Hand Pump Repair

_______________________________________
CAWST and AFRICA MANZI CENTRE TRAINER MANUAL
January 2015 Edition
 B12, 6020 – 2 Street S.E.
Calgary, Alberta, T2H 2L8, Canada
Phone: + 1 (403) 243-3285, Fax: + 1 (403) 243-6199
E-mail: [email protected], Website: www.cawst.org

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that provides training and consulting to organizations working directly with populations in
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Hand Pump Repair Trainer Manual

Bringing Life to Water Through Education

Water Expertise and Training Center (WET Centre)

Plot #384 Makoli Avenue (North End)
P.O. Box 250107
Ndola, Zambia
Phone: +260-212-671545
Cell: +260-979-024282
Website: www.sohip.org

The Africa Manzi Center (AFMAC) is a partnership between CAWST and Seeds of Hope
International Partnerships. The Manzi Centre was developed to provide water expertise training
to the southern region of Africa.

AFMAC provides training in household water treatment and sanitation and helps build the
capacity of organizations in Africa to meet local water, sanitation and hygiene needs. AFMAC is
a training organization that collaborates with other organizations to find acceptable household
water and sanitation solutions for the poor, and helps to build the networks necessary to make
household water and sanitation projects a reality. We transfer knowledge and skills to
organizations and individuals through education, training and consulting services.

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Hand Pump Repair Trainer Manual

Table of Contents

1 INTRODUCTION ......................................................................................................................................................................1
2 WORKSHOP OVERVIEW .......................................................................................................................................................1
2.1 PARTICIPATORY LEARNING .................................................................................................................................................................... 1
3 WORKSHOP PLANNING ........................................................................................................................................................2
3.1 IDENTIFY THE PLANNING TEAM ............................................................................................................................................................ 2
3.2 FIT TRAINING INTO A BROADER PLAN ................................................................................................................................................. 2
3.3 SELECT TRAINERS.................................................................................................................................................................................... 2
3.4 SELECT PARTICIPANTS ............................................................................................................................................................................ 3
3.5 IDENTIFY THE WORKSHOP HOST .......................................................................................................................................................... 4
3.6 LOGISTICS MANAGEMENT ...................................................................................................................................................................... 5
4 WORKSHOP PREPARATIONS .............................................................................................................................................7
4.1 TRAINER ROLES AND RESPONSIBILITIES ............................................................................................................................................. 7
4.2 TRANSLATIONS AND INTERPRETERS .................................................................................................................................................... 7
4.3 ROOM SET UP ........................................................................................................................................................................................... 7
4.4 EQUIPMENT AND MATERIALS ................................................................................................................................................................ 8
5 HOW TO USE THIS MANUAL ...............................................................................................................................................9
5.1 LEARNING EXPECTATIONS...................................................................................................................................................................... 9
5.2 WORKSHOP AGENDA .............................................................................................................................................................................13
5.2 LESSON PLAN..........................................................................................................................................................................................17

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Hand Pump Repair Trainer Manual

1 Introduction
This trainer’s manual is to support people who facilitate the Hand Pump Repair workshop. It is
based on the practical experience of Seeds of Hope International Partnerships (SOHIP) in
Zambia and was co-developed with CAWST, Centre for Affordable Water and Sanitation
Technology. Some lessons have been adapted from the Lifewater International Hand Pump
Repair, A Technician Training Manual, January 2010.

This training is designed for the India Mark II hand pump.

This manual provides background on how and why the workshop was developed, tips that help
you plan for a successful workshop, and several tools to help deliver your training, such as
checklists, lesson plans and participant activities. It is recommended that you adapt the tools to
suit your training style and the needs of your audience.

For more information about hand pump parts, tools and repair guidelines, please visit
www.rwsn.ch.

2 Workshop Overview
The 12 day workshop described in this Trainer Manual gives participants the knowledge, skills
and practice needed to confidently repair India Mark II hand pumps and educate users about
borehole management.

