sanitation and the community
should therefore upgrade their hygienic conditions of the whole village. On achieving the
desired state of ODF the community will get additional funds that can be utilized for
community projects in a transparent manner.

Community committed and willing to pay all running costs and take full responsibility for O&M,
planned and committed to establish viable system for O&M with establishment of O&M fund.

All willing household in a community are included and will have access to benefits (equity –
people from different geographical and occupational sections of the village can access
benefits)

Community Action Plan that includes Water Supply, Sanitation and integrated Hygiene
Education endorsed by the community. The decisions and choice of women taken into
account (beneficiary participation)

Selected Water Point Care takers, Pump/ Valve Mechanic, Hygiene Promoter from community
by the WASH Users' Group and willing to train and engage

User Group Executive willing to sign an agreement with an area pump mechanic or Valve
Mechanic for repair and annual preventive mechanical maintenance of the water supply

Users' Group Executive willing to take responsibility to own and manage, accepts principle of
transparency, monitor and report posted in public places.

3. Implementation
In the implementation phase, the construction of water supply system and no demonstration
toilets will be constructed but other methods will be used to encourage the community to
construct their own acceptable but safe toilets. The hygiene education will be carried out
prior to the CLTS or as decided by the method used. The functional Operation and
maintenance system will also be established.

Before the start of this phase, an agreement will be signed between SO (SO should be
understood in the widest sense), Community and District Authority. A sample agreement
between Organization-Community-District Authority is provided in Annex-8.

During this phase The Support Organization will carry out following activities:
 Hygiene and Sanitation Education
 Construction of Demonstration and Household Latrines
 Supervise Construction Works of water supply system
 Mobilize community contribution towards capital cost/ construction
 Training of Pump/ Water Point Caretaker
 Training of Area Pump Mechanics/ Valve Mechanic
 Set Functional Operation and Maintenance System
 Engage Water Point Care takers and Pump/ Valve Mechanic
 Link with spare parts shopkeeper
 Orient WSSUG/ CDC
 Water Quality Sampling and Testing
 Project Completion Report (PCR)

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The Format for Project Completion Report (PCR) is provided in Annex-9.

The Construction Partner will carry out following activities:

 Construction/ Improvement of water points
 Provide on-the-job training to Mechanics

The community will:

 Mobilizing community contributions for:
a) contribution to capital costs of projects;
b) operation and maintenance costs of outputs/assets and
c) operation and maintenance costs of CDC/ WSUG;
 Facilitate the well digging or tube-well boring or trench digging for pipeline.
 Provide unskilled labour for construction of water point/ water system.
 Provide local materials for construction.
 Provide unskilled labour for ring sinking or well boring and hand pump installation/ pipe
trench digging and construction of structures.
 Arrange transportation of well/ tubewell/ piped scheme components from the production
site to well site.
 Managing and supervising scheme implementation;
 Inspect the performance of hygiene promoter regularly.
 Inspect the performance of caretaker and mechanics regularly.
 Reporting to the community and to RuWatSIP on project progress and use of funds.

The MRRD will:

 Carry out regular monitoring
 Carry out technical audit upon completion of the works

4. Follow-ups
The regional Technical Support Unit, MRRD will at regular interval visits and inspect water
facilities, irrespective of who built them, so as to have updated information on the water
supply situation and to enhance sustainability. The water point survey form is attached in
Annex-10.

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Section V Procurement Arrangements & Financial Procedure

1. Procurement Arrangements
Procurement under the RuWATSIP will follow the MRRD procurement rules based on the
Government of Afghanistan procurement framework. Sector partners will have procurement
rules that are closely related to donor requirements and provided that the procurement is
done in a transparent manner, well documented and items with high standards bought
(especially those items left within the communities) no interference is expected.

The other projects/ programs may follow similar procedures with adjustments as per the
needs of the donor and agreement made with them. The Government is trying to harmonize
the procurement procedure through Contract Department in the MRRD and it should be
followed.

The following five main considerations, however, should guide the selection process:
(a) The need for high-quality services,
(b) The need for economy and efficiency,
(c) The need to give all qualified consultants or contractors or manufacturing industries,
national or international an opportunity to compete in providing the services or goods
and works,
(d) The need of encouraging the development and use of national consultants or
contractor or manufacturer, and
(e) The need for transparency in the selection process.

2. Fund Flow
RuWatSIP projects will be executed by MRRD. A RuWatSIP manager in the PIU will be
responsible for the use of the funds in accordance with budgets and approved procedures of
payment/ disbursement.

The Payments for organisations are made against milestones certified by the communities
and Provincial RRD. The milestones will be set in advance in the contract document.

CPs payment will also be made against milestones certified both by community and by the
organisation followed by Provincial RRD. The milestones will be set in advance in the
contract document.

3. Accounting Policies and Procedures

RuWatSIP will follow standard Afghan Government financial management policies and
procedures, including use of the Chart of Account developed by the Financial Management
Agent to record project expenditures.

4. Disbursement
4.1 MRRD

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MRRD, Financial Management will support the Special Disbursement Unit (SDU) within MoF
in preparing withdrawal applications, taking steps to transfer/make payments, undertake
accounting and reporting. The financial management advisor in MRRD is also responsible
for ensuring that proper financial procedures are followed in the implementation of
RuWatSIP.

4.2 Special Disbursement Unit, MoF

The Special Disbursement Unit (SDU) within MoF has the main responsibility for preparing
withdrawal applications, taking steps to transfer, make payments, undertake accounting,
reporting and obtaining audit opinions.

Overall project accounts will be consolidated centrally in the SDU for all implementing
entities, and consolidated Project financial statements will be prepared for all sources and
uses of project funds.

5. Audit Arrangements
RuWatSIP accounts will be audited by the Auditor General with the support of the Audit
Agent with terms of reference satisfactory to the donor. The annual project financial
statement would include a summary of funds received (showing funds received from all
sources), and a summary of expenditures shown under the main Project components/
activities and by main categories of expenditures.

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Section VI Gender

1. Why is Gender Important?

Women, girls, boys and men have different needs, strengths and capacities. It is important to
understand these differences so that programme strategies are effective and relevant. While
being gender inclusive means working with girls, women, boys and men, it includes focussed
work with girls and women. This is because typically girls and women face historical social,
economic and cultural disadvantages that lead to their exclusion from decisions that affect
their lives. It is especially true in Afghanistan where over 30 years of conflict and on-going
chronic disasters expose women and girls to increased vulnerabilities.

In the WASH sector, girls and women are primarily responsible for water related activities.
Women often identify water related responsibilities as the biggest part in their overall
household tasks. A World Bank study of 1996 identified that active participation of girls and
women in a project improves its effectiveness 6-7 times.

The Afghanistan National Rural Water, Sanitation and Hygiene Policy (2010) emphasizes
the importance to actively include women in decision making, in various stages of a project
cycle. Also, with hygiene as its main focus, the policy strengthens the role of women who are
seen as mainly responsible to ensure family and hence community level hygiene practices

Through its national and international commitments, the National Action Plan for Women in
Afghanistan (NAPWA), Afghanistan Development Strategy (ANDS) and the Millennium
Development Goals, the principles of gender equality & equity is further committed to by the
Government of Afghanistan

2. Basic Definitions & Concepts

Sex: biological/physical differences between women and men, girls and boys, based on their
sexual and reproductive functions, which we are born with; generally cannot be changed

Gender: socially-created differences (roles, responsibilities, and expectations) between

women and men, girls and boys; they change with societies, cultures and even families over
time. These are the culturally specific set of characteristics that identifies the social
behaviour of women, girls, boys and men and the relationship between them.

Socialization: the process by which roles are constructed. They indicate the
norms of behaviours for different members in a society such as women, girls, boys and men.
It includes our beliefs, attitude and practices

Gender Equality: refers to the equal enjoyment by girls, boys, women and men of rights,
opportunities, resources and rewards. Equality does not mean that women and men, girls
and boys are the same but that their enjoyment of rights, opportunities and life chances are
not governed or limited by whether they were born female or male.

.
Gender Mainstreaming: is a globally accepted strategy, an approach, a means to achieve
the goals of gender equality. It requires that attention is given to gender perspectives as a

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key aspect of all activities across all programs. This involves making gender questions –
what women and men do, resources and decision-making processes they have access to –
more central to all policy development, research, advocacy, development, planning,
implementation, monitoring, and reporting of projects.

Gender Programming: taking into account gender differences in all stages of the project
cycle from design to evaluation. It involves an understanding that women and men may want
different things and that outcomes may also be different between women and men. No
programme work is gender neutral.

Gender Analysis: examines the relationships between females and males and their access
to and control of resources, their roles and the constraints they face relative to each other. A
gender analysis should be integrated into needs assessment and in all sector assessments
or situational analyses to ensure that humanitarian and development interventions do not
extend gender-based injustices and inequalities and, where possible, greater equality and
justice in gender relations are promoted.

Gender Balance is about the equal participation of women and men in all areas of work
(international and national staff at all levels, including at senior positions) and in programmes
that agencies initiate or support (e.g. WASH, livelihoods etc.). Achieving a balance in staffing
patterns and creating a working environment that is conducive to a diverse workforce
improves the overall effectiveness of policies and programmes, and will enhance agencies’
capacity to better serve the entire population. This is especially true in WASH which is often
perceived as a technical sector and primarily dominated by male engineers who comprise
the majority of internal staff of Implementing Units.

3. Gender Sensitive approaches in WASH

When it comes to women and girls, usage of WASH facilities in the public space depends on
cultural appropriateness and the security aspect related to location access and use. The
cultural & religious values, along with the aspects of security makes the demand for privacy
and personal safety required to make WASH facilities acceptable to women and girls
relatively high. If these factors are not included into the design and location of the toilets &
water points, this may lead to their non-use by almost half of the population in a community.

Case: There have been cases of women and girls choosing to travel longer distances to
fetch water, compared to a facility closer to their home. The reason was that the water point
was located near a mosque making it convenient to the male population, especially for the
purposes of ablutions for prayers, but for the women & girls, this led to restricted and often
no access.

The aim of making WASH facilities gender inclusive ensures that all users can have equal
access and use it with dignity and without any issues of shame or fear.

What follows are some clear ‘To Do’ steps that can be taken during the project
implementation to ensure women and girls are actively included into program aspects, along
with men and boys.

3.1 Preparation and Planning

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1. Directly contact women and girls, boys and men on their needs & requirements for
adequate water, sanitation and good hygiene requirements.

2. Hold separate meetings with women and girls to consider their opinions when designing,
technology selection, locating and building latrines and water points.

In 2009, DACAAR conducted a gender focused needs assessment of WASH programme in

Balkh. During the discussion with the respondents, it emerged that there were women who
had studied engineering in college. But after marriage, they had moved to the village and
their household responsibilities had not given them an opportunity to build on their
education. Seek out these women to be built in as active partners in WASH related work in
the area.

3. Discuss the convenience & appropriateness of the meeting venue and meeting time
with women and girls. Make sure to choose a meeting time that is acceptable to
them, given their household responsibilities (i.e., mid-morning is not a good time as
women are busy preparing lunch, similarly late evening when it may not be
appropriate for them to attend meetings). School going young girls and boys can be
contacted by arranging for social session during their school hours when there is a
greater probability of capturing their attention

4. Support Organizations/Implementing teams are to have women in their staff, to directly

contact girls and women in the community (e.g., from the hygiene units). If for some
reason, women cannot be employed directly in the project teams, temporarily hire a
woman volunteer (e.g., such as a school teacher or a health worker from the village) for
this role.

Where is not possible at all that women and girls can be directly contacted., the field
engineer stresses the importance of asking the women’s opinion when requesting the user
group men to think about needs and site location

5. Include women’s shuras, women’s groups, mothers groups and other similar local
collectives to encourage women’s participation in site selection , planning and designing

6. Include female headed households, households with single females, women

unaccompanied by males, households with persons with disabilities and other vulnerable
households in these discussions

7. Prepare separate KAP survey tools for women and men. Make sure that male staff
interviews the male population and female staff interviews female population.

8. In the KAP tool used for women, include women specific WASH questions, especially on
sanitary hygiene and safety, security concerns. Sample of questions that may be
included are-
 are there any specific issues of safety, security or privacy that you or your family
members (especially women, children, elderly and persons with disability) might have
in accessing the water point at any point of time?
 what is the sanitary material that you use during menstruation? how do you dispose
it?
 do women, girls and children find it easy to access and use the latrine at all times?

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If appropriate, some questions on safety and security may also be asked to men as this will
help the project staff to understand the issues of concern from both men and women. The
dialogue with men will also be a process in sensitizing them on their stuff

Design/Access/Use-Identifying the Site Location is the most critical sages of the WASH
activities.

1. Ensure women and girls have safe and secure access to the toilets/water points.
They should not be in a publicly visible place (e.g., near a mosque, facing the street
etc.).

2. In case a water point/latrine has to be built facing the street, construct a wall /fence
(‘Purdah Wall’) to ensure privacy. Do this in discussion with the women and men in
the community.

3. The direction of the water point should be such that the face of the women should not
be exposed to the street, public market when she is using the water point.

4. Make sure that the water point is not built near the house of influential person(s) or a
similar place where the risk of it being privatized is high. Also, women and girls will
feel uncomfortable to use that water point in such a scenario

5. You may choose to explore building of sample latrines to encourage safe and healthy
hygiene practices by beneficiaries. In such a scenario, in choosing the house to build
the sample latrines, make sure that the criteria for selection is most vulnerable and
the discussion is held with all community members-both men and women in
identifying the household

6. Holes in the latrines should not be too big as it makes it risky for children to use due
to fear of falling.

7. Mostly women and older girls are responsible for keeping the toilets and water points
clean. Talk to them about the design requirements to assist them in easy cleaning. At
the same time, also encourage men to participate in the cleaning of latrines and
water points.

8. In case of communal latrines, have separate latrines for women and men. Make sure
there is adequate distance between them. Put up relevant signs to indicate this
separate location and also emphasize this in community meetings

9. Make sure the latrine design is culturally appropriate, provides privacy, has adequate
lighting and there is effective locking system that allows the door to be completely
shut by the user. Women and girls must not feel any risk of violence in accessing, or
using the latrine

Example: A latrine constructed by an NGO in a house compound used curtains instead of

doors for purposes of privacy. It was seen that the female members of the household did not
use the latrines as they felt uncomfortable, embarrassed and exposed in absence of the
facility of a locked door. They always felt that their privacy and dignity was not ensured
through the curtains and that there was always a possibility that someone might walk in
when they are using it

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10. Include women in site selection, design and the technology selection of WASH
facilities. Do not assume that absence of technical skills by women will hamper their
understanding and ability to share their needs and requirements

11. If there are restrictions on using time or access to the water point /latrines, make sure
the women and girls are informed of it, and agree with it

12. Make sure there is easily available and culturally appropriate items that users can
use for washing after using the latrine. For example- water/soap/clay etc.

3.2 Hygiene Education

1. Women and men are aware of the importance and know how to practice improved
hygiene through water storage, water use and personal hygiene. Special care to be
taken about hygiene practices of small children, elderly or people with disabilities.

2. Include aspects of specific sanitary requirements for women and older girls in the
hygiene messaging.

3. Women members of the Support Organisation/Implementing team (Hygiene staff) to

talk to women and girls in the community on aspects of personal hygiene and
hygienic usage and disposal of sanitary cloth during menstruation

4. Train women members of the hygiene staff to be able to address issues of sanitary
hygiene effectively, without shame or discomfort.

5. Make sure the male staff is aware of the importance of the women specific hygiene
messaging.

6. Special classes/lectures for girls on personal hygiene during the menstruation to be

done by women hygiene educators in schools

3.3 Operation and Maintenance

1. Where possible, include a certain percentage of women in the Water & Sanitation User
Committee (WSUC). Establish a specific quota for women members. Having only one
woman may be too less as she might not feel confident and adequately supported to
actively participate in the process. Try to have at least two office bearer of the WSUC to
be women.

2. Where it is not possible to have a mixed composition, have women exclusive WSUC – (a
sub WSUC) with the same roles and responsibilities and with a direct responsibility to
represent interests of women and girls of the Water & Sanitation User Group (WSUG).
Set up a mechanism to share the meeting outcomes with the WSUC to ensure that
women’s voices are included in the agenda setting and discussion points of the WSUC
with the Engineer or other relevant member of the Support Organisation.

The governance model developed can be based on the first 2 models offered by the NSP –
1) mix of men and women CDCs; 2) separate women shuras that work alongside the male
CDCs

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3. Make sure the women members in the community are aware of the different WASH
governance models- CDC, WSUG, WSUC, Monitoring Units, other relevant
mechanisms and Implementing Units

4. When selecting a Caretaker, try to find a woman Caretaker –who is motivated, has the
community support and respect. Often, not all women have same barriers in participation
example- elderly women are often more open to taking up this role and the community
acceptance to this role is more.

To start the process, offer Caretaking role to a couple in the community so that both women
and men in the community are comfortable in sharing their concerns directly to the relevant
member of the Caretaker team

5. Hold discussions with women’s groups to decide the maintenance/user cost. Especially
focus on inclusion of women from female headed households.

6. Have a flexible payment arrangement which take into account women’s income earning
potential which may be seasonal or uncertain (e.g. payment by installment, ability to
defer payments)

3.4 Capacity Building

1. Offer basic gender awareness training with focus on importance of gender issues in
WASH to the staff (men and women) of the Support Organization/NGO/Implementing
Units

2. Hold training, raising awareness on issues of gender and its importance to WASH with
women & men, girls and boys and other influential leaders in the community.

3. Hold special hygiene classes with both and girls in schools. Make sure the hygiene
messages for girls are inclusive of their specific requirements during menstruation

4. Train both men and women in communities in aspects of WASH- operating the
technology; maintenance and repair; hygiene education; surface and groundwater
protection and other relevant techniques

5. Hold special trainings for women in leadership, management and other required skills to
make them able to take the new responsibilities effectively

6. Make sure the training time is convenient for women to participate, given their household
responsibilities. This can buy having a discussion with women before setting up the
schedule

Do not assume illiteracy of women to be a barrier in their ability to learn technical skills. E.g.
In a recent workshop conducted by WET center (DACAAR) with ARZU (and women’s NGO
in Afghanistan) for women on Bio Sand Filters, 12 of the 15 women trained were illiterate

3.5 Monitoring and Evaluation

1. Include sex, age and disability disaggregated data on programme coverage are
collected, analysed and routinely reported on.