This workshop offers instruction and hands-on experience to people wanting to fix hand pumps.
The first two days focus on training participants in community borehole management and how to
educate users about maintaining their borehole. Borehole management has been included in
the program because the sustainability of a hand pump relies on how the community cares for it.
The technical ability to maintain and fix a hand pump is only one part of a Hand Pump
Technician’s role, the other is to be able to work with the community to maintain their borehole.

If your organization already has a strong community borehole management workshop you may
choose to adapt this part of the training to include your program. If your organization does not
have a borehole management workshop you may wish to consider implementing this borehole
management workshop as part of your program. CAWST or Seeds of Hope International
Partnerships can support your organization in adapting this material and can provide services
on effective facilitation skills for trainers.

The remaining 10 days of the workshop is focused on guided hand pump repair practice. There
is a combination of classroom based theory and discussion and practical hand pump repair.
The theory and discussion include topics on how pumps work, common problems facing hand
pumps and boreholes, how to work in a community and with a team, tools and parts, and safety.
Participants will need to complete 10 supervised hand pump repairs to receive their
certificate. If participants accomplish 10 supervised hand pump repairs before the end of the 12
day workshop you can choose to reduce the number of workshop days.
.

2.1 Participatory Learning

Participatory approaches are widely used to engage and actively involve everyone in the
workshop. Effective learning often comes from shared experiences and participants learning

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from each other. Much of the course content is delivered through interactive presentations,
demonstrations, group discussions and role play.

3 Workshop Planning
The following activities should be undertaken to get started with workshop planning and
arranging logistics.

3.1 Identify the Planning Team

Many decisions must be made and work done before the workshop, and you will find it helpful to
have a team to handle many of the details. The workshop planning team should include people
who are:

 Familiar with the workshop material

 Familiar with the participants that will be attending
 Skilled in hand pump repair
 Familiar with hand pumps in nearby communities that are broken
 Knowledgeable about the training site

3.2 Fit Training into a Broader Plan

Training is just one element of a successful project. This workshop makes the most sense when
it is part of an individual’s or organization’s plan to support communities with boreholes and
hand pumps. There must be follow-up and on-going support to the hand pump repair
technicians to help them successfully implement the knowledge they gain during this workshop.

It is especially important to identify how to support newly trained hand pump repair technicians
in obtaining tools and parts. Tools and parts required for hand pump repair can be very
expensive and not easily obtained. Ensuring that there is a plan set up for hand pump repair
technicians to have access to tools and parts will be essential for sustainability of your project.

3.3 Select Trainers

To be an effective trainer for this workshop, you should possess the following knowledge, skills
and attitudes.

Knowledge. This manual is designed for trainers who have expertise in the subject matter and
knowledge regarding the background of the participants, including:

 Construction, installation, operation, maintenance and troubleshooting of hand pumps

 Community mobilization
 Learning theory
Skills. This manual assumes that you have experience in planning and organizing workshops
and are comfortable with group facilitation. An effective trainer uses various facilitation skills to:

 Help people feel comfortable with a participatory approach to learning

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Hand Pump Repair Trainer Manual

 Encourage people to share information, ideas, concerns and knowledge

 Communicate clearly
 Manage group dynamics and resolve conflicts
 Keep the training practical and relevant

Attitude. You should aim to create a positive learning environment for all participants. This is
achieved in part by your approach and manner, such as being:

 Friendly, open and approachable

 Objective
 Respectful
 Aware of cultural differences
 Gender sensitive

Any multi-day workshop is a big responsibility. You may want to have several co-trainers to
share the work, especially if you have a large number of participants. It is recommended to
have 1 trainer or pump repair expert for every 4-6 participants. Keeping groups small allows
participants to take part in each hand pump repair. All trainers should be comfortable with the
subject matter, have experience fixing hand pumps and have good facilitation skills.

It can be helpful to have local experts on hand pump repair participate in the training to
supervise and guide repairs, especially if you have limited experience fixing hand pumps. If the
experts have a strong technical background or experience, it is more likely they can help deal
with practical issues and provide clear responses to questions. Always talk to your guest
experts beforehand about your expectations and be sure that they understand their role and
time commitment.

For this workshop, you may choose to have one trainer for the classroom sessions who is
familiar with the content and theory, and expert(s) to supervise the fieldwork component to
ensure proper workmanship and safety.

3.4 Select Participants

For the most effective workshop, it is important to take care in selecting participants by
considering:

 Number of participants. It is recommended to have 4-6 participants working on a pump at

one time. This allows participants the opportunity to be involved in the whole process of
fixing a pump. It is important to have one expert or qualified field worker supervisor for each
group while they are fixing pumps in the field. The total number of participants needs to be
decided based on the number of supervisors available.

 Participants from diverse backgrounds and levels of experience add to the discussions that
evolve through the workshop. It is recommended to train ‘teams’ of 4-6 people from the
same community. Fixing a pump requires this many workers and having a trained team will
increase the likelihood of action after the workshop.

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Hand Pump Repair Trainer Manual

You should be clear about who you will be training before the workshop begins. Understanding
your audience is an essential first step to facilitating a successful workshop. The following
questions will help you conduct a needs assessment of your participants. The information will
help you adapt the content of the workshop if necessary and select relevant learning aids:

 Why are the participants attending? Is it their own choice or has a superior instructed them
to be present?
 What prior knowledge might they have about community mobilization, hand pumps and
boreholes?
 What are their learning expectations?
 What range of experience is likely to be represented?
 Do they have any biases against you or your organization?

The workshop opening sessions will help you to determine the participant’s prior knowledge,
experience and learning expectations. You may need to be flexible in adapting the workshop
agenda to meet their needs based on what you learn.

Keep in mind that in any workshop there may be participants who have different levels of ability
in reading and writing. There may be participants who do not understand the language of
instruction well, even if they said they do. You will need to modify the way you normally train to
accommodate their learning needs. Use short sentences, pictures and illustrations, gestures,
demonstrations, small group discussions and hands-on practice. These methods will help all
participants understand and remember the information better, but are especially important for
participants with lower reading, writing or language skills.

3.5 Identify the Workshop Host

The organization that hosts the workshop has a number of responsibilities, from helping to
select the venue and organizing registration to planning fieldwork sites.

Finding the perfect host for your workshop is not always easy. An ideal workshop host will:

 Ask you to organize a training

 Communicate with you in a timely and honest way
 Have the authority to make decisions regarding the workshop (i.e. no need for approval at
higher level)
 Be motivated to start a hand pump repair program after the training or use the training to
increase its staff’s knowledge and skills
 Be in charge of inviting and registering the participants
 Invite people from organizations that are motivated to use what they will be learning during
the training
 Have a good reputation and is well-known in the country/town
 Have relationships in communities where you can perform necessary field practice
 Have access to grass-roots organizations

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 Be well located (i.e. accessible to lots of other organizations)

 Find a good venue for the training
 Print the training materials
 Provide a translator or interpreter (if needed)
 Provide accommodation and local transport for trainers
 Be available and willing to help you with logistics during the workshop
 Be someone you can trust

3.6 Logistics Management

The workshop planning team (the trainers and the host) will need to determine workshop
logistics such as:

Pre-workshop
 What is the workshop budget?
 Who will invite the participants and communicate with them?
 Who will organize and coordinate food and accommodation?
 Who will manage participant travel?
 Who will organize the training site and set up?
 Who will organize the fieldwork sites and transportation to them?
 Who will purchase and organize the training equipment and materials?
 Who is responsible for pre-workshop registration?
 Who is responsible for onsite registration?
 Who is responsible for which training sessions in the agenda?
 Who is responsible for printing workshop materials?

During the workshop

 Who will check that snacks and food are ready at the appropriate times?
 Who will prepare the room in the morning and re-organize in the evening?
 Who will prepare the flipcharts for the day?
 Who is in charge of checking participant list details?
 Who is in charge of preparing evaluations and certificates?
 Who will make sure that all the materials are ready for the next day?