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2. Through spot checks, discussions with communities, routinely monitor women’s, girls’,
boys’ and men’s safe access to /use of WASH services
3. Develop gender focussed indicators in the project and report on them
4. Include specific indicators to monitor and evaluate the level and quality of participation of
women and girls-such as how many women are present in WSUC; do they hold active
office in WSUC? Are there changes in roles of women and men 9home and community)?
are men becoming more sensitive and accepting to women’s increased participation in
decisions? Are men assisting in cleaning and maintaining the water points/latrines etc.?
5. Use participatory methods for evaluation. Have separate discussions with women and
girls; and men and boys. Make special efforts to include elderly people and people with
disabilities are part of the interviewed sample. (They may not easily find you, make sure
YOU find them!)

4. Overall
1. Have on-going and early discussions with community elders, other influential elders and
women to mobilize support for improved participation of women and girls

2. Include and sensitize men, as beneficiaries and co-workers, to advance the role of
women in WASH.

3. Listen to women as they are often aware of how to work around existing male power
structures and rely on their insights to set up processes to improve their involvements
while at the same time, not alienating the male members.

4. Identify some quick and real benefits for the community to see, linked to the improved
role of women and girls. This will help minimize expected resistance from men.

References:
 http://www.irc.nl/page/39147
 www.unwater.org/downloads/unwpolbrief230606.pdf
 http://www.genderandwater.org/
 IASC Handbook- Different Needs - Equal Opportunities: Increasing
Effectiveness of Humanitarian Action for Women, Girls, Boys and Men
 Gender indicators for the WASH cluster, Afghanistan.
 OXFAM: Gender equality in humanitarian programmes
 DACAAR’s M&E tool for WASH

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Section VII Environmental and Social Assessment

1. Environmental and Social Assessment

Project implementation requires complying with MRRD policies, strategies, guidelines and
procedures. Other projects may also follow the same framework or any other similar
applicable framework.

The compliance with the safeguard provisions are ensured through screening process during
appraisal of community action plan before implementation of projects. The following are the
checklist for the environmental and social impact assessment:

Environmental Impact Related

 Adequate measures taken in design for possible erosion and water logging,
particularly in gravity flow schemes, cause by overflows at reservoirs and other
system components
 Adequate provision in design for waste water disposal
 Sufficient distance from water point and proper design of the latrine to check possible
ground water pollution
 Ensured that proposed water source being tapped are unpolluted or adequate
measures are taken so that water quality meets WHO guidelines in physical,
chemical and bacteriological characteristics for drinking water.

Social Assessment Related

 All the willing potential beneficiaries including local ethnic and religious minority are
included as beneficiary of the project
 If land would be needed for a project (e.g. to build a small reservoir or a dug well),
land obtained either through private voluntary donation or available government land
or compensation paid by the community (i.e. with transaction between willing buyer-
willing seller) will be documented as required for the government land
 Provincial and District governors are reported to inform Archaeological Committee.
 Appropriate Mine Risk Management measures are considered

1.1 Environmental Impacts

Schemes under the Rural Water Supply and Sanitation may comprise small-scale
infrastructures which are not expected to have any significant negative environmental or
social impacts. However, adverse impact could occur, if the schemes are not properly
planned, sited, designed, constructed, operated and maintained. Some potential negative
impacts could be:
 Possible erosion and water logging, particularly in gravity flow schemes, caused by
overflows at reservoirs and other system components
 Possible problems caused by increased water use without adequate waste water
disposal
 Ground water pollution due to inappropriate and/or poorly built latrines
 Health adversely affected if polluted sources are tapped and untreated, contaminated
water is brought closer to households

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Such adverse problems occur only if the schemes are not properly planned and designed.
While implementing projects, projects should ensure that these adverse issues are
addressed within the planning, designing and O&M phases.

1.2 Social Impacts

Local ethnic and religious minority groups: local ethnic and religious minority groups are
included as beneficiaries, and that their concerns are addressed. The community/scheme
criteria include all-inclusiveness that should be addressed and monitored.

Cultural Property: Implementation of project/schemes involving civil works should be

reported to the provincial or district governors, who then will inform the Archaeological
Committee.

Mine Risk: Appropriate mine risk assessment based on the procedures defined for
community rehabilitation/ construction works in the Procedures for Mine Risk Management in
World Bank Funded Projects in Afghanistan or other similar applicable procedure should be
carried out before starting implementation of project /scheme.

Land acquisition: No land acquisition is anticipated. If any minor areas of land would be
needed for a project (e.g. Build a small reservoir or a dug well) such land could only be
obtained through either private voluntary donations, compensation paid by the community
(i.e. transaction between willing buyer-willing seller), or from available government land.
Private voluntary donation and community purchases should be documented as required for
the government land. Documentation would be needed that the land is free of
encroachments, squatters or other encumbrances, and has been transferred to the
community by the authorities.

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Section VIII Monitoring and Evaluation

1. Monitoring and Evaluation Framework

The purpose of monitoring is to provide timely feedback and analysis to the team and
program partners for making management decisions. This information is used to:
 facilitate problem-solving at the local level;
 identify trends requiring corrective action at the program level;
 evaluate program performance;
 document successful approaches and lessons learned; and
 support strategic planning efforts.
Three types of M&E are conducted:
 Implementation monitoring of on-going subprojects focuses on measuring progress
against work plans (outputs) and the quality of facilitation and community
participation (processes).
 Post-Implementation monitoring of completed subprojects focuses on the quality of
completed subprojects (how well they are designed and constructed) and
sustainability (the community has adequate arrangements for operations and
maintenance).
 Program Evaluation provides a more in-depth assessment of 1) development
outcomes and impacts, and 2) the effectiveness and efficiency of implementation
(institutional arrangements, policies, procedures, and management systems).

Each type of monitoring uses a selected group of performance indicators and associated
targets to measure results. The four types of indicators listed below form a “results chain”.
Lower-order results (program outputs and processes) are necessary steps toward achieving
higher-order results (development outcomes and impacts).

Table 1: Types of Performance (Results) Indicators

Type of Means of Responsible
Results Key Indicators Measurement Party
Indicator and Timing
Output Immediate visible result. (Examples: Regular Monitoring Organization
 No. of Community Development Councils and
(CDCs) and/or Water Supply and Sanitation (Community Planning) Provincial
Users’ Group (WSSUG) formed, trained and RRD/ MRRD
Involved in project planning and
implementation,
[Community
 Community Action Plan Prepared,
will
 Hygiene Promoters (Male/Female), Pump
Maintenance or Valve Mechanics Chosen, participate in
Water Point Caretakers Identified and monitoring]
Trained,
 Hygiene Education Activities such as House
to House Visit, Training by Teachers,
Training by Mullah etc. as planned are
carried out,
 Numbers of water points/ water system (Community Planning
constructed and implementation)

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Type of Means of Responsible

Results Key Indicators Measurement Party
Indicator and Timing
 Numbers of Hygienic sanitation facilities
(Latrines) constructed (implementation)
 Operation and Maintenance System
Established).
Process Actions taken by beneficiaries and facilitators to Regular Monitoring MRRD and
achieve a desired outcome, such as institutional (implementation Organizations
arrangements and changes in behaviour. and post)
(Examples: [Community
 percentage of community members (Community Planning) will
involved in electing/ selecting WSUG;
participate in
 percentage of community members
involved in preparation and endorsement of
monitoring]
Community Action Plan,
 percentage of women involved in site
selection, (Community Planning
 percentage of community contribution, type and Implementation)
of contribution).
Outcome Medium-term result Benefit Monitoring, MRRD and
(Example: KAP Impact study, organizations
 Percent increase in number of households Technical Audit,
with improved access to water points; Special Studies [Community
 Percent increase in number of households will
with improved access to hygienic sanitation
(post and evaluation) participate in
facilities;
monitoring]
 Percent increase in the number of
individuals that practice hand washing with
soap at critical junctures;
 Increased capacity of Government
Agencies (central and provincial) to monitor
the sector and manage contracts and
 Increased capacity of local NGOs and
private sector in social mobilization and the
construction of water points and sanitary
latrine (total number of units / year)
 Behaviour changes
Impact The long-term result that comes from achieving KAP study, Impact External
outputs and outcomes. Typically measured Study, Special Study evaluators
several years after final disbursement.
(Example: (Program
 Percent decrease in the prevalence of evaluation)
diarrheal disease morbidity among children
under five years
 time savings and reduction in domestic
drudgery through greater accessibility
 enhanced overall domestic productivity
through decrease in person days used for
the water supply of the household)

In addition to monitoring results, the MRRD is responsible for tracking program activities and
inputs:

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 Program Activities (work plan): the coordination, technical assistance, training,

procurement, and other tasks undertaken by program implementers; and
 Program Inputs (investments): the program staff, organizations, equipment/supplies,
funds, and other resources allocated to the program.

2. Different Types of Monitoring

2.1 Implementation Monitoring
2.1.1 Baseline on Hygiene Situation
A baseline will be taken on hygiene and sanitation situation of the community at the
beginning of project implementation. Baseline KAP study will be carried out (Refer section
on “Hygiene Education and Sanitation”).

2.1.2 Baseline on Water Supply situation

Water supply situation is taken analysed along with community mapping and village
assessment process. (Refer section on “Community Mobilization and Organization” and
section on “Hygiene Education and Sanitation” for details).

2.1.3 Output and Process Monitoring

Progress against work plans (outputs) and the quality of facilitation and community
participation (processes) will be monitored regularly. The baseline on hygiene situation and
water supply situation will also be taken as basis to monitor progress on improvements on
hygiene situation and water supply situation.

2.2 Post Implementation Monitoring

2.2.1 Technical Audit
Technical audit reviews the quality of infrastructures, the soundness of design, its
sustainability, adequacy of O&M arrangements and transition of roles and responsibilities
between organization and community , CP and community, organization and CP and MRRD
and organization/ CP/ community whether indeed MRRD has achieved its aim of enabling
the community to plan, implement and manage the water supply system.

2.2.2 Follow-up Monitoring on Sustainability of Water Points

Regional Technical Support Unit (RTSU) with assistance of Provincial RRD will monitor hand
pump maintenance. They visit each Hand pump Mechanic every six months to discuss and
assist in resolving problems at individual water points. They also inspect the water points on
a routine basis. (Refer section on “Operation and Maintenance System”.

2.3 Program Evaluation

2.3.1 Benefit Monitoring
Benefit Monitoring focuses on immediate outcomes such as percent increase in number of
households with improved access to water points, percent increase in number of households
with improved access to hygienic sanitation facilities, percent increase in the number of
individuals that practice hand washing with soap at critical junctures etc.

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2.3.2 Impact Evaluation

The long-term result that comes from achieving outputs and outcomes are evaluated. Impact
Evaluation provides a more in-depth assessment of 1) development outcomes and impacts,
and 2) the effectiveness and efficiency of implementation (institutional arrangements,
policies, procedures, and management systems). The study should include the permanent
change of behaviour of the community members.

2.3.3 Special Studies

As a part of learning and strategic inputs special studies will be carried out in different cases
of strategic issues.

3. Institutional Arrangements for M&E and Reporting

The M&E system will be managed by MRRD RuWatSIP Department at the provincial
level and national level with inputs from Organizations.
While it is expected that the Provincial RRD staff at the provincial level will regularly
make village visits for output and process monitoring, it is important to stress that
senior personnel from MRRD RuWatSIP Department should also go to the field
periodically, to get better acquainted with ground realities.

Project reports will be compiled at provincial level, and at national level. On a monthly basis,
RuWatSIP progress report will have to be prepared. The copies of report also go to the
donor. The MRRD PIU, MIS and Monitoring and Evaluation (M&E) Department will thus
receive regular monitoring reports.

3.1 Community Monitoring

The community is to monitor the inputs and quality of the Organization and CP services; this
might be done through report card system. CDC/WSUC will participate in the regular M & E
activities. All RuWatSIP related salient features, funding sources and activities are displayed
in the public place. Monthly implementation progress and relevant information will be
displayed in the notice boards accessible to the public, and/or announcements of project-
related information at Jumma prayers. The methods for information dissemination should
ensure that women are informed about project activities. At the end of implementation/
construction community will certify the satisfactory completion of the project.

3.2 Organizational Monitoring

Support Organization will do regular monitoring and prepare Progress Monitoring Report on
a monthly basis. Organizations and CDCs monitor activities of construction partner. A
construction completion report will be prepared at the end of construction.

3.3 Provincial RRD Monitoring

Provincial RRD will compile monthly progress reports prepared by the Organizations on
regional basis. Supplemented by the monitoring teams of MRRD which covers various
regions, these teams will link with MRRD provincial offices, which will monitor at the
provincial level and prepare report on quarterly basis.

3.4 Regional Technical Support Unit Monitoring

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Regional Technical Support Unit (RTSU) with assistance of Provincial RRD will monitor hand
pump maintenance. They visit each Hand pump Mechanic every six months to discuss and
assist in resolving problems at individual water points. They also inspect the water points on
a routine basis. It provides input to maintain database of functioning of water points at
regional and national level.

3.5 MRRD Monitoring

The MRRD M&E Department will also conduct surprise visits to project sites. The M&E
Department will have to visit all projects at least once to assure adequate project delivery,
and prepare a report, which will be the basis for final payment.

MRRD RuWatSIP Department will also hold meetings and workshops with Organizations (at
least quarterly) to share the results of monitoring and receive feedback from them.

The impact evaluation, technical audit and special studies are also sanctioned by the MRRD.

3.6 Co-ordination and Strategic Monitoring

Regular monthly coordination meetings in the Water and Sanitation Group will continue as a
forum for stakeholder coordination and for continuous supervision of sector activities.

Project funded under different donors will be supervised and coordinated through RuWatSIP
steering committees.

4. Management Information System (MIS)

A computerized MIS system will ensure that information flow takes place smoothly at all
levels, and that data are electronically processed from provincial level upwards to national
level at MRRD.

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Section IX Training

1. Training Strategy and Methodology

The overall objective of the Orientation/training strategy of the Program is to:

“Build the capacity of the water and sanitation users groups/ committee, support
organizations, RuWatSIP and their staff engaged in rural water supply and sanitation
program, so as to strengthen demand-led, community-based services as envisaged by
the WASH Policy and Strategy in Afghanistan”.

The MRRD will support the provision of services, as well as conduct other activities
aimed at improving the development capacities of the acting institutions i.e. the
community, Organizations, CP and MRRD. The primary thrust will be to orient and
familiarize the various involved personnel and organizations in the WASH concept,
objectives, working procedures and its rationales through the orientation and training,
which supports operations within the project cycle i.e., site appraisal, financing,
monitoring and reporting of the project schemes. Thus, training and institution building
will be woven into practice and learning as each cycle progresses, and will not be
simply isolated events.

2. Different Levels and Types of Training

The training/ orientation activities will be carried out at different level such as MRRD,
Organization/ CP, and Community.

2.1 Training/ Orientation at MRRD level

The staff involved in RuWatSIP will be oriented in WASH policy, strategy, demand driven
approach, project rules, procedures and implementation modalities.

2.2 Training/ Orientation at Support Organization Level

The following training/ orientation will be carried out to Organizational staff to enable them to
carryout implementation support as per the program implementation modalities and
strategies20.
1. Planning
2. Social Mobilization/ Organization
3. Technical Surveys and Design
4. Basic Hydrogeology
5. Well Construction, Supervision and Quality Control
6. Water Quality Testing
7. Trainers Training on Hygiene Education
8. How to conduct CLTS and reach the lofty goal of ODF
9. Alternative methods of water purification
10. Project Implementation for Bio-sand filter
11. Bio-sand filter Fabrication

20
The training modules 1-6 are based on modules developed and tested by DACAAR for MRRD. Training
module 7 is developed by MRRD based on Guidelines developed by Hygiene Education Working Group for
Hygiene Educators

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2.3 Training/ Orientation at Community Level

The community capacity to (a) participate in the decision making process and (b) the
management of the scheme, will be built through various participatory approaches and
training activities.
1. CDC (WSUG) Orientation and Management Training
2. Training of Hygiene Promoter
3. Training of Teachers on Hygiene Education
4. Training of Mullahs/ Imams on Hygiene Education
5. Training on Well digging
6. Training of Hand pump Caretaker
7. Training of Hand pump Mechanics
8. On-the job training for Valve Mechanics
9. Training of Masons for Latrine Construction (Private Builders)
10. Training of CDC (WSUG) treasurer
11. Training of Local dealers or sellers
12. Post Construction Training to WSUC
13. Training on CLTS and ODF

3. Details of Training Activities/ Modules

Some Training courses are described below.

3.1 Planning Training Course

Participants: Water and Sanitation Engineers/ Field Coordinator of SO

Course Duration: 2 days

Course Objectives:
After completion of this course the participants will:
 Have an understanding of the many aspects to planning.
 Have an understanding of the different sources of information and variety of
methods that constitute planning.
 Be aware of the objectives influencing a water and sanitation programme.
 Be aware of the water supply technology available and the factors influencing
their choice.
 To be aware of the different information that assist in deciding where to site a well
 Be aware of the processes and principles influencing the choice of village to
receive improved water supply.

Course Contents:
 Introduction to planning (what planning means and what constitutes a plan?,
Planning and the need to plan)
 Objectives and goals influence the plan
 Technical specifications (Technical options and choosing right technical option)
 Steps when planning for implementation (Community Action Planning Process)
 Monitoring (different types of monitoring – technical and non-technical) and
supervision

3.2 Social Mobilization/ Organization Training

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Participants: Social Organizers and Water and Sanitation Engineers

Course Duration: 3 days

Course Objectives:
By the end of the training course the participants should have gained the following:

 Respect for the experience, skills and wisdom of village communities

 Understanding of the concept of empowerment, social organization and
participation.
 Ability to evaluate the degree of participation in project implementation.
 Understanding of role of the Social Organizer/Engineer in the development
process.
 Understand the importance of community participation
 Understand the importance of and practice of community based well operation
and maintenance systems
 Basic skills for analysing village-level political and social structures

Course Contents
 Power and Poverty
 Power and Empowerment
 Development and Empowerment
 Social Organization
 Participation
 Role of Social Organizer (Engineer)
 Johari Window
 Village Power Network
 How to Approach the Community

3.3 Survey Training

Participants: Water and Sanitation Engineers

Course Duration: 5 days

Course Objectives:
After completion of this course the following topics will have been covered giving
participants experience and knowledge of a survey, and its value for a water and
sanitation project:
 Introduction to the history of the GPS and its uses
 Operation of a Global Positioning System
 GPS and map reading.
 Surveys and the different types of surveys.
 Tools and methods of a field survey.
 Water and Sanitation programme database formats.
 Recording database water point reports.
 Introduction to the Geographical Information System (GIS)
 Introduction to calling up information on the GIS

Course Contents

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 Global Positioning System (General introduction to GPS and its functions and
use)
 Map reading and the GPS (Practical exercises using GPS and a map)
 Field surveys (Objectives of a survey, Types of surveys, Methods and techniques
of a field survey)
 Collecting Information (Meeting and interviews, Mechanic and spare parts shop,
Hand pump inspection)
 Technical survey (Technical survey, Database formats, types of water points,
Water table monitoring)
 Connecting data collected with GPS, entered into database, and connect into GIS
to show the data in maps
 Introduction into analysing data in GIS

3.4 Introduction to Basic Hydrogeology

Participants: Water and Sanitation Engineers

Course Duration: 3 days

Course Objectives:
After completion of this course the participants will have a broader understanding of:
 Hydrogeology.
 The hydrologic cycle.
 Climate and precipitation in Afghanistan
 Aquifer, transmissivity, storativity, porosity and permeability.
 The description of rocks including their mineral composition and texture.
 Soils and the particle size and classifications of clay, silt, sand and gravel.
 Groundwater and ground water quality.
 Wells and how wells influence each other.
 Well hydraulics
 Duration Step Test - Multi Stage Pump Test

Course Contents
 Introduction to basic hydrogeology
 Hydrological Cycle
 Climate, precipitation and landforms in Afghanistan
 Rocks and Aquifers (Introduction to the Main Types of Rocks, Aquifers: A layer
within the Earth’s crust that stores and transmits water)
 Ground water (Saturation zone, aeration zone, porosity and permeability,
Transmissivity, Ground water level in humid and arid region, Impervious rocks
and artesian ground water, Springs, Kareez)
 Wells in Afghanistan and pumping tests (Dug wells tube wells)
 Introduction to Hydraulics (Cone of Depression and Draw Down, Pumping Tests)

3.5 Well Construction Training

Participants: Water and Sanitation Engineers

Course Duration: 5 days

Course Objectives:

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After completion of this course the participants will have gained:

 An awareness of the knowledge, expertise, and steps, necessary to construct a
fully functional reliable well.
 Knowledge of the different well construction techniques, hand digging, percussion
method, rotary drilling.
 A broader knowledge of the MRRD technical specifications.
 Knowledge of supervising well construction
 Knowledge of the drilling log and its value.

Course Contents
 Hydrological cycle and ground water (hydrological cycle, Aquifers and ground
water, Groundwater and wells
 Wells and their construction (Wells in Afghanistan, A hand dug well, well ring
fabrication and assembling of hand pumps)
 Percussion drilling (Percussion drilling procedures, advantages and
disadvantages of percussion drilling, site selection)
 Rotary drilling (Rotary drilling, Introduction to well hydraulics, Kareez and wells,
Cone of depression and draw down (Introduction to pump tests)`
 Site supervision and management

3.6 Water Quality Training

Participants: Water and Sanitation Engineers

Course Duration: 3 days

Course Objectives:
After completion of this course the participants will:
 Have an understanding of the hydrological cycle.
 Gain knowledge of the properties of water.
 Understand how water can become contaminated and the dangers of
contamination.
 Gain knowledge of the types of contamination and those most common in
Afghanistan
 Be cognitive of the WHO recommendations for safe drinking water.
 Have participated in performing the various methods for testing water quality.
 Realize the importance of sterilizing equipment and steps necessary when taking
water samples and testing.
 Have conducted on-site water tests using basic field equipment.
 Have knowledge of the various ways of filtering and purifying water.

Course Contents
 Water contamination (The hydrological cycle, Sources of contamination and its
dangers)
 Tests for water qualities and WHO recommendations (Tests for water qualities,
recommendations) & interpretation of recommendations
 Sterilizing equipment and taking samples of water for testing (Sterilizing
equipment and taking of samples before testing)
 Methods of testing water quality (Bacteriological testing, Physical testing, on site
water tests, Chemical testing)
 Methods of water purification (Methods of purification)

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3.7 Training of Trainers or Supervisors on Hygiene Education (ToT)

Participants: Supervisors/ Trainers on Hygiene Education

Course Duration: 3 days

Course Contents:
 Hygiene education implementation methodology developed by MRRD/HEWG
 Baseline Survey and Situational Analysis regarding Hygiene in an area
 Communication Approaches
 Hygiene Education Messages (All related messages to Water, Sanitation,
Personal & environmental Hygiene, Food safety and Re-hydration)
 Community Led Total Sanitation Approach
 Hygiene and Islam (Verses from Holly Quran and Saying from Prophet
Mohammad)
 Hygiene Promoter or Educator (Roles and Responsibilities)
 Water Supply and Hygiene Education
 Sanitation and Hygiene Education (household latrine)
 Personal and Environmental Hygiene
 Communicable Diseases
 Diarrhoea and its causes?
 Re-hydration Therapy during Diarrhoea
 Filling of Survey Format or hygiene education

3.8 CDC (WSUG) Orientation and Management Training

Participants: All WSUC Members

Course Duration: 3 Days

Objectives
 To build CDC (WSUC) leadership and management capacity related to
community activities.
 To make aware on the roles, responsibilities and authority of the Users and
Users’ Committee in scheme.
 To help WSUC to manage O&M Fund, sanitation Fund, and Hygiene Education

Contents
 Project rules
 Group dynamics.
 reasons for, and encouragement of, participation of women
 Community Action Plan preparation.
 O&M Fund management.
 Sanitation Fund.
 HSE activities
 Roles on Community Monitoring.

3.9 Training of Hygiene Promoter/ Educator

Participants: Hygiene Promoter/Educator

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Course Duration: 3 days

Course Contents
 Hygiene education implementation methodology developed by MRRD/HEWG
 Baseline Survey and Situational Analysis regarding Hygiene in an area
 Communication Approaches
 Hygiene Education Messages for Water Supply
 Hygiene and Islam
 Hygiene Promoter or Educator
 Community Led Total Sanitation (CLTS) and Open Defecation Free (ODF)
 Role play about hygiene educator
 Hygiene Education Messages for Sanitation
 Hygiene Education Messages for personal hygiene
 Hygiene Education Messages for Environmental Hygiene
 Hygiene Education Messages for Food safety
 Hygiene Messages for Re-Hydration
 Diarrhoeal Disease
 Re-hydration therapy during Diarrhoea
 Filling of Survey Format or hygiene education

3.10 Training of Hand pump/ Water point Caretaker

Participants: Hand pump/ Water Point Caretaker

Course Duration: 1 day

Contents
The objective is to train the caretaker to be responsible for general care and routine
maintenance of the hand pump, particularly in the following aspects:
 How and when to report to the Water Sanitation Users Committee or CDC.
 How and when to inform the hand pump mechanic on repair requirements,
including agreed channels of communication for women users.
 How and when to inspect the well surrounding and keep it clean.
 How to operate the hand pump.
 How to contact women users (for communications on changed situation, such as
out of service/restored service).
 Aware of possible sources of contamination of the water point

3.11 Training for Hand Pump Mechanics

Participants: Hand pump Mechanics

Course Duration: 3 days

Contents
To train the hand pump mechanic to make minor repairs when necessary, particularly
in the following aspects:
 Difference between dug wells and tube wells.
 Use of standard tools for hand pump maintenance.
 How to install the hand pump and how to remove it from the well for necessary
repairs.

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 How to make a schedule for visiting the wells under his responsibility.
 Explanation on hand pump spare parts and their quality.
 How to keep records on hand pump repairs.
 Information on where the hand pump spare parts can be obtained.
 How to construct aprons and other well components
 How to consider safety factors during hand pump repairs.
 Orientation on safe water, sanitation and hygiene practices.
 Training on communication skills.

3.12 WSUC Treasurer training

Participants: WSUC members and treasurer

Course Duration: 3 Days

Objective
 To train WSUC Treasurer on basic book keeping and financial recording system.
 To brief basic principles and payment procedures.

Contents
 Roles and responsibilities of the Treasurer
 Simple book keeping system.
 Store entry procedures
 Class room exercise in each requirement.

3.13 Training to local dealers/local sellers.

The local dealers will be trained on:
 Information on where and how hand pump spare parts can be purchased.
 Information on which spare parts are commonly required and how to recognize
their quality.

3.14 WSUC Refresher (Post construction) Training

Participant: All WSUC Members
Course Duration: 3 Days
Objective
To enable the participants to consolidate and manage the scheme and programs.

Contents
 Operation and Maintenance of the water points/ water system.
 Role of the Caretaker, Mechanics, Hygiene Promoter and WSUC.
 Regular collection of the Operation and maintenance Fund.
 Management of Sanitation Fund.
 Management of the Maintenance tools.
 Remuneration to the Mechanics.
 Minor and Major problems in scheme.
 Meetings and information systems to the WUG.

3.15 Project Implementation for Bio-Sand Filter

Workshop Description

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Training courses on the biosand filter are essential to ensure the proper and consistent use
of the filters in diverse regions of the world. Knowledge that is vital to the health of the end
users is provided during this training.

The workshop offers instruction and hands-on experience in construction of all components
of the filter - the concrete filter box, media, diffuser plate, and lid. The participant will gain a
clear understanding of the rationale in which the filter design is grounded, how to install the
filter, and how to instruct end users on its correct use and maintenance.

The workshop explores the relationship between water and health in developing countries.
Participants will gain a fundamental overview of water, hygiene, sanitation, disease
transmission, household water treatment options, and safe water storage. As well,
participants will discover how to successfully plan and implement a biosand filter project.

Objectives
Upon completion of the workshop participants will be able to:
 Demonstrate how to construct and install a biosand filter correctly
 Describe the operation and maintenance of a biosand filter
 Describe the relationship between water and health
 Explain the need for household water treatment, hygiene and sanitation education
 Describe the CAWST dissemination model and how it applies to project planning
 Describe how to successfully plan for a biosand filter project abroad
 Establish a network of contacts of other program implementers

Participants
The ideal participants are individuals or groups who are:
 Working in water and sanitation, community development or health projects seeking
solutions for safe water
 Aware of the need for safe water and may have some familiarity with household
water treatment
 Motivated and prepared to implement a household water treatment project
 Mid-level managers within their organization with the responsibility for organizing
projects and making decisions
 Program organizers, community liaison people, technicians, front line supervisors,
project managers, or project engineers

Participation by women is encouraged. Preferably, 2 to 5 people from each organization

would attend to ensure that they learn together and benefit most from the workshop.

Methods of Instruction

The participatory workshop includes theory, classroom exercises, demonstrations, open

discussion, case studies, guest speakers and hands-on construction. Approximately one-
third of the workshop is spent building and installing a biosand filter. Active participant
engagement in learning activities is encouraged.

Content

The following is a tentative list of the topics to be covered. A specific agenda will be
developed for each workshop.

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Theory
 Global water issues
 Microbiology and epidemiology
 Disease transmission
 Household water treatment options
 Safe water storage
 Sanitation and hygiene
 Water quality testing
 Biosand filter design and operation

Practical
 Construction, installation, operation and maintenance of the biosand filter
 Selection and preparation of sand media
 Troubleshooting

Implementation
 Project planning
 Requirements for a successful household water treatment project
 Developing the vision and next steps after the workshop

Training Materials
The following materials will be provided:
 Participant Manual
 Biosand Filter Manual with instructions on construction, installation, operation and
maintenance
 CD containing all material presented in the workshop and related resources

Duration
5 days

3.16 Bio-Sand Filter Fabrication

Workshop Description

This introductory course is designed for people interested in learning more about the
biosand filter. The workshop offers instruction and hands-on experience in the construction
of all filter components including the concrete box, media, diffuser basin and lid. The course
is also intended to introduce participants to the need for household water treatment in
Afghanistan and developing countries around the world.

This course is not intended however to replace the 5 day “Project Implementation for the
Biosand Filter Workshop”, nor is it sufficient for someone to become competent in filter
construction.

Objectives

Upon completion of the workshop participants will be able to:

 Demonstrate how to construct and install a biosand filter.

 Describe the operation and maintenance of a biosand filter.
 Describe the relationship between water and health.

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 Explain the need for household water treatment.

Participants

The ideal participants are individuals or groups interested in:

 The biosand filter.

 Poverty alleviation, global issues and water.
 How to implement a biosand filter project in Afghanistan and a developing country.

Methods of Instruction

A variety of learning activities will be used including lectures with PowerPoint slides, small
group work, hands-on construction, in-class demonstrations, individual reflection, case
studies, guest speakers and open discussion. Approximately one third of the workshop is
spent building and installing a concrete biosand filter.

Content

The following is a tentative list of the topics covered. A specific agenda will be developed for
each workshop.

Theory:
 The relationship between water and health
 The biosand filter operating parameters
Practical:
 Biosand filter construction, operation, maintenance and installation
 Troubleshooting

Training Materials

The following materials will be provided:

 A reference manual including instructions for the construction and installation of the
biosand filter and construction of the steel mold.
 Instruction manuals for the construction and installation of the biosand filter including
directions for building the steel mold
 A CD containing all the material presented in the workshop (PowerPoint slides,
reference manual, filter instruction manuals)
Duration
3 days

3.17 Project Cycle Management Training Course

Project Cycle Management (PCM) has become a tool of great importance in developing
projects as well in the private industry. It is a way of understanding that there are steps to be
taken before the next goal can be reached in a satisfactory manner. The cycle management
can be used as a recurrent tool that makes the management changes possibly in timely
manner, as any tool it needs to be used in the correct manner and without making short cuts.
PCM was set up as weaknesses were identified in the situational analysis and in the

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decision making structures. Basically the system was developed and evolved to the system
as of today because of the many studies in failures of development projects and within the
various industries.

Different tools can be used within the PCM but generally the Logical Framework is being
utilised as that is a tool system being part of the PCM as used by EU and others.

Goal of the Project Cycle Management Training Course

The goal of the training course is to broaden the participants’ knowledge of the application of
Project Cycle Management (PCM) together with Logical Framework Analysis (LFA) for
planning purpose of projects as being utilised by many development agencies.

Objectives of the Project Cycle Management Training Course

1. To understand the components of the Project Cycle Management and what the details
of the components are and the importance to step through all the points carefully
without making short cuts. How to make use of PCM and how to ensure to keep the
planning on track.
2. Logical Framework and its components, its uses and the steps to go through to get all
the details to make a complete plan.
3. To understand the importance of monitoring and evaluation, the role of report writing
and the components that should be covered, and the essence of report writing (must be
concise).

Selected Skills covered in the Course

 What is Project Cycle management? Why did it become an important planning
document?
 Elements of the PCM described and explained
 There are six phases and what they entail
 The Logical Framework explained
 Show and explain the logical framework matrix
 Potential short comings of project cycle management
 Planning, monitoring and evaluation and their relationship
 Participatory planning and its importance
 The role of proposal writing and the components of the report
 Report writing and its components

Planned duration: 4 days

3.18 Survey by GPS Training Course

Global Positioning System (GPS) functions and usage are introduced to participants in the
course. The participants will learn how to set the GPS system, time and units according to
requirements. They are also made capable of reading and saving coordinates (Latitude &
Longitude) for a point/location. Participants will also have one field day in which the trainer
facilitate practicing in the field on how to set and get ready a GPS to read, mark and save
coordinates of points/locations. The field readings are saved in GPS and then plotted on
maps.

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Goal for the Survey by GPS Training Course

To broaden the participant’s knowledge of GPS unit, its functions and applications to support
Rural Water Supply in Afghanistan.

Objectives of the Survey by GPS Training Course

After completion of this course the participants will have gained the following:
 Understand some of the history, origins, use and outputs of GPS
 Be familiar with the GPS unit, its functions and applications
 Understand how GPS works, identifying a position on earth, latitude and
longitude and their measurement, operation and maintenance of GPS, its
accuracy and settings.
 Have the knowledge and skill to read and use GPS to practically get coordinates
of water points at site and plot on map.

Planned duration:

3 days (2 days in the classroom + 1 day in field)

3.19 Operation & Maintenance of Rural Water Supply Training Course

In this course topics such as sustainability, community participation and management,
importance of O&M for water supply technology, technology selection and its O&M
requirements will be introduced and fully discussed with the participants. In addition, MRRD
and DACAAR O&M systems and different forms of agreements and reports on O&M of water
supply projects will be presented in details and discussed.

Goal for the O&M Training Course

To broaden the participant’s knowledge of the operation and maintenance system to

contribute to the sustainability of water supply programmes and projects in rural areas.

Objectives of the O&M Training Course

After completion of this course the participants will be able:

 To understand the MRRD and other NGOs O&M system
 To understand what are the responsibilities of the community and of the hand pump
mechanic in terms of hand pump maintenance and repair
 To update knowledge on O&M issues
 To reinforce management skills on sustainable O&M
 To create specific approaches for better work and planning with communities
 To understand the importance of community participation
 To implement effective O&M of rural water supply and sanitation services

Planned duration:

4 days

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Section X Community Mobilization Organization

1. Introduction
The community mobilization, organization consist of the following activities:
 Social Mobilization
 Community Organization
 Community Action Planning
 Implementation and Community Participation
 CLTS & ODF
The Organization is responsible for community mobilization and organization.

2. Social Mobilization
Social mobilization is the process by which community will be mobilized and organized for
the common goal to implement water supply and sanitation project. The community will be
motivated to participate in the project at all stages, to organize, plan, implement and own the
system.
● Hold preliminary discussions with key stakeholder groups in each community to
introduce the project and gain endorsement from community leaders.
● Organize public meetings for men’s and women’s groups to explain the Project and
Project rules.
● Organize community as CDC or WSUG/C to plan, implement and manage the
project.
● Prepare community map, analyse base line situation in hygiene, water and
sanitation.
● Strengthen community capacity to plan, implement and manage the project/
scheme.
● Obtain community support for women’s participation in selection of WSUG
members and members of a women’s sub-committee.
● Obtain community support for women’s participation in community action planning
and decision making.
● Obtain community support for participation in hygiene and sanitation education
● CLTS to be introduced and concept of ODF

Ensure a gender balance amongst social mobilizers and facilitators, in order to reach women
in an equitable fashion. Where this is not possible, submit an alternative plan to the project
that explains how the Organization will still attempt to provide equitable training to women in
communities.

2.1 The role of engineer or social mobiliser in community

1. The implementer of water projects relies on the cooperation of the people who live in
the village if the water project is going to be successful. If his approach is successful
he will gain accurate information, the resident’s cooperation and their commitment to
implement RuWatSIP.
2. The Water Engineer or his representative who are working with the community are
advised not to act as strangers but as a partner. They are advised not to present
themselves as an authority. The implementer does have important knowledge to
share but also has a lot to learn. The community is likely to reject someone who acts

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like an authority and who acts as if they know better than the local people by telling
them what they need in their village instead of listening. We should dress traditionally
and conservatively otherwise the community will just come to look at us and not to
share the important information and the make the commitment we need for success.
3. On arriving at a village show respect to the residents and their culture. Introduce
yourself; carefully explain your purpose, why you have come and what you can do.
You cannot be in a hurry. If time is short you will have to return another day.
4. Make sure that everyone understands from the beginning that you are making a
preliminary survey that does not mean that a project is definitely going ahead.
5. We should talk to the people, elders, and both men and old women. Sometimes in a
village, there are no men as they are working in the fields.
6. You must find out if any other organization is working with a development program in
the village and what they are doing. Check whether they have any information that
would be of value to you. Avoid duplication of projects.
7. It is important for us to be very open and share our information.
8. During the meetings give a general outline of your organizations’ strategy. How we
work together with the community, our capacity and the responsibilities to the people
living in the village. If the project goes ahead the various responsibilities will be
discussed in detail at a later date. Explain why we believe that program will be
successful by working together.
9. Assist community to prepare community map and carry out participatory exercise to
fill village assessment forms with some of the necessary information successfully.
10. Ask about the population size (should ensure that numbers also cover women, girls
and children). Population number is important for estimating coverage
11. Examples of questions we may need answers to:
 Where do you take your water? Spring, stream, or well etc.
 How many and what kind of wells do you have, dug or tube well?
 Ask if the water from the water point is good for drinking? If there are any
complaints about the water we should test the water for contaminants.
 How easily are the water points/wells accessed?
 Are the water points safe/ improved? Have the wells a concrete cover, hand
pump installed, apron and drain?
 Is it near a contaminated site, disposal site of human stools, animal stools,
latrines and baths?
 Do any people in the village have improved latrines?
 Are there contaminated streams or stagnant ponds of water lying in the
village and are they close to the water point?
Answers to these questions will also be obtained when participatory community map will be
prepared and when the engineer walks around the village.

2.2 Gender
As is often the case in Afghanistan, it is the health-related interventions that provide the best
opportunity for accessing women directly. Thus, the female partner of the mobile Hygiene
education couples should be used to ensure women’s voices are heard (Section 6 Refers).

3. Community Organization
3.1 Community

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A community is the main recipient village of the project. Communities will be identified on the
basis of existing local settlement and social patterns.
All the willing households in the community who do not have access to improved
water supply and sanitation should be included as beneficiaries and member of the
water and sanitation users group.
Community will be supported by RuWatSIP financially and technically to plan and
implement demand driven water supply and sanitation scheme. A key characteristic
of this approach is that it promotes a high level of community participation and
ownership during all phases of RuWatSIP cycle.
3.1.1 Roles and Responsibilities of Community
As such, roles and functions of the community will include:
 Assess water and sanitation situation and identify needs
 Forming Water and Sanitation Users’ Group/ Committees or using the Community
Development Council;
 Participate in preparing a Community Action Plan for implementation of the project;
 Participate both men and women in Hygiene and Sanitation Education
 Taking over the sanitation component through CLTS
 Providing community contributions;
 Participating in field appraisal, and all other community meetings related to the
project;
 Monitoring and Supervision of project implementation by the community through its
Community Development Council or Water and Sanitation Users’ Committee;
 Providing oversight of project implementation with regard to quality and use of funds;
 Maintaining the asset after completion with community cost contributions.

3.2 Council (CDC) or Users’ Group/ Committee (WSUG)

Water Sanitation User’s committee (WSUC) should be established or an existing Community
Development Council (CDC) should be used, to motivate planning, implementation and
maintenance of the hand pump wells/ water point or water system. The Community
Development Council (CDC) or Water and Sanitation Users’ Group/ Committee (WSUG/C) is
community-based decision making body for the implementation of the project.

CDC was elected by the community through elections based on a secret ballot in the NSP
supported communities. Where such CDC does not exist, Water and Sanitation Users’
Group/ Committee should be formed with wide participation of water users.

All beneficiaries’ households are member of the Water and Sanitation Users’ Group (WSUG)
and Water and Sanitation Users’ Committee (WSUC) is the executive committee of the
WSUG. Hence, the representatives in the WSUC will be selected or elected with majority
consent in the community wide meeting in presence of male and female representatives of
the member household.

To have functioning Water and Sanitation Users’ Committee (WSUC), the number of
representatives should be between 5 and 15 persons depending on the size of the
community. The Organization should facilitate and inform community to select or elect
representative WSUC inclusive of different socio-economic, ethnical/ tribal sub-divisions and
religious minority groups within the community and represents different clusters. The Water

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and Sanitation Users’ Committee (WSUC) should select or elect a Chairperson, Secretary
and Treasurer.

Where local norms regarding Purdha do not allow women to participate directly in
community wide meetings or in the Community Development Council (CDC) or in Water and
Sanitation Users’ Committee (WSUC), the Organization must promote and select separate
male and female sub-committee on different male and female members community wide
meeting. When separate male/female sub-committees are established, an Executive
Coordination Committee consisting of two members of each sub-committee shall be
established21.

3.2.1 Roles and Responsibilities of CDC or WSUG

Specifically, the Community Development Council or Water and Sanitation Group/
Committee will be responsible for:
 Overseeing preparation of the community action plan;
 Convening community wide meetings;
 Overseeing planning and preparation of scheme
 Ensuring community participation during all phases;
 Arrange to provide public land for water point, accommodation and security for well/
water point/ water system construction team.
 Site selection for water point according to the site selection guidelines.
 Mobilizing community contributions for:
a) contribution to capital costs of projects;
b) operation and maintenance costs of outputs/assets and
c) operation and maintenance costs of CDC/ WSUG;
 Provide unskilled labour for construction of water point/ water system.
 Provide local materials for construction.
 Provide unskilled labour for ring sinking or well boring and hand pump installation/
pipe trench digging and construction of structures.
 Arrange transportation of well/ tube-well/ piped scheme components from the
production site to well site.
 Assist the Organization in Managing and supervising scheme implementation;
 Select hand pump caretaker or water point caretaker.
 Entering a maintenance contract with local Hand Pump Mechanic
 Select hygiene promoter.
 Inspect the performance of hygiene promoter regularly.
 Keep track of project progress and inform community
 Inspect the performance of caretaker and mechanics regularly.
 Solve the problem of mechanic payment and other water related issues as they arise.
 Inform an implementing agency or local authority whenever major breakdown of hand
pump or water system occurs.

3.2.2 Criteria for selection of water and sanitation users’ committee members
 Should serve the community voluntarily.
 Be representative (Male/female) of the user group, with defined communication
channels between male and female members, and between Hand pump Caretaker
and women well users.

21
NSP Experience on CDC composition; NSP, Operation Manual, Sept. 2005, National Solidarity Program,
MRRD, Kabul, Afghanistan

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 Should have ability to read and write if available.

 Should be a respected person with some leadership skills.

4. Community Action Planning

Community Action Planning is a process by which community will be involved in planning the
scheme and in decision-making. The community action plan contains the following:
i) Community Mapping and Baseline Situation Analysis
ii) Hygiene education plan
iii) Site selection and water supply scheme layout plan
iv) Sanitation plan
v) Community contribution plan
(local labour, local materials, transportation and cash contribution plan for water
supply and sanitation)
vi) Operation and Maintenance Plan
vii) Monitoring and Evaluation Plan
viii) Community Capacity Building Plan

The format for preparing Community Action Plan is presented in Annex-7.

4.1 Participatory Community Mapping and Baseline Situation Analysis

Mapping is one of the methods of gathering actual information on a sheet of paper. The map
should contain critical information, natural resources, water points, defecation areas, roads,
school, cluster pattern, boundary, village path, member of household, population etc. This is
done with participatory approach, community will draw a map of their community, in which
they are residing and will be able to show community situation, needs, issues, problems and
resources. Refer Annex-5 for the guideline on community mapping process.

This will initiate dialogue and help establish a common understanding of the situation within
a community. The quality of this dialogue is as important as the map itself. As with focus
groups, engineers can derive a wealth of information from mapping exercises and need to
involve themselves either directly or indirectly.

Along with the community map, village assessment form and hygiene KAP baseline data will
be collected. Community will map problems with diarrhoea and water borne diseases or
problems of diseases from unsafe or bad water and solutions will be discussed with the
community. Based on these data baseline situation will be analysed participatory. This will
provide basis for planning for the community.

4.2 Hygiene Education Plan

Based on the hygiene KAP baseline, community situation will be analysed
participatory. This will then be taken as a basis to design/ choose hygiene and
sanitation messages and target community groups. The modalities of hygiene
education including training, advocacy and strategy will also be determined. This
includes how children and women groups will be mobilized. Hygiene Promoters will
be chosen from the village and trained. (Refer section on Hygiene Education for
details)

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4.3 Site Selection and Water Supply Layout Plan

4.3.1 Site Selection Criteria/ Principles
In collaboration with the user group, the field engineer is responsible for the final site
selection for each water point of the area. The user group is involved in site selection and
should understand selection principles.

The selection of the improved water point should be based on the following criteria:
 The water point should be located so that access cannot be monopolized by anyone.
This means that sites should preferably not be selected adjacent to the compound of
powerful members of the community as it increases the risk of privatization.
 Each Water Point should be used, in general, by twenty families or 150 people but
the number should be to utilize full potential of the dugwell/ tubewell or at least 75%
of the full potential but not less than 17 families
 The site must not be open to contamination from latrines, washing areas, canals,
ponds or other sources. There is no perfect rule governing the distance that is
necessary for safety between latrine and well. Many factors such as slope and level
of the ground water, and soil permeability influence the possibility of the bacteria in
ground water. In general, the distance between well and latrine should not be less
than 20 m in ordinary soil condition with low permeability.
 A well should not be near a graveyard.
 A well site should be above the flood-level so that the well water cannot be
contaminated by flood water
 The well site should preferably be in open and sunny place that will help to
keep the platform dry
 The well should be located in a place where consideration of Purdah does not
prevent women from using it.
 Choose a place away from heavily used roads. The well should not be near a public
place road or Mosque as women carry most of the water and the women cannot
collect water from those places.
 The well should be situated away from agriculture plots due to the use of urea,
chemicals, and animal and human dung as fertilize
 Where the sale, exchange or donation of land is required to construct or improve a
water point then the sale exchange or donation of land should be documented in a
waquf.
 The site of the water point should not obstruct any future government plans and
informed the Archaeological Committee through provincial or district governor.
 The user group must reach consensus on the site selected. The Field Engineer will
advise the user group on site selection with technical information. Hence, the other
criteria set by the community on consensus can also be taken.
 Women should have the prime role in the selection of the site. The female Hygiene
Educators should be used to ensure that women’s opinions are collected during the
site-selection process.

The users must make a major contribution to site section. It is very important that from the
beginning they feel the well belongs to them and not to the engineer or contractor. The
community know their culture and the necessary conditions to enable the well to be used
freely by the families that are targeted. Women especially must be consulted.

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It is very important to talk to a large number of people. The mosque is a good place to talk to
people as many people go there. Similarly, house-to-house visit or alternative meeting place
should be arranged to get women's views of the sitting of the well. Powerful people have
been known to take public land for their own use. If the program strategy and decision
making is openly shared with the community this is not as likely to happen.

The implementer should share all of his/her technical ideas clearly with the community and
listen to their ideas so that the best decisions are made. Understanding why decisions are
made engenders cooperation, participation and commitment.

Community usually know the locations where it will be difficult to dig. It is to our advantage to
listen to their advice. Community also often know about the ground water sources, whether
there is water. Community members know their location and can advise on areas to avoid
because of rocks and previous failed attempts to locate water. Elders in the community can
advise the technical person about the rainfall over the past ten years. The Engineer will take
all collected information into account when he advises at what depth to put the filter and
estimating the recovery of the water table after pumping. If for some reason the community
choose a site that for technical reasons or some other reason is unsuitable the Engineer
must share with them his reasons for believing it is not suitable.

A layout plan will be prepared as per the site selection. The proposed layout of water point
can be shown in the community map prepared earlier again with community participatory
approach. In case gravity piped water supply system, the location of source and location of
major structures like reservoir and taps will be identified to prepare a layout plan.

4.3.2 Technical Options

Different possible technical options and service level should be presented to the community
with its merit and demerit to enable them to choose most appropriate technology. The
project considers basic level services which provide subsidies (no toilet subsidies are being
foreseen in the new WASH Policy 2010) with certain level of community contribution
requirement. If community choose higher service level, the additional cost beyond basic
service level have to be borne by the community.
The following technology options, depending upon applicable site conditions, can be
considered:
 Dugwell with hand pump
 Borewell with hand pump
 Gravity piped water supply system
 Protected spring
 Infiltration Gallery
 Karez improvement
 Sub-surface dam
 Rain water Harvesting
The technical options will be discussed with the community and community will make
informed choices (refer Section on Water Supply Technology for details on technology). The
rehabilitation and improvement of existing water system should also be taken as possible
options. Technical options should be provided with its merit and demerits.

The engineer will carry out engineering survey based on the site selection and layout plan
prepared by the community with participation of community. Any changes required in the site

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due to technical problems will be discussed with the community and appropriate site will be
selected in participation of community. Engineers will then prepare detailed design and
estimate.

4.4 Sanitation Plan

A plan will be prepared in participation of community based on true demand of the
community households. It will be done in conjunction with hygiene education.
The Community-Led Total Sanitation approach will be used to make the village Open
Defecation Free and no demonstration latrines will be constructed per water point.
Community should be aware and demand for latrines. Sanitation will be promoted focusing
on the social benefits that a latrine can bring as well as the hygiene benefits. Different
technical options in constructing the latrine will be presented so that community household
can choose suitable option. Technical options should be provided with its merit and demerits
and related cost (Refer section on Sanitation).
The main technology options would be:
 Dry, single or double vault latrine
 VIP Latrine
 Pour flush water seal Latrine

4.5 Community Contribution Plan

Community should contribute at least 10% of the total capital cost. However, community
should contribute as much as possible in the form of kind and cash contribution. The
community should prepare a plan in which items they contribute and how it will be done.

Communities are generally responsible for following contribution:

 Providing unskilled labour
o to dig the well or to support the contractor in drilling the tubewell or dig and fill
pipe trenches
o for sinking of the well components/ rings or pipe laying
 Installation of hand pumps
 Provide all unskilled labour for apron construction or construction of structures such
as spring protection, break pressure tank, reservoir, tap stand etc.
 Curing of apron or structures
 Transport non-local materials from production centre to the well site
 Providing local materials such as crushed graded aggregates, sand, stone, etc. for
apron construction or construction of different structures

If community opt for higher service level the additional cost beyond the basic service
level facilities should be borne by the community.

Further, community participation is expected in the construction of dug wells and tube wells
are as follows:
 Ensure accessibility of the well after confirmation of the site from the social and
technical point of view.
 Ensure security for the construction team and assist with their accommodation if
necessary.

4.6 Operation and Maintenance Plan

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Communities are responsible for operation and maintenance of water supply system. The
CDC or WSUG will be responsible for the management of the system.

The community will:

 Select care taker for each water point
 sign an agreement with a local area mechanic/ valve mechanic for regular
mechanical maintenance and for repair of the pump/ water system specifying his
duties and what the User group will pay him (in cash or kind) on annual basis for his
services.
 Pay the hand pump mechanic for future repairs and maintenance.
 Purchase spare parts for repair and maintenance.
 Make known communication channels between women users and caretaker/
mechanic.

Refer section on Operation and Maintenance System for details.

4.7 Monitoring and Evaluation Plan

Community involves in monitoring management and supervision of a water supply project
and it’s Maintenance.
 Village representatives should be present as far as possible when all contracts are
signed
 Technical specifications of the contract should be shared with village representatives
 Village representatives should know and also monitor what the contractor is
supposed to be doing. This is an essential aspect of community ownership.
 Villagers will get to know the contractor very well and their good relationship with the
contractor can motivate the contractor to do his best.
 The Engineer should regularly observe the work in progress and discuss progress
with village representatives and the contractor or his representative.
 Community shall be empowered to plan, construct, operate, maintain and own all
infrastructures
 Community shall organize preventative maintenance
 Service sustainability has highest priority

(Refer Section on Monitoring and Evaluation for details on community level monitoring
needs)

4.8. Community Capacity Building Plan

Community capacity building plan includes training and orientation needs of the community
and community organization. The area of training includes leadership, management,
community mobilization, hygiene education, bookkeeping, operation and maintenance etc.
(Refer Section on Training for details on community level training)

5.0 Project Implementation and Community Participation

Project will be implemented in participation and involvement of community. Community
Action Plan (CAP) prepared by the community will be implemented with the leadership of
community through CDC or WSUC.

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It is important that women's are equally involved in water point selection, implementation and
in Health Education and Sanitation.

The following are the reasons why community should be involved in a village water supply
project?
 By involving the community in all aspects of well construction we are assisting the
community to receive safe reliable drinking water.
 The sustainability of a water supply is reliant on community ownership. Community
ownership means once the well is completed the members of the village are
responsible for its functioning. A community that truly values the provision and
access to safe water will organise themselves to maintain a well. They will choose
reliable people to be caretakers. They will spread knowledge and information about
well maintenance. Correct use of the hand pump, cleanliness, maintenance and
tidiness of the site, calling for a mechanic, paying a mechanic, obtaining spare parts
will become norms. Avoiding misuse that can cause a breakdown of the hand pump
and result in expensive on-going repair bills are responsibilities that the engineer
cannot take on. These responsibilities are the responsibilities of everyone in the
village. The misuse or lack of maintenance of one well means those people will start
to misuse another well.
 The community members need to organise a system (choose a member responsible)
to monitor all stages of the construction of the well. This community monitor and the
community need to have faith that the engineer is working to serve their best interest .

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Section XI Hygiene Education

1. Introduction
Hygiene education is an integral part of water and sanitation projects, but should be given
priority. Drinking water should be safe and clean. Water that is safe from faecal
contamination at the source often becomes contaminated during transport or storage. Again,
improved sanitation through effective disposal of faeces by latrines is very important.
Therefore, each water or sanitation project must have hygiene component as emphasized in
the WASH national policy guideline developed by Water and Sanitation Group (WSG) and
MRRD 2010. It mainly focuses on targeted beneficiaries for water and sanitation projects.
The approaches and methodology developed by Hygiene Education Working Group
(HEWG) and approved by MRRD and MoPH will be the main basis for hygiene education.

2. Definition
a) Hygiene education as a part of health education is a process through which we can
pass on different messages related to drinking water and sanitation to the people to
adapt sustainable changes in behaviour, practice and knowledge for their healthy life.
b) Hygiene education is any activity which is designed to achieve learning related to
safe drinking water, adequate sanitation, personal and environmental hygiene, food
safety and rehydration therapy at household level. Effective hygiene education may
produce changes in knowledge and understanding, it may influence or clarify values;
it may improve skills; it may affect changes in behaviours.

Hygiene has two aspects: personal and environmental.

Personal hygiene: The aim of personal hygiene is to promote standards of personal

cleanliness within the setting of the condition where people live. Personal hygiene includes;
bathing, clothing, washing hands and toilet; care of feet, nails, hairs and teeth; spitting.
Personal hygiene should begin at a very early age and must be carried through school age.

There is a major role of women in training children in personal hygiene. Women assist
children, the aged and the sick with their hygiene and sanitation needs. Women also take
the main responsibility for socializing children into the use of latrines and for providing
health/hygiene education for children.

Environmental hygiene has two aspects; domestic and community.

Domestic hygiene comprises that of the home: use of drinking water; foods; hygienic
disposal of wastes, use of toilet; need to avoid rats, mice and insects.

Community hygiene is a major concern of many governments and related agencies

throughout the world. In the developing countries, the emphasis is on the improvement of
basic sanitary services consisting of water supply, disposal of human excreta, other solid
and liquid wastes, vector control, food sanitation and housing which are fundamental to
health. In many areas, poor sanitary practices among the people have their roots in
centuries-old customs, styles of living, habits and war. These are not easily altered.

The objectives of Hygiene education in environmental health are:

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a- To educate the people in the principles of safe drinking water and sanitation with a view
to bring about desired changes in hygienic practices and lasting behaviour changes.
b- To secure adoption, wide use and maintenance of safe drinking water and sanitation
facilities.
c- To promote active participation of the people in planning, construction and operation &
maintenance stages of environmental improvement.

3. General Hygiene Education implementation: Framework

 After administrative mobilization and having their support and agreement for a
hygiene education project in a targeted area, we could start implementation.
 During implementation of hygiene education projects, it is a must to know the
direction we are moving. Hygiene education supervisor/trainer has to know the
general framework or necessary steps to be taken.
 For implementation of a hygiene education project, it is necessary to know from
where we should start and how the project moves forward and learn while the project
is developing to reach a better result.

The following steps should be taken:

i. Hygiene situational analysis
ii. Set objectives
iii. Select targeted audience
iv. Find setting and sectors
v. Choose Approaches
vi. Start actions
vii. Monitoring and evaluation
viii. Impact assessment

SITUATIONL
ANALYSIS

I
MPACT
OBJECTIVE
ASSESSMENT

HYGIENE
EDUCATION
FOR
MONITORG BEHAVIOURS TARGET
& AUDIENCES
PRACTICES

SETTINGS
AND
ACTIONS SECTORS

APPROACH

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i. Hygiene situational analysis (hygiene baseline KAP survey)

In this phase of implementation, first we have to collect some necessary information from the
targeted area and fill questionnaire pertaining to Knowledge Aptitude and Practices of
people. The following activities will be carried out to mobilize the community and collect
information:
 Transect Walk to observe the current situation and build rapport with the community
 Social Mapping to establish the number of households, population, water points,
latrines (refer Annex-5 for guidelines on community mapping)
 Hygiene Baseline KAP study to know the knowledge aptitude and practices on
hygiene (refer Annex-6 for Hygiene Baseline KAP Format)
 Defecation site(s) visits to observe the current situation with regards to faeces
dispersal due to open defecation
 Situational Analysis and cause and affect analysis to identify the current latrine use
pattern

The Base line KAP Survey Format for Hygiene Situation Analysis is provided in Annex-6.
 After completion of this questionnaire or format by literate hygiene promoter or
supervisor, it should be kept as a record from targeted area. One format should be
filled for each household and then for whole village and district and put in a separate
file.
 Whenever, there is impact assessment after completion of hygiene project, this
format once more should be filled and the first recorded hygiene status should be
brought for comparison in order to find the behavioural changes in the same area.

ii. Building objectives

In this phase, when we collect information regarding hygiene status we have to summarize
all hygienic and unhygienic habits.

Regarding unhygienic behaviours to be changed, we will put our objectives for education
purposes.

Who is our targeted audience? Main focus should be on the clients to change unhygienic
behaviours, so we have to put specific objectives which would come out from the hygiene
situational analysis phase for a targeted area or audience.

For example: There is safe drinking water available and people properly deal with that, but
open defecation is a common habit and human excreta is scattered everywhere, so focus
should be on this namely how to educate people to use latrine for defecation and dispose
human excreta from environment in a safe place, that could be one of our objectives.

Supervisor and hygiene officer should work together with promoters in the process of
objectives selection for a particular area during project implementation period.

iii. Select targeted audience

Targeted audience could be:
 mothers (caregivers),
 young girls at households
 young boys in village,
 elderly women in house hold,
 elderly men in mosque and in village
 children between 5 to 15 age in village,

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 school children in school,

 Fathers,
 Grand father or mother, and etc.

Based on health problems found in hygiene situational analysis phase, we will find its link
with different targeted groups mentioned above, and then we have to focus on one, two or
more selected groups during the implementation period.

For example: mothers who are taking care of children under 5 year, not washing their hands
after cleaning the faeces of children. We have therefore to focus on mothers who are taking
care of children under five years.

iv. Setting/venue
When we completed three phases of general framework: a) identified problems b) putting
objectives and c) selected targeted audiences, then we have to find a proper venue for
education to be comfortable for both parties (hygiene educator and targeted audience) this
could be:
 household,
 clinic,
 mosque,
 school and or playground,
 bazaar,
 field,
 traditional gathering,
 Friday prayer and other venues or occasions.

Selection of setting is completely depended on hygiene educator or supervisor to find the

best place in consultation with the community.
 In rural areas, to convey hygiene messages to women, suitable place is a house. It
may be her own house or we could bring women together from few houses to one
house as a group audience.
 For schoolchildren, the best venue is a school.
 For men may be mosque or field.

v. Approach
Approach to targeted audience is another phase of implementation period. In hygiene
education, we have different approaches that are used for different targeted audience.
Approach depends on social status, religious, traditions, cultures and interest.

We have multiple approaches like:

 interpersonal communication,
 group communication,
 discussion, question and answers,
 visual materials (picture card, poster, and leaflet),
 drama, story, song/poem,
 radio and TV, newspapers,
 Lecture and etc.

The main hygiene education approaches to targeted population will be as follows:

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a) House to house visit by female educators and making groups among children
including their mothers and other elders in the house to convey hygiene messages at
household level for female beneficiaries (mothers, girls, elderly women)22.
Female educator could work as a team consisting of two female educators or couple
(one male and one female e.g. husband and wife, brother and sister or father and
daughter). Each team will cover 3 to 6 households per day . They should stay in each
household for at least one and half hour or as a female session, females from few
households may come to gather in one house for education if it is possible according
to local traditions or experiences from the area by supervisor or educators in a proper
time. This inter-personal or group communication will take place during the
implementation period or hygiene education process.
They also provide the hygiene education in schools for the schools children and their
teachers as well. Each team will cover 2 groups per day (one school group and one
local group). They should stay in each group for at least one and half hour to complete
their lessons according to the teaching pan.

b) Hygiene education by trained Mullahs/Imams at mosques during prayer time

particularly Friday’s prayer for at least 10 minutes for male (elder and young) targeted
population and also for children over 5 years old getting religious knowledge or
studying in the mosques during the implementation period or hygiene education
process.
c) Hygiene education by trained teachers for students at schools for 10 minutes in
each class per week totally three times for each class during implementation period in
all schools in the targeted area.
d) Hygiene education by male promoters/educators for males at fields, local bazaar,
gathering places in the villages and for children in playgrounds in the village. Visiting
each village and making groups among children age 5 to 15 including their fathers and
other elders in the area by male educators to convey hygiene messages in the village for
male beneficiaries (fathers, boys, elder men).

These male hygiene promoters/educators could make male sessions outside the
households for male targeted population. Each session would have 10 to 20 participants
and should be held in a proper place and time.

Male educators are working in two teams two people in each team. They also provide the
hygiene education in schools for the schools children and their teachers as well. Each team
will cover 2 groups per day (one school group and one local group). They should stay in
each group for at least one and half hour to complete their lessons according to the reaching
plan. Male educators provide hygiene education for the people who have a latrine. These
trainings are provided in those areas where latrines have been built. Each session would
have 10 to 20 participants and should be held at a proper place and time.

vi. Action
After completion of the above phases, we should start our hygiene education. It means
hygiene promoter/educator will do act and convey hygiene messages based on previous
steps which have already been taken. Some of the hygiene education messages and
hygiene pictures developed by the HEWG are presented in Annex-11.

22
Modified to focus children also as practiced by IAM

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No Activity Time Comments

1 Administrative and Community Beginning of project At Central Provincial, District and
Agreement and Mobilization Village level
2 Community Mobilization and Information Beginning of project Village level
Collection
3 Transect Walk to observe the current Beginning of project Community Mobilization and
situation and build rapport with the Information Collection
community
4 Social Mapping to establish the number Beginning of project Community Mobilization and
of households, population, water points, Information Collection
latrines
5 Defecation site visits to observe the Beginning of project Community Mobilization and
current situation with regards to faeces Information Collection
dispersal due to open defecation and
environmental sanitation
6 Identify Hygiene Promoter from Village After Community Mobilization Community approval
7 Training: After administrative and Each course/workshop is held at
 Training of Trainers (ToT) community mobilization and least for 3 days and
 Training for Promoters (ToP) agreement (third step) accommodate 20 to 30
 Training of Teachers participants in one course at
 Training for Mullahs district and provincial level
 Training of influential community
representatives
8 Baseline Hygiene Survey After completion of training Should be conducted by
(Hygiene Situational Analysis) (Fourth step) Supervisors and literate
promoters
9 Situation Analysis and cause and affect Community involvement Community gets a copy of the
analysis to identify the current latrine report
use pattern and hygiene practices
10 Prepare Community Action Plan Based on Situation Analysis Community ownership
Community Action Plan (CAP)
will be prepared
CAP contains
 objectives
 targeted audience
 venue and setting
 Approaches
11 House to House Visit (HHV) After completion of hygiene By trained locally female hygiene
situational analysis and educators/ promoters (CHW)
preparation of CAP, up to the end
of implementation period
12 Education by Mullahs/Imams After completion of hygiene By trained Mullahs/Imams at
situational analysis and mosques
preparation of CAP, up to the end
of implementation period
13 Education by Teachers After completion of hygiene By trained teachers at schools
situational analysis and
preparation of CAP, up to the end
of implementation period
14 Hygiene Education outside the After completion of hygiene By trained locally male educators
households for men and young boys situational analysis and
preparation of CAP, up to the end
of implementation period
15 Carryout Hygiene Education and per From the beginning of project up By all hygiene staff
CAP prepared based on situational to the end of implementation
analysis using Hygiene Guidelines by period
supervisors, trainers and promoters.
16 Impact Assessment After completion of project By supervisors and literate
implementation period and later promoters
on (last step)

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The action points will be modified when CLTS and ODF are being used.

vii. Monitoring and Evaluation

This process actually is one of the government responsibilities and all organizations have
their own systems to satisfy the donors. Monitoring and evaluation could be conducted
during and at the end of project implementation period. It might be based on specific
indicators which have been discussed separately in this guideline. An organization could do
monitoring of their activities, but normally it is better to be done by third party (may be
government departments, UN agencies or NGOs).

The monitoring and evaluation framework and indicators are provided in Annex-12.

viii. Impact assessment

This is the last step of hygiene project implementation. It could be done after implementation
period, after completion or a certain time later, there is no limitation.

In this stage, we will do the same activity which was done at the start of the project namely a
hygiene situational analysis and would use the same format. This project impact assessment
should be based on comparison with the first record of hygiene status with the latest
assessment. The comparison of both results could reveal impact of the project by seeing
changes in the health status and behaviours.

4. Hygiene Education & Gender

Gender and hygiene education are similar words in Afghanistan. As women are main users
and dealers of drinking water and disposal of children’s excreta, so the large portion of
hygiene education activities should be focused towards women and females at household
level. Therefore, strong gap is visible due to such human resource in local communities and
central level in order to have female hygiene trainers and promoters to perform this huge
task which is always difficult with male only hygiene staff, so male and female staffs have to
compliment and work together as a couple.

Hygiene education is integrated with gender and this is the only worldwide-approved
approach to reach our targets and visit all Afghan women besides men with hygiene
messages.

The worst child mortality rate due to preventable water and sanitation borne diseases, have
to be brought down by effective hygiene education for most vulnerable targeted groups who
are mothers and caregivers for children less than 5 years and this would be possible through
female hygiene trainers, supervisors and educators.

Women from communities should be encouraged and provided with facilities to participate in
hygiene education for the sake of their families and communities in order to improve the
health status and reduce the high mortality and morbidity rates among the children and
vulnerable Afghan rural population in a sustainable manner.

5. Hygiene staff or personnel Arrangement

Hygiene education staff at village level consist of hygiene supervisor or field officer, hygiene
trainer and hygiene promoter/educator. There would be one supervisor for 10 hygiene
promoters. One team of two female hygiene promoters should approach 75 to 150

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household per month (according to distance between household location). Every promoter
should visit 3 to 6 families per day as separate visit or bring them together in one
household. Each household has been estimated to be seven people, so every male
promoter should visit 12 to 24 male targeted audiences per day. In this methodology,
supervisor and trainer might be the same person.

5.1 Hygiene Educator or Promoter

Based on MoPH policy and BPHS, CHW will be the hygiene promoter at village level and will
work permanently as a primary health service provider. Wherever CHW exist, CHW will be
the hygiene promoter and wherever CHW do not exist, Hygiene educator or promoter will be
selected locally and will be adjusted to become a CHW latter.

It is important to liaise with Ministry of Public Health (MoPH) to assure that the approach is
fully in line with the policy approach in MoPH.
 Male and female promoter is needed to work inside and outside household. It would
be better if they are a couple (wife and husband, father and daughter, brother and
sister). The hygiene educators should be community based and selected from local
area (village).
 Hygiene Educators/Promoters should be mature persons (men and
women) preferably married as that will enhance the possibility of gaining the respect
and attention of the community
 Hygiene educator can be community leader, religious leader, teachers, health
workers, social workers, mothers, fathers, children, local barbers and anyone in the
community who wants to promote hygiene awareness and behavioural changes.
 Good female hygiene educator may be drawn from existing TBAs, vaccinators,
teachers, female health workers and female elders in the community.
 Males, on the other hand, may be drawn from male health workers, teachers, Imams,
community representatives, farmers, local barbers, elders and etc.

The criteria for selecting the Hygiene Promoter are provided in Annex-13.

5.2 Incentive for hygiene promoters

Incentive for promoters is an important issue here. According to the MoPH policy we will
not provide salary to hygiene promoters, but community could pay them in kind as
incentive.

6. Developed hygiene materials

Hygiene education guidelines for supervisors, trainers and hygiene educators developed
by HEWG, MRRD and MoPH should be used during the whole implementation period.
These guidelines have all needed materials and instructions for trainers, supervisors and
promoters including prioritized messages, indicators and hygiene pictures that could be
used in picture cards, leaflets and posters which endorsed by MRRD and MoPH Ministers
as a national hygiene materials for hygiene education program in Afghanistan.

Additional materials will be provided while the Community Led Total Sanitation will develop
by the various organizations within the various regions in Afghanistan.

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7. Training Courses/Workshops
Training of hygiene staff should be done by expert trainers carefully at commence of
implementation period. These courses or workshops could be repeated as refreshment
courses at the middle of implementation period. Duration of workshop may be for at least
three consecutive days from the morning up to evening. According to the roles of hygiene
staff, the curriculum and timetable is different for each course. Hygiene education guidelines
should be considered as main source for different subjects of the course. Lectures should
not be used instead group working, discussions, question and answers, video projectors, flip
charts, role-plays and dramas can be used. Main focus should be on participation of
attendees. Suitable place could be selected like conference room or a big hall in the area. If
there is problem to sit male and female together in one room according to particular reasons
and traditions, then separate places for workshop is advised for male and female.

7.1 Type of courses/workshops

a. Training of Trainers/supervisors (ToT) for hygiene trainers and supervisors. Training
of trainers is conducted for hygiene trainers who will be responsible to guide and train
hygiene promoters or educators. Supervisors can carry out the same job and receive the
same training. In this workshop the main focus should be on how to use the hygiene
education guideline for trainers and supervisors, communication skills and hygiene
implementation methodology.
b. Training of Promoters (ToP) for hygiene educators or promoters. This training is
designed for hygiene educators who will convey the hygiene messages to the targeted
audiences. In this workshop the main focus should be on how to use the hygiene
education guideline for educators or promoters, communication skills and hygiene
implementation methodology.
c. Training of Teachers is specially designed for teachers from those schools located in
targeted area. From each school one, two or three teachers should be selected and
trained. They will work as hygiene educators at schools and will provide hygiene
education for students. In this workshop the main focus should be on how to use the
hygiene education guideline for educators or promoters and communication skills. The
headmasters should get an orientation so that they can be able to support their teachers.
d. Training of Mullahs/Imams, this workshop is particularly designed for Imams from
those mosques located in the targeted areas. All Mullahs from all mosques should be
invited to this workshop to be trained in hygiene education and afterward they will take
part in the hygiene education process through mosques. In this workshop the main focus
should be on how to use the hygiene education guideline for educators or promoters and
communication skills.

Refer section on Training for training approach and modules.

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Section XII Sanitation

The Community-Led Total Sanitation (CLTS) as proposed to be used in the WASH Policy
2010 will enforce a different approach towards sanitation and subsidies. Subsidies have no
place in the CLTS approach, but should lead to bring the villages/communities to become
Open Defecation free (ODF). The latrine types will depend on the villagers and what they
can afford but have to fulfil the criteria as laid down by the ODF criteria.

1. Implementation Approach
The following steps are taken in implementation:

1.1 Knowledge and Awareness Creation

Knowledge and awareness creation is linked with Hygiene Education. Training and
Participatory social marketing approaches will be used through hygiene and sanitation
education to promote the sanitation program (refer section-XI: Hygiene Education).

Most latrine users consider latrines to be some kind of a status symbol. The motivating
factors for many households to build a latrine are not only hygienic but primarily social:
comfort, convenience and privacy. This is true even where households have been exposed
to health education23. Hence, when promoting and marketing sanitation, project
implementers should focus on the social benefits that a latrine can bring as well as the
hygiene benefits.

The approach to create awareness and generate demand in sanitation will be:
 Transect Walk to observe the current situation and build rapport with the community.
 Social Mapping to establish the number of households, population, water points,
latrines and Hygiene Baseline KAP study to know the knowledge aptitude and
practices on hygiene.
 Defecation site visits to observe the current situation with regards to faeces dispersal
due to open defecation.
 Situation Analysis, cause and affect analysis to identify the current latrine use
pattern.

As the community members are explaining the current status with regards to the project the
process of community motivation is starting. The purpose is to generate interest in improving
the hygienic situation in the community. Enabling the community to see their current situation
and its effect is a powerful motivator for change. A successful method of doing this has been
highlighting the effects of open defecation including people ingesting faeces. People are
willing to get involved in action as they see how they and the community as a whole will
benefit from their actions.

1.2 Community Management

Sanitation management is the people’s programs and its success and sustainability depend
on the involvement, participation and management by the community, therefore,
participatory management by the community in all stages of planning, implementation,

23
Andrew Fang, On-site Sanitation, An international Review of World Bank Experience, UNDP-World Bank
Water and Sanitation Program- South Asia, July 1999

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monitoring and evaluation of the sanitation program will be encouraged to ensure ownership
feeling.

The Water and Sanitation Users Committee or the existing CDC with separate male and
female group will manage the sanitation activities along with hygiene education and water
supply activities.

1.3 Prepare and Implement Community Action Plan

Based on the situation analysis, community will prepare an action plan with facilitation of
Organizations to improve the current RuWatSIP situation. The action plans usually involve a
mixture of individual actions such as stopping open defecation and community action such
as community cleaning exercises to clean up public places. As the community members
themselves are the main implementers of the action plan, with people helping each other
and finding collective responses to problems, meetings with groups of members of the
community are important. Meetings serve a variety of purposes such as to discuss progress,
suggest solutions, explain technology and see where organizations input is needed to
implement the action plan.

Male and Female Hygiene Promoters, Teachers, Mullahs chosen as vehicle for motivators in
hygiene education, will also promote sanitation.

1.4 Construct Demonstration Latrines

The construction of 3 demonstration latrines have been taken out of the WASH Policy 2010
and the Community Led Total Sanitation and the Open Defecation Free villages are
introduced. After a village is ODF then the community might be given a certain amount of
cash for a community project, this requires careful planning.

1.5 School Sanitation

School is the most important place of learning for children. School can influence families and
communities with the help of outreach activities through their students. It is therefore
important that school must have effective and adequate sanitation facilities.

The latrine needs to be hygienic and sufficient for the students and teachers. The latrines
should be constructed considering the gender aspect such as the privacy needs of the girl
students.

1.6 Provision of Technical Options

Motivated community starts building toilets. The communities are able to make choices and
identify different technical options on latrine construction. Design, drawing and estimation of
different latrine options for households and public institution (school) should be prepared and
used as per ecological conditions. Communities should be involved in the selection process
which further help to finding an economically and culturally acceptable design. This creates
freedom to the community for the option selection as per their demand and affordability. So,
the poor groups are benefiting from the low cost technical options of different types of latrine
designs.

The household may keep on improving standard latrine as per their demand, affordability
and need. Hence, availability of options are very important.

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1.7 Sanitation Mart

Awareness alone may not ensure the installation of latrines. Materials and information
required for the construction of the latrines such as pans, pipe, fittings, cement, etc. are
usually not available everywhere. It has been observed that if these materials are made
available in local shops or markets, local people are encouraged to construct latrines. Local
masons will be trained in different types of latrine construction and encouraged to establish
shops (refer Section IX: Training).

1.8 Monitoring and Rewarding

An effective mechanism will be established to record, monitor and evaluate the sanitation
program along with monitoring water supply system.

The cleanliness of family members, sanitary practices, and cleanliness of surrounding

households will be observed and monitored periodically by hygiene promoter and community
members/ WSUC members with indicators set by the community. Feedback will be given to
household and WSUC.

Simultaneously, latrine observation exercises are also carried out to check whether latrines
built are being correctly maintained and cleaned. Feedback will be given to household and
the WSUC.

2. Gender
Gender sensitive planning needs to be done by respecting privacy needs for women.
Women play a key role in sanitation promotion and hence their involvement would be
emphasized at all levels, right from planning, implementation, and monitoring and evaluation
stage.

3. Subsidy and Revolving Fund

3.1 Subsidy for Demonstration Latrine
Subsidies are not included in the WASH policy 2010 and is being replaced with the CLTS
and ODF approach. The project can give the community advice on demand. The community
members will be encouraged to improve and construct their own latrines.

The project might give information to the community members on the following:
 Latrine Slab
 Manhole frame and cover
 Ventilation pipe and mesh
 Concrete bathing tiles
 PVC bath drainage pipe

3.2 Revolving Fund

The motivated community will build their latrines on their own cost.

4. Sanitation Technology

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As far as possible, it will be tried to replicate the existing latrine technology used in the area,
but incorporating hygienic improvements. Geological formations in Afghanistan differ from
region to region. The type of the soil varies from hard rock to sandy to clay, and the water
level varies from 3 meters over 50 meters. Keeping in mind the various traditions and
practices, normally following types of latrine are considered:
 Dry, single or double vault latrine
 VIP Latrine
 Composting Urine Diversion Latrine
 Pour flush water seal Latrine

The RuWATSIP will further support to develop appropriate technologies in sanitation.

4.1 Dry Single or Double Vault Latrine

In this type, single pit (when sealed), the faeces are
allowed to decompose for several months (minimum
of six months), still with some risk for survival of worm
eggs. The fermented material then can be taken out in
the form of a dark grey powder, no smell, less risk for
transmission of diseases, and used as fertilizer.

The double vault unit (composting type) consists of

two adjacent box-like vaults, built of brick/ stone and
lined with cement. While one side is in use (for a
minimum of six months), the other is sealed. The
double-vault is the most appropriate dry latrine. Refer
to the drawings and specifications in sketch III-1 to III-
6 and tables III-1 to III-11 of “Community Hand pump
Water Supply and Sanitation Guide for Afghanistan –
Water and Sanitation Sector Group Afghanistan,
1999”.

4.2 Ventilated Improved Pit-VIP Latrines

These types of latrines are appropriate where people do
not use human waste as fertilizers. These types of
latrine are also recommended for areas where the water
table is not close to the ground surface, in emergency
cases, and in urban areas. This type of latrine
represents a marked improvement: smells and fly
problems are greatly reduced, and the latrines can be
put closer to houses, thus more accessible, especially
for children. To eliminate flies and bad smell, the dry
latrine can be improved to a Ventilated Improved Pit
(VIP) latrine.

A VIP latrine has a ventilation pipe to carry away the

bad smell. The inside is kept quite dark so that flies in
the pit tend to travel up the vent pipe because they are
attracted by light.

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The VIP toilet can be single pit or double pit. Refer to sketches III-7 to III-9 and tables III-12
to III-17 of “Community Hand pump Water Supply and Sanitation Guide for Afghanistan –
Water and Sanitation Sector Group Afghanistan, 1999”.

4.3 Composting Urine Diversion Toilet

Waste is deposited in the chamber and
dry absorbent organic material, such as
wood ash, straw or vegetable matter is
added after each use to deodorize
decomposing faeces and/or control
moisture and facilitate biological
breakdown (composting). Urine may be
separated/diverted through use of
specially adapted pedestals. This may be
collected and used as a fertilizer. In
desiccation systems, ventilation
encourages the evaporation of moisture.

4.4 Pour-flush Water Seal

Latrine
These are used where water is available
and used for anal cleaning. These are
feasible and hygienic option for many
communities. The latrine slab or latrine
pan insert under the hole has a
gooseneck, typically made of plastic or ceramics. Two to three litres of water is required for
flushing after each defecation, the excreta, urine and water collected in the covered pit
Water from a container is poured into the latrine pan to flush the excreta into a pit. Some
amount of water always remains in the pan. This maintains a water seal, keeping smells in
and flies out of the pit. A big pot of water is to be kept near the latrine for flushing and
cleaning.
The latrine may have one or two pits. It is
advisable to go for two pits. For a family of five or
six members, each pit is of one-meter diameter
and one meter deep. Only one pit is used at any
time by blocking the inlet of the Y-shaped drain
leading to the second pit. One pit will fill up to the
drain outlet level in about two years. The excreta
should remain in the covered pit undisturbed for
about two years to decompose. After that time,
the odourless contents of the pit can be handled
safely and used as fertilizer. The latrine can thus
be used as long as one wants by using each pit
alternately. Refer to sketch III-10 to III-16 and
table III-18 to III-23 of “Community Hand pump
Water Supply and Sanitation Guide for
Afghanistan – Water and Sanitation Sector Group
Afghanistan, 1999”.

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5. Eco-San Option
Objective: An alternative to the more traditional sanitation methods through use of the urine
and faeces in a safe manner.

The Eco-san option is the use of urine and waste products in a manner that will produce
benefits for the users. Normally the stool is the solid part and contains the harmful organism
but it breaks down over time to a product that can be used in the garden or fields provided
half a year during warm weather (not winter period) that the faecal matter has been
completely decomposed and harmful helminth eggs are inactive. Urine is more difficult
component in septic tanks to breakdown. Urine contains relatively few harmful organism but
contains high levels of nitrogen and phosphate in one way or the other and are difficult to
remove in large quantities. Urine is an excellent fertilizer for crops as it contains N and P in
one way or the other.

Ecosan, ecological sanitation, is an alternative to conventional sanitation solutions through

reuse and recycling of nutrients and water. The human waste is used for fertilising the
agricultural fields after composting of the human faeces, the urine is used to fertilise the
fields with nitrogen and phosphate as found in urine. The philosophy is based on reducing
the health risks, prevent pollution, recharge of the soil fertility and ensure that management
of nutrients (recycle) and water are optimal. Some of the advantages can be improvement of
health as no pathogens are being introduced into the water cycle and recycling of nutrients,
organics in a safe manner. Soil fertility is expected to improve and therefore increased
production.

Reuse of human waste is practised but not in safe manner, so this should be improved
through using ecosan systems. Basically ecosan would not use flush toilets with high use of
water and separates the faecal matter from the urine and should therefore keep dry. The
stage of composting should take place over half a year in dry climates and 9 month in colder
climates.

Ecosan toilets have been set-up even in slums in India and are functional. A number of toilet
systems were introduced in Kabul like the Sulabh system that recycles the waste but still
requires water and might not be able to be replicated in the rural areas and is not an ecosan
system, but uses poor-flush toilets and recycles waste and reuses the water for flushing.

Heeb, J., Jenssen, P., Gnanaken, K., Conradin, K. (2006). An approach to Human dignity,
Community Health and Food Security. Swiss Development Cooperation (SDC).

6. Sanitation ladder
The sanitation situation requires improvement in Afghanistan and other approaches will need
to be main streamed in Afghanistan through the Community Led Total Sanitation (CLTS) and
the hygiene ladder approach. The CLTS is discussed in Section III and elsewhere with
reference to the WASH Policy 2010.

Excreta disposal is an important part of overall environmental sanitation. Inadequate and

unsanitary disposal of infected human excreta leads to the contamination of the ground
water and sources of drinking water supplies. It provides shelter to breed flies to lay their
eggs and to carry infection from faeces to other human beings. Man is the reservoir of

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infection for several diseases. Faecal borne diseases and worm infestations are the main
cause of deaths and morbidity in a community where they go for indiscriminate defecation.

It is interesting to note that all such diseases are controllable or preventable through good
sanitary barriers through safe disposal of human excreta (see Box 1).

Box1
A sanitary latrine is one which does not
• Pollute or contaminate soil
• Pollute or contaminate ground water
• Pollute or contaminate surface water
• Act as medium to fly breeding or access to flies and animals
• Require handling
• Produce odour and give ugly sight
• Require huge amount and high technology.

Providing technological options/informed choices is one of the strategies of New WASH

policy. It matches with local situation and enhances the demand for owning a sanitary latrine
irrespective of the socio-economic conditions and leads to sanitary way of defecation.

There are minimum four components that define the sanitary toilet. They are - pan, pit/tank,
superstructure and overall system (technology) in which they operate i.e. water seal or slab
with hole. We can have several sanitary technological options for rural Afghanistan which
can be used depending upon the soil conditions, water availability, and affordability of the
user.

Some of the key proposed technological options are:

1. Simple Pit Toilet
2. Ventilated Improved Pit (VIP) Toilet
3. Pour Flush Toilet
4. Eco-san Toilet

The sanitation ladder refers to the options available and depends on the financial
situation of the family what they can afford; assuming that the family income
improves over time the latrine will become of a higher quality and fulfil all the
requirements as mentioned in Box 1.

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Section XIII Water Supply Technology/ Technical Options

1. Water Supply Technology/ Technical Options

The following technology options for construction of improved water supply are described in
this manual which are widely used in the sector:
(i) Tube well with Hand Pump
(ii) Dug well with Hand Pump
(iii) Gravity fed Piped Water Supply System

However, any design that is proper and exist within community can be selected for
construction. Other possible technical options are:
 Protection and rehabilitation of springs and existing water points
 Spring Protection
 Infiltration galleries
 Improvement of traditional water system like Karez
 Sub-surface dams
 Rain Water Harvesting

Site Engineer should discuss with the community and explore possible technical options.
While choosing the technical options, discussion should be held with men and women
beneficiaries with merit and demerits of each option. Basically an option will be chosen
analysing the following aspects of the option:
 Cost effectiveness with lesser per capita investment cost
 Simplicity and easy to maintain by the community
 Community willing to contribute for capital cost and operation and maintenance cost
as per the rule

The RuWATSIP / AIRD will further support in developing appropriate local technology in the
sector.

The details on technology are provided in Annex-14 and Standard Designs and BOQ are
provided in Annex-15.

2. Choice of Well
The type of the well to be constructed will be of one the following:
 Hand Dug Well
 Tube Well
 Dug Well deepened via drilling rig

As a general rule, whenever technically feasible, the Dug Well shall be preferred first.

Normally, a tube well will be chosen when:

 The SWL is too deep for a Dug Well
 Strata are too hard for hand digging
 The seasonal fluctuation of the water table in the area exceeds 2 m/year

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 In highly densely populated areas, where it is not possible to identify a suitable

location far enough from contamination sources

Why to prefer a hand dug well?

 A hand dug well can have a hand pump, a concrete apron and drain and if well
maintained provide safe drinking water
 It is appropriate when the seasonal fluctuation of the water table in the area is less
than 2 meters in a normal year and the water table is higher than 50 meter or the
in-flow is very slow a hand dug well can work.
 If the well is dug during the dry season and a sludge-pump is used the well can be
made deep enough to provide water during a dry year.
 An improved dug well is hand dug and costs much less than a tube well and
enables more people to have a safe water supply. We can construct two hand-dug
wells for the cost of one tube well.
 Community members with the guidance of a Water and Sanitation Engineer can do
most of the work to construct a dug well thus reducing the cost even further.
 Most communities already have the knowledge to construct wells and they have
been very successful. Even when the stratum is conglomerate hard rock,
communities find solutions and succeed in constructing wells.
 In some parts of Afghanistan it is much easier to hand dig a well than to use a
drilling rig. At Alishing and Alinger in Laghman province the rock is very hard and
DACAAR has found it is quicker to hand dig a well than to use a percussion drill.
Percussion drilling can take more than three months to drill through the hard rock in
these areas.
 Without sludge pumps communities have been able to dig hand dug wells deep
enough to retain water during the drought
 Communities that dig their own well have independence and are not reliant on
drilling rigs and mechanics and when parts of the country are unsafe to travel in
they are still able to construct wells.

A dry dug well can be deepened via drilling rig, provided:

 The dug well cannot be deepened further via traditional means by the community,
because of hard strata or excessive depth
 The dug well is already improved, with an hand pump installed
 The position of the well is according with MRRD policy
 The community based maintenance system of the dug well was working till the
moment the well went dry
 There is enough space in the vicinity of the dug well to permit a drilling rig to be
properly installed, in order to avoid that
 The deepening procedure is not going to destroy the upper superstructure of the dug
well.
 The deepening is approved by the client’s representative

3. Well location, design, and construction for optimal performance

Depending on the application, a well location should be determined by qualified hydro
geologist or experienced water well contractor based on a study of the location and test

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drilling, and in consultation with health authorities. Wells should be located to produce the
maximum sustainable yield possible as well as to protect the water source from
contamination.
The basic principles of well selections shall be:
 The well is PUBLIC, and shall remain public forever after the implementation
 The well shall not be close to any private compound
 If a water point is located on donated land then the owner donating the land must
sign a traditional deed of transfer (waqf) to ensure that his donation is truly
disinterested
 The well shall be accessible primarily to women
 The well shall not be visible from any main road, or a wall shall be constructed, by
the community, in front of the well in order to hide it
 Sufficient number of beneficiaries families (25 families for tube wells or dug wells but
not less than 17 families utilizing 70% of capacity)
 No sources of contamination (i.e. latrines) should be located within 15 m to the water
point (see Sanitary Inspection).
A proper well design includes, determining the depth and diameter for the best yield, sanitary
protection, procedures for well cleaning/development, testing, and disinfection, all of which
are necessary to achieve the greatest efficiency and safety possible.
Designing for maximum efficiency minimizes encrustation effects. A good choice of materials
enhances resistance to bio fouling and corrosion. Good design includes provision for
wellhead sampling, flow and water level monitoring.
In all cases Afridev hand pumps are recommended for the following depth:
 Less than 15 m : Afridev Kabul
 15 m – 45 m : Afridev Indus
 45 m – 60 m : Afridev Pamir

The alignment of the apron should be discussed with the local community to ensure that it is
socially appropriate and is not affected by prevailing winds.

A drain must be constructed to ensure that wastewater is led at least 7m away from the well
site.
Summary of well design and placement guidelines
1. Well design should be done by a qualified groundwater professional (contractor,
engineer or hydro geologist experienced with well hydraulics and construction).
2. Determine any fixed distance requirement from your state authorities: usually set as
a ground radius from potential pollution sources (sewers, drains, streams, septic
tanks).
3. Adjust these for site circumstances. For example, little filtering action (or absorption)
will take place in limestone or fractured rocks formations, so a set 30m radiuses may
provide little protection.
4. Perform chemical and microbiological analyses of the water to determine the
characteristics of the water in the aquifer: this helps predict the susceptibility of the
well to encrustation or erosion, provide information on the water quality, and serve as
a baseline record to detect any change in water quality or contamination.
5. Choose materials that will provide a long service with the price being a secondary
consideration.
6. Design and select screens and construction steps with the same priorities.

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The Summary of Design Criteria is provided in the following table.

Table: 1: Summary Design Criteria Tube Well/ Dug Well with Hand Pump Scheme
S.N. DESCRIPTION CRITERIA REMARKS
POPULATION GROWTH RATE
1. Annual Population Growth Rate (in 3%
percent)
DESIGN PERIOD
2. Design Period 10 years
WATER DEMAND
3. Domestic Water Demand 25 lpcd
Daily Water Demand Per Capita

HAND PUPMP FLOW RATE

4. Hand pump Flow Above 16 lit. in 40 stroke Types of hand pump are depending on the
Rate depth of well:
and The pump should run Afridev/ Kabul pump for depth less than 15 m
Well Development vigorously and Afridev/ Indus pump for depth between 15 m
continuously run for and 45 m
eight hours or more until Afridev/ Pamir pump for depth beyond 45 m
only clear water comes
out. Each tubewell must [Refer: Community Handpump Water Supply
be developed and Sanitaiton Guide for Afghanistan, Water
immediately after its and Sanitation Sector Group, Afghanistan,
installation either the 1999, and;
same day or at the latest SKAT – HTN Publication, 2003 for Technical
the next day. Specifications of the pump]

SERVICE LEVEL
5. Basic service level Public Water Point: Dugwell with Hand pump / Borewell with Hand
pump for 25 household or 150 people per water point
WATER QUALITY
6. Water Quality of the WHO International At the beginning quality of water from the
Source or water point Guidelines well should be checked for physical,
chemical and bacteriological parameters.

At least turbidity, taste, color, pH and fecal

coliform/ bacteriological parameters
should be checked.

4. Options for Deepening Wells

The following are options in deepening the wells:

 Unlined Wells.
 The deepening process is hand-digging by the community, advised by the mechanic.
 Partially/Fully Lined Wells.
 Those wells which are lined up to 10m, the rings should be held by strong rope and
clamps and the well re-dug.

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 For wells of less than 15m, the community should take all the rings out under the
direction of local mechanic and the well re-dug.
 Where soil conditions permit, the re-digging and fitting of rings of smaller diameter is
possible.
 If the well is completely lined with rings and there is the danger of settlement of the
rings, re-digging is done by boring. The process of boring is achieved by the
mechanic with the help of the community.

NOTE: The risk of slippage can be reduced by the rings being properly back-filled during
well construction. Back-filling should be compacted at least each meter.

The use of beams will be considered to remove the risk of ring collapse. The proposal is to fit
a pair of beams for each 10m of lining. This needs testing and investigation.

5. Gravity Piped System design

Water supply system design means determining the flows for different taps and pipelines,
size of reservoir and size of pipe in the different stretch of alignment. Design should be
started after plotting the longitudinal profile. Designing of a typical gravity water supply
system primarily involves the following major steps:
 Layout finalization with optimum system components, (intake, Collection Chamber/
Distribution Chamber, air valve/washout Break Pressure Tank/Storage tank and their
types).
 Population projection, estimation of total water demand and tap flow calculation,
 Flow diagram preparation,
 Reservoir size estimation and
 Pipeline design.

Estimating means finding out the quantity of construction items of structures (number of
structures) and the materials required for each structures. Material quantity and rates are put
into the standard formats and cost of scheme is found out. Major steps for this are:
 Quantity estimation, material breakdown and BOQ,
 Putting the pipe, other-material and fitting, skilled/unskilled labor and local material
quantity in the design estimate report format and
 Finding the cost of a scheme and compiling the design/estimate report.

To fulfill these primary steps it is necessary to collect information on basic parameters

necessary to proceed with the design steps. Design parameters that need to be established
are as follows:
 Source data and safe yield (lps)
 Community data like present population, household and tapstand location.
 Population Growth Rate and Design Period
 Per capita water demand (institution and Domestic) and peak factor
 Consumption pattern
 Longitudinal profile along the pipe alignment
 Rate of skilled and unskilled labor, construction materials, tools, norms for
local material production and porting, ERR calculation data
 Material breakdown norms.
System optimization among alternate options:

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The term optimization indicates the optimum use of the available construction materials and
other resources such that the required level of services are obtained maintaining the
requisite engineering standards. Therefore, optimization of rural water supply systems
implies to proper design of various system components so that unnecessary increase in pipe
class/diameter, reservoir size, pipe fittings cost could be avoided.

Thus, during optimization, alternate designs, use of local construction materials and
appropriate rural technology should be investigated so that the most optimum system can be
obtained saving the scheme cost. Some Pertinent/important issues/aspects related to
optimization of rural water supply schemes are given below.
 Different alternate scheme layout plan should be prepared and their cost and
sustainability factor should be analyzed. It includes the choice of structures and their
types, pipe line size and series, structure locations and maintenance cost.
 The implication of adopting an "open" system over a "closed" system should also be
explored.
 In the closed system, the system should be broken into sub-systems with seperate
smaller reservoir tanks as far as possible.
 The class of the pipe to be used should be governed by the maximum static pressure at
that point or node.
For example, If the maximum static pressure, at a point is 60 meters then 6 kgf/cm2
HDPE pipe would be needed. Unnecessary use of pipes of higher working pressure (e.g.
G. I. pipes and 10 kg/cm2 HDPE pipes) should be avoided;
 While designing the transmission mains, if the source safe yield is more than the
required design demand and source is far from community then pipe line should be
designed for required design demand only.
 Use of BPTs as far as possible should be avoided because of maintenance reasons.
However, if the use of IC or other pressure breaking/reducing means can decrease the
scheme cost by avoiding the use of higher series pipes in a significant manner, use of
such mechanisms should also be explored.
 Use of ferrocement technology for reservoir tanks should be encouraged, as these are
cheaper than traditional stone masonry reservoirs (especially for sizes bigger than 6,000
liters capacity);
 Alternate design of tapstands and its cost implications should also be explored.
 Use of excessive residual head (more than 15 m) at tapstands and other structures
should be avoided. It will decrease the size of pipe thus the cost.

Considering above points, alternate design/estimate reports for same scheme should be
prepared and then discussed with community. Most appropriate should be selected.
The summary design criteria for piped water supply scheme design and tube well/ dug well
with hand pump is presented below:

Table 2: Summary of Design Criteria for Pipe Scheme

S.N. DESCRIPTION CRITERIA REMARKS
POPULATION GROWTH RATE
1. Annual Population Growth Rate 3%
(in percent)
DESIGN PERIOD
2. Design Period 20 years
WATER DEMAND
3. Domestic Water Demand
Daily Water Demand Per Capita 25 lpcd

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SAFE SOURCE YIELD

4. Safe Source Yield 0.9 * measured Source should be measured at
source yield at the least once at the end of the dry
peak of the dry season and preferably twice (in
season ( during different years) prior to
June - August) construction.

S.N. DESCRIPTION CRITERIA REMARKS

24
CONSUMPTION PATTERN
5. Consumption of
Daily Water
Time Period Demand in %

0600-0800 30 For continuous Systems

0800-1600 40
1600-2000 30
2000-0600 Negligible

PEAK FACTOR

6. Public Connection 3.0 Based on Consumption

Min. Pattern (30% demand in 2
2.0 (consumption hrs.)
within 12 hrs.)

S.N DESCRIPTION CRITERIA REMARKS

STORAGE REQUIREMENT
7. A storage tank should be provided Based on Water supply system requires
to balance the supply of water from consumption pattern storage reservoir when:
the source to meet the variable Item - 8 The safe yield of the source will not
demand. The amount of equalizing directly provide water demand for
storage would vary with individual each tap
system requirements. The design The daily water demand is greater
should be based on analysis of than the yield of the source during
consumption pattern. the daylight hours
The following rule of thumb can be
applied for estimating the reservoir
storage capacity:
75% of the total daily demand or
Total water available from the source
during the reservoir storage time

S.N. DESCRIPTION CRITERIA REMARKS

SYSTEM PRESSURE
8. Minimum Residual Pressure/ Head
i. Min. Residual heads in Tapstands :

Absolute Minimum 5m Min. Required head

Desired Minimum/ Ideal 10 m Required head in exceptional
Desired Maximum 15 m cases
Absolute Maximum 30 m

24
Adopted by NSP

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ii. Min. Residual head into 10 m to 15 m Required Head

Reservoirs, DC, BPT etc.

iii. Min. Residual head in mains 10 m above the Min. Required Head
highest point of
Hydraulic Grade Line (HGL) in a pipe ground profile
line
9. Maximum static pressure 100 m - 60 m The pressure rating for all
recommended when using HDPE fittings shall be appropriate
pipes: to that class of the pipe used.
i. Transmission main
ii. Distribution main

S.N. DESCRIPTION CRITERIA REMARKS

10. The hydro static The pipes in gravity flow distribution system
pressure, flow velocity, consist of PVC or PE or Galvanized Iron (GI) or
pipe diameter, head Ductile Pipes
losses etc. will be The number break pressure tanks will be
calculated by Hazen W. selected by designer based on ground slope and
Darcy Weisbach or class of using pipe
Colebrook White Pipe trench excavation depth for PE pipe should
formula. not be less than 1.0 meter and width 0.6 meter.
11. Velocity of flow in pipes

- Maximum Velocity 3.0 m/sec

- Minimum Velocity 0.7 m/sec

SERVICE LEVEL
12. Basic service level Public Tap-stand
25 house hold or 150 people per tap
WATER QUALITY
13. Water Quality of the WHO International Before planning a pipe scheme project
Source (See Annex 14) Guidelines water quality test for physical, chemical and
bacteriological parameters should be
conducted.
At least turbidity, taste, color, pH and fecal
coliform/ bacteriological parameters should
be checked.

6. Sanitary Inspection of Wells

It is essential to inspect well sites before construction, after construction and after some time
to ensure that wells are being kept as they should be to ensure the safety of water. Wells
can be inspected on a regular basis or during times that the safety is in doubt in the general
area.

The following information should be collected:

General Information
Location (Town, village, street, etc.)
Water Authority/Local Committee
Date of Inspection
Water Sample No.

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No. Specific Information Risk Comments

Yes No
Is there a latrine within 30 metres of the well?
Is the nearest latrine on higher ground than the well?
Is there any other source of pollution within 30 metres of
the well? (e.g., animal excreta, rubbish, etc.)
Is there any stagnant water within 2 metres of the
cement floor of hand pump?
Is the hand pump drainage channel faulty (e.g. broken,
permitting standing water)? Does it need cleaning?
Is there inadequate fencing around the installation,
which would allow animals in?
Is the cement floor less than 1 metre radius all around
the hand pump?
Is there any ponding on the cement floor around the
water source?
Are there any cracks on the cement floor around the
well?
Is a bucket also in use and left in a place where it could
be contaminated?
Is the hand pump loose at the point of attachment to base
(which could permit water to enter the casing)?
Is the cover of the well not properly clean?
Are the walls of the well inadequately sealed at any
point for 3 metres below ground level?

Recommendation Proposed Responsible person/ Approximate cost

Implementation date Agency

The communities could do the inspection as well and forward the information to the
Provincial RRD.

7. Community Contribution
While choosing the technical option, the investment cost and community contribution
requirements should be considered. The community should be willing to contribute for the
option chosen. Community should contribute at least 10% of the total capital cost for basic
service level option. However, community should contribute as much as possible in the form
of kind and cash contribution.

Communities are responsible

 Providing unskilled labour
 To dig the well or to bore the tubewell or dig and fill pipe trenches
 For sinking of the well components/ rings or pipe laying
 (In pipe laying if the strata are hard and excavation is not possible by hand tools,
RuWatSIP will provide explosives and the required skilled personnel)
 Installation of hand pumps
 Provide all unskilled labour for apron construction or construction of structures such
as spring protection, break pressure tank, reservoir, tap stand etc.

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 Curing of apron, tapstand or structures (Samples of uncured and cured concrete can
be shown to the User group to emphasize the importance of curing).
 Transport non-local materials from the closest vehicle access
 Providing local materials such as crushed graded aggregates, sand, stone, etc. for
apron construction or construction of different structures.

The community should contribute additional cost if chosen higher service level.

8. Operation and Maintenance

Operation and maintenance is full responsibility of the community. Hence, this requirement
should be discussed when choosing the technical option. Community should be willing to
contribute for operation and maintenance, engage caretaker for each water point, make
agreement with Maintenance Worker with agreeable payment modes to maintain the system
and manage the system.

9. Household Water Treatment

1 The Multi-Barrier Approach for HWTS

Using the multi-barrier approach is the best way to reduce the risk of drinking unsafe
water. Each step in the process, from source protection, to water treatment and safe
storage, provides an incremental health risk reduction. The household water treatment
process includes: sedimentation, filtration and disinfection.

More often than not, people focus on a particular technology that is directed towards one
step rather than considering the water treatment process as a whole. While individual
technologies, like the biosand filter, can incrementally improve drinking water quality, the
entire process is essential in providing the best water quality possible.

Household Water Treatment

Source Protection Sedimentation Filtration Disinfection Safe

Storage

 Sedimentation to remove larger particles and often > 50% of pathogens

 Filtration to remove smaller particles and often > 90% of pathogens
 Disinfection to remove, deactivate or kill any remaining pathogens

The household water treatment process is primarily focused on removing pathogens from drinking
water – the biggest water quality issue around the world. While improving the microbiological
quality, there are some technologies that may also be able to remove certain chemicals as a secondary
benefit, such as arsenic and iron.

Although all five components of the multi-barrier approach greatly help to improve the quality of
drinking water, this manual focuses primarily on filtration, which should be used in combination with
the other components to ensure healthy, uncontaminated water.

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Using chlorine to disinfect water SODIS, or solar disinfection, can be used as

part of the multi-barrier approach
2. Bio-sand Filter Overview

2.1 What is the Bio-sand Filter?

The bio-sand filter (BSF) is an adaptation of the traditional slow sand filter, which has been used for
community water treatment for almost 200 hundred years. The bio-sand filter is smaller and adapted
for intermittent use, making it suitable for households. The filter container can be made of concrete or
plastic and is filled with layers of specially selected and prepared sand and gravel.

2.2 History of the Bio-sand Filter

Dr. David Manz developed the household bio-sand filter in the 1990s at the University of
Calgary, Canada. Dr Manz has trained many organizations on the design, construction, installation,
operation and maintenance of the bio-sand filter. He also co-founded CAWST in 2001 to provide the
professional services needed for the humanitarian distribution of the filter in developing countries. As
of June 2009, CAWST estimates that over 200,000
biosand filters have been implemented in more than 70 countries around the world.

2.3 Biosand Filter Components

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1. Lid – Tightly fitting lid prevents

contamination and unwanted pests.

2. Diffuser – Prevents disturbing the filtration

sand layer and protects the biolayer when water
is poured into the filter.

3. Filtration Sand Layer – Removes

pathogens and suspended solids.

4. Outlet Tube – Required to conduct water

from the base to the outside of the filter.

5. Filter Body – Holds the sand and gravel

layers.

6. Separating Gravel Layer – Supports the

filtration sand and prevents it from going into the
drainage layer and outlet tube.

7. Drainage Gravel Layer – Supports the

separating gravel layer and helps water to flow
into the outlet tube.

2.4 How Does the Biosand Filter Work?

The biosand filter has five distinct zones: 1) inlet reservoir zone, 2) standing water zone, 3) biological
zone, 4) non-biological zone, and 5) gravel zone.

1. Inlet Reservoir Zone - Where water is poured

into the filter.

2. Standing Water Zone – This water keeps the

sand wet while letting oxygen pass to the
biolayer.

3. Biological Zone – Develops at the top 5-10

cm (2-4”) of the sand surface. The filtration sand
removes pathogens, suspended particles and other
contaminants.
As in slow sand filters, a biological layer of
microorganisms (also known as the biolayer or
schmutzedecke) develops at the top 1-2 cm (0.4-
0.8”) of the sand surface.

4. Non-Biological Zone – Contains virtually no

living microorganisms due to the lack of nutrients
and oxygen.
5. Gravel Zone – Holds the sand in place and
protects the outlet tube from clogging.

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Pathogens and suspended solids are removed through a combination of biological and physical
processes that take place in the biolayer and within the sand layer. These processes include:
mechanical trapping, predation, adsorption, and natural death.

 Mechanical trapping. Suspended solids and pathogens are physically trapped in the spaces
between the sand grains.
 Predation. Pathogens are consumed by other microorganisms in the biolayer.
 Adsorption. Pathogens become attached to each other, suspended solids in the water, and
the sand grains.
 Natural death. Pathogens finish their life cycle or die because there is not enough food or
oxygen for them to survive.

Contaminated water is poured into the reservoir on an intermittent basis. The water slowly passes
through the diffuser and percolates down through the biolayer, sand and gravel. Treated water
naturally flows from the outlet tube.
During the Run

The high water level pushes the water through the

diffuser and filter (also called the hydraulic head). The
water level in the reservoir goes down as it flows
evenly through the sand. The flow rate will slow down
over time because there is less pressure to force the
water through the filter.

The inlet water contains dissolved oxygen, nutrients

and contaminants. It provides the oxygen required by
the microorganisms in the biolayer.

Larger suspended particles and pathogens are trapped

in the top of the sand and they partially plug the pore
spaces between the sand grains. This also causes the
flow rate to slow down.
Pause Period

The water finally stops flowing. The standing water layer will be at
the same height as the end of the outlet tube. Some oxygen from
the air diffuses through the standing water to the biolayer.

The pause period allows time for microorganisms in the biolayer to

consume the pathogens and nutrients in the water. The flow rate
through the filter is restored as they are consumed. If the pause
period is too long, the biolayer will eventually consume all of the
pathogens and nutrients and eventually die off. This will reduce the
removal efficiency of the filter when it is used again. The pause
period should be a minimum of 1 hour after the water has stopped
flowing up to a maximum of 48 hours.

Pathogens in the non-biological zone die off due to the lack of

nutrients and oxygen.

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2.5 How Well Does the Biosand Filter Work?

Water naturally contains many living things. Some are harmless and others can make people sick.
Living things that cause disease are also known as pathogens. They are sometimes called other
names, such as microorganisms, microbes or bugs, depending on the local language and country.
There are four different categories of pathogens that are shown in Table 1: bacteria, viruses,
protozoa and helminths.

The physical characteristics of drinking water are usually things that we can measure with our senses:
turbidity, colour, taste, smell and temperature. Turbid water looks cloudy, dirty or muddy.
Turbidity is caused by sand, silt and clay that are floating in the water. Drinking turbid water will not
make people sick by itself. However, viruses, parasites and some bacteria can sometimes attach
themselves to the suspended solids in water. This means that turbid water usually has more
pathogens so drinking it increases the chances of becoming sick.

The following Table 1 shows the biosand filter treatment efficiency in removing pathogens and
turbidity.

Table 1: Biosand Filter Treatment Efficiency

Bacteria Viruses Protozoa Helminths Turbidity Iron

Up to 70 to 4 Up to 95% Not
Laboratory 1,2 3 >99.9% 5 1
96.5% >99% 100% <1 NTU available

87.9 to Not Not Up to 7 8

Field 6,7 5 85% 90-95%
98.5% available available 100%

1 Buzunis (1995)
2 Baumgartner (2006)
3 Stauber et al. (2006)
4 Palmateer et al. (1997)
5 Not researched. However, helminths are too large to pass between the sand, up to 100% removal efficiency is assumed
6 Earwaker (2006)
7 Duke & Baker (2005)
8 Ngai et al. (2004)

Health impact studies estimate a 30-47% reduction in diarrhea among all age groups, including
children under the age of five, an especially vulnerable population (Sobsey, 2007; Stauber, 2007).

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Section XIV Operation and Maintenance System

Operation and Maintenance System25

A functional Operation and Maintenance System should be established to address the

sustainability concerns.

1. Core Guiding Principles

The O&M strategy follows the following guiding principles.
 Operation and Maintenance cost should be borne by the community beneficiaries.
 The stress shall be on preventive maintenance system to minimize sudden
breakdowns of hand pump/ water points.
 Community should make its own decisions, should be in the driver’s seat and
manage the scheme. Other actors should strictly work as facilitators.
 Beneficiary communities should have strong sense of ownership.

2. Institutional Arrangement
The following institutional arrangement is proposed for hand pump O&M system.

2.1 CDC/WSUG
At the village level, CDC/WSUG will be the focal point and responsible for operation and
maintenance of the system. It is a credible organization at the village level which is elected/
selected by people and involved in planning and implementation of the scheme. Its decisions
are generally accepted and respected by communities.

The functions of “CDC/WSUG” in the operational and maintenance of water supply and
sanitation will include the following:
 Appointing hand pump caretakers for each hand pump. The caretaker will keep
pump/well surroundings clean, inform pump mechanic about repair and help hand
pump mechanic in repairs.
 Sign a contract with the Hand Pump Mechanic specifying his duties and what the
User group will pay him (in cash or kind) on annual basis for his services. (A sample
contract Annex-16 refers).
 Fixing user charges and establish O&M Fund. It is expected that 1,500 Afghani per
family per year26 will be adequate to take care of minor and major hand pump repairs.
 Stocking fast moving spare parts.
 Maintain accounts and other ledgers as required.
 Periodically, inform the community about progress and expenditure details.
 Managing O&M of all water facilities in the village including schools within the village
through a pump mechanic trained by RuWatSIP.

2.2 Hand Pump Caretaker

25
Ref. Draft Report On Sustainable Hand pump O&M System in Afghanistan, A Way Forward, Arun Kumar Mudgal,
October 2005
26
MRRD-UNICEF Project, Draft Afghanistan: Community Management of Rural Water Supply Installations in Heart
Province

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Each caretaker/elder of the hand pump has the following responsibilities regarding the
maintenance and repairing of the hand pump.
1. Undertake the preventative maintenance of the pump
2. Ensure that user groups keep the platform clean
3. Inform the community representatives and the mechanic regarding repairing needs of
the hand pump.
4. Assist the hand pump when repairing the pump
5. Assist collect the grain/money for the cost of spare parts as well as wages of hand
pump mechanic.
6. Act as a motivator to promote health and hygiene practices, proper use of hand
pump and sanitation in villages

Criteria for selection of hand pump caretaker in the villages are:

 Should serve the community voluntarily.
 Be a representative (Male/female) of the user groups.
 Should have leadership capabilities.
 Should have ability to read and write.
 Should be accessible, via greed linkages, to female users.

2.3 Hand pump Mechanic

He/she will be an entrepreneur trained by RuWatSIP and will look after 100-150 hand
pumps. He will be provided with a set of tools. CDC/WSUG/ will enter into a contract with the
hand pump mechanic for maintenance of all village community hand pumps including the
hand pump in the village school. The payment for labour charges and spare parts costs will
be made by CDC/WSUG. The functions of the hand pump mechanic will include the
following.
 Visit each hand pump at least once every quarter.
 Cary out preventive maintenance to avoid breakdown.
 Repair pump with help from caretaker.
 Purchase spare parts from an approved spare parts shop if CDC/WSUG so desire on
actual payment basis.
 Get the signature of the pump caretaker in his/her logbook during the visits of the
water source.

Criteria for selection of hand pump mechanic:

1. Preferably to be introduced by the representatives of the user groups.
2. Be a permanent resident of the area
3. Committed to serve that community.
4. Should have the confidence of the community.
5. Preferably be literate.
6. The hand pump mechanic preferably should have a relevant background such as a
blacksmith or bicycle mechanic
7. Should have mechanical knowledge, ability and interest.

2.4 Valve Man

For each pipe scheme one or more Valvemen will be selected to maintain and operate the
system in the same manner as hand pump mechanics.

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The valve man will receive technical training, and be equipped with the necessary tools for
his work. Owing to the complicated nature of his task he should work as a paid skilled labour
during the implementation of the project and receives on-the job training.

2.5 Spare Parts Shop

The spare parts shop will provide quality spare parts to CDC/WSUG on payment basis. The
project will train some mechanics attached to the shop who could also offer installation and
maintenance services to CDC/WSUG and private households (HHs). RRD will work with
spare parts shop to ensure that spare parts are of good quality and prices are reasonable.

2.6 Regional Technical Support Unit (RTSU)

Regional Technical Support Unit (RTSU) with assistance of Provincial RRD will monitor hand
pump maintenance. They visit each Hand pump Mechanic every three months to discuss
and assist in resolving problems at individual water points. They also inspect the water
points on a routine basis.

Their role is to:

 Assess the functioning of the maintenance arrangement including the performance of
the hand pump mechanic and the spare parts distribution. If the team observes a
problem such as non-payment of repairs and spare parts by user groups, the
mechanic is performing poorly and lacking in skill or unavailability of spare parts, the
team must take steps to rectify the situation
 Assist on conflict resolution between different actors at the village level, hand pump
mechanic and spare parts shop.
 Monitor the performance of the hand pump and well for technical weaknesses.
 Collect the information recorded by the hand pump mechanic on repairs,
maintenance and spare parts used.
 If necessary the team will chlorinate wells.
 If a hand pump mechanic leaves or needs replacing the team help select and train a
new mechanic.
 The team supplies the hand pump mechanics and the construction teams with
packets of chlorine.
 Hold group discussions separately with men and women on issues related to health
and hygiene. Use multimedia approach for effective delivery of messages.
 Brief RRD officials on issues needing their attention. If there is need for engineering
inputs, RRD will be informed about the need.
 Record relevant data in a computer based data sheet.

This team will be a mobile team provided with a four-wheel motorized transport and cover
1,500-2,000 hand pumps. It will comprise of driver-cum-hand pump mechanic, a male
sociologist and a female sociologist. The role will include the following.

RTSU will form as its backbone for both monitoring of O&M, health and hygiene awareness
creation.

2.7 MRRD/RRD
MRRD/RRD will lead the programme at the national and provincial level. Their role will
include the following.

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 Develop policy framework for construction and O&M of water facilities in rural areas
at the national as well as state level.
 Keep database on water supply facilities and their status.
 Analysis of data and identify priority areas.
 Do need and resource-based planning.
 Share database with donors/NGOs who intend to take up construction of new
facilities and guide them to needy areas.
 Fund RTSU teams and supervise their function.
 Intervene when a repair is beyond community’s reach by providing funding and
technical support to CDC/WSUG.
 Build capacity at different levels in cooperation with donor/NGO partners.
 Coordinate construction of new facilities by different agencies in provinces.

MRRD/RRD role will be that of policy maker, coordinator and facilitator rather than
programme implementer. Capacity building at RRD will be undertaken based on agreed
areas.

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References
1. MRRD, Water and Sanitation Department, September 2004, Rural Water Supply and
Sanitation: National Policy Framework 2004

2. MRRD, Project Document: 5 Year Development Plan for Rural Water Supply and
Sanitation Sector, 2004

3. MRRD, Rural Water Supply and Sanitation Project for Afghanistan

4. Dr. M. Din Maarij, MRRD, Dr. Ibrahim Mumtaz, MRRD, Dr. Amanullah Hussaini,
MoPH, Dr. Svein Stoveland, RuWatSIP, MRRD, Hygiene Education Working Group
(HEWG), MoPH & MRRD, Hygiene Education Guidelines for Hygiene Trainers/
Supervisors in Afghanistan, Feb. 2005

5. Dr. M. Din Maarij, MRRD, Dr. Ibrahim Mumtaz, MRRD, Dr. Amanullah Hussainii, Dr.
Svein Stoveland, RuWatSIP, MRRD, Hygiene Education Working Group (HEWG,
Guidelines for hygiene educators/ promoters, to be used for conveying
messages), April 2005, Kabul Afghanistan

6. UNHCR OCM Afghanistan, UNHCR’s Guidelines for Water Sector Assistance

Programme in Afghanistan (Reference) , Jan, 2004

7. Water and Sanitation Sector Group, Afghanistan, Community Hand pump Water
Supply and Sanitation Guide for Afghanistan, 1999

8. Floortje Klijn, DACAAR, June 2002, Water Supply and Water Collection Patterns
in Rural Afghanistan – An Anthropological Study

9. National Solidarity Program: Operational Manual, Draft, June 2003

10. Kerry Jane Wilson, Asadullah Akramyar, DACAAR, DACAAR Manual Hand Pump
Mechanic, September 2005

11. MRRD, Provincial Integrated Rural Water Supply and Sanitation Projects, Terms of
Reference for Facilitating Partners (software), 2005

12. MRRD, Provincial Integrated Rural Water Supply and Sanitation Projects, General
Terms of Reference for Construction Companies for Information to Facilitating
Partners (FP), 2005

13. Lynette J. Mason, Latif Adil, Water and Sanitation Programme, Human Development
Unit, DACAAR, Surveying Training Course Module, July 2005

14. Lynette J. Mason, Latif Adil, Water and Sanitation Programme, Human Development
Unit, DACAAR, Water Quality Training Course Module, July 2005

15. Lynette J. Mason, Latif Adil, Water and Sanitation Programme, Human Development
Unit, DACAAR, Planning Training Course Module, July 2005

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16. Lynette J. Mason, Latif Adil, Shekeb Shamal, Water and Sanitation Programme,
Human Development Unit, DACAAR, Hydrogeology Training Course Module, July
2005

17. Lynette J. Mason, Latif Adil, Shekeb Shamal, Water and Sanitation Programme,
Human Development Unit, DACAAR, Well Construction Training Course Module,
July 2005

18. Lynette J. Mason, Latif Adil, Water and Sanitation Programme, Human Development
Unit, DACAAR, Social Organization Training Course Module, July 2005

19. DACAAR, DACAAR Strategy Guidelines: Water Supply and Sanitation Program,
August 2000

20. DACAAR, DACAAR Health Education Unit, , DACAAR Immunization Field Manual:
Field Manual for Health Educators, November 2001

21. DACAAR, DACAAR Hygiene and Sanitation Strategy Guidelines

22. DACAAR, DACAAR Health Education Unit, , DACAAR Hygiene Education Field
Manual: Field Manual for Hygiene Educators, March 2000

23. DACAAR, Development of training modules for Water and Sanitation Engineers
and training of 300 National Engineers in the period April - July 2005, National
Area Based Development Programme (NABDP), Completion Report on MRRD
Engineers Training Course, July 2005

24. DACAAR, DRAFT TECHNICAL QUALITY ASSURANCE SYSTEM: Hand pumps

and other Water Supply Accessories, Term of Reference (TOR) for Quality
Assurance Committee and Quality Control Group

25. Arun Kumar Mudgal, DRAFT REPORT On Sustainable Hand pump O&M System
in Afghanistan, A Way Forward, October 2005

26. Karl Erpf, SKAT foundation & HTN, Guidelines for Quality Control and Quality
Assurance of INDUS hand pump, First Edition 2003

27. Wahidulla Khoram & Karl Erpf, SKAT foundation & HTN, Hand pump Specification
for A. Indus Pump B. Kabul Pump C. Pamir Pump, First Edition 2003

28. National Solidarity Program, NSP Operation Manual, Sept. 2005

29. National Solidarity Program, Engineering Department, NSP Technical Manual, First
edition Jan. 2005

30. NSP, Oversight Consultants Team, Best Practice Workshop in RUWATSIP, 30th
April 2005

31. Dr. M. Din Maarij, Guidelines for Implementers: Hygiene Education Approach
and Methodology, MRRD, July 2005

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32. MRRD, Rural Water Supply and Sanitation Department, Guidelines on Rural Water
Supply Designs, June, 2005

33. MRRD, Rural Water Supply and Sanitation Department, Monitoring Report Forms
and Format

34. Ministry of Public Health and ACBAR Hygiene Education Working Group in
collaboration with Water and Sanitation Sector Group for Afghanistan, Hygiene
Education Policy Guidelines for Afghanistan, March 2001.

35. SCA, Community Contribution in SCA Rural RuWatSIP Programmes, June 2005

36. IAM, Hygiene Education Methodology

37. A. Aini, Rural Engineering Co-ordinator, Rural Engineering Support Unit, Swedish
Committee for Afghanistan (SCA), Rural Engineering Technical Support Unit
(RETSU), Guidelines for the RE Projects implementation in Rural Afghanistan,
2004

38. Andrew Fang, On-site sanitation, An International Review of World Bank

Experiences, UNDP-World Bank, Water and Sanitation Program – South Asia, July
1999

39. Paul Deverill, Simon Bibby, Alison Wedgwood & Ian Smout, Designing Water
Supply and Sanitation Projects to meet demand in rural and suburban
communities, Water, Engineering and Development Centre, Loughborough
University, 2002

40. RWSSFDB, Rural Water Supply and Sanitation Fund Development Board
Implementation Manual Vol I to V, RWSSFDB, 1996

41. MRRD-UNICEF Project, Afghanistan: Community Management of Rural Water

Supply Installation in Heart Province, Draft, MRRD-UNICEF, December 2005

42. UN HABITAT Afghanistan, NSP Phase 1 – 5, Third Draft, Jan. 2005

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