Post-workshop
 Who will type up the workshop evaluations?
 Who will clean up the workshop materials and space?
 Who is responsible for replacing materials if needed?

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Hand Pump Repair Trainer Manual

 Who is responsible for the reporting?

 Who is responsible to maintain communication with the participants?

3.7 Addressing Barriers to Participation

When setting up a workshop, it is important to consider barriers that may limit certain
participants from attending. What can you do to make it easier for them to attend? Factors that
you may want to consider are:

 Time of the workshop: Is the workshop being held at a time of day and week that all
people can attend? Is there a time that will interfere less with domestic responsibilities or
other work obligations? Is it being held at a time of year when harvest obligations, national
holidays, celebrations or political events may prevent people from attending? Do
organizations or staff have major project deadlines at that time?
 Length: Will participants need to be away from home to attend the workshop? If so, is the
length of the workshop reasonable?
 Location: Is the location easy and convenient for participants to access? Is the location
safe for both men and women to access independently at any time of day? If people need to
stay over, are there affordable accommodations and places to eat nearby?
 Child Care: Are children welcome at your workshop? If not, are you providing child care
options to encourage caregivers to attend?
 Language: Will interpretation and/or translated documents be available for participants who
are not fluent in the language in which the workshop will be delivered? Does everyone
invited know that interpretation will be available, and into which languages? People often
over-estimate their language skills, and may feel embarrassment about their language level.
Even if they do not understand during the workshop, they may not request interpretation.
 Finances: If you are charging a participant registration fee, can everyone afford the fee? Is
it possible to offer scholarships or opportunities for reduced fees? Can those who cannot
afford the fee arrange to volunteer or contribute in-kind instead of paying a fee?

When planning the workshops, try to anticipate the challenges your target population may face
to attend and reduce these challenges as much as possible when organizing the logistics.

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Hand Pump Repair Trainer Manual

4 Workshop Preparations
There are several things that you will need to do to get ready for the workshop.

4.1 Trainer Roles and Responsibilities

It is essential that the facilitation team works well together. You should meet with the other
trainers and/or guest experts before the workshop to discuss the workshop agenda and then
assign the roles and responsibilities. It is also useful to clarify the role of the other trainers when
they are not actually conducting a workshop session – should they be assisting in the group
work, be available to answer questions, or be setting up for the next session? Where possible,
ensure that all the trainers can be present for the entire workshop.

4.2 Translations and Interpreters

The materials may need to be translated and an interpreter may be required if the participants
do not speak English as their first language. It is common for participants to overstate their
English comprehension. This is often out of embarrassment and not wanting to look bad in front
of their colleagues. If there is any doubt, you should translate the training materials and use an
interpreter for the workshop to make sure that all participants have equal opportunity to fully
understand the content.

Using an interpreter takes more time than if you are delivering the workshop in
one language. You will likely have to adjust the workshop agenda to account for
the extra time required.

Some tips for working with an interpreter include:

 Try to find an experienced interpreter who is known and trusted by the organizer
 Give them a copy of the training materials to review in advance of the workshop, including
the trainer manual and workshop materials
 Meet at least 1 day before the workshop to discuss their role, review the agenda and
learning activities, and ensure that they understand the content and key vocabulary
 Practice using microphones and headsets if simultaneous interpretation is going to be used
 Ask them to write out the flipchart headings in the local language in advance
 Include them in the end of day debrief meetings and ask for their feedback

4.3 Room Set Up

If possible, visit the training site before the participants are due to arrive and set up your
materials. Try to identify potential sources of distraction in the room, both to yourself and
participants, and make changes to mitigate them.

Seating arrangements have a big influence on the training. It is recommended to arrange the
tables and chairs so that participants can make eye contact with one another and can break into

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small groups easily. Participants will also need to be able to view the speakers and flipchart
posters.

4.4 Equipment and Materials

You will need to gather and bring the following materials and equipment to the workshop.

Equipment: Materials:
 Computer  Name tags
 Extension cord(s)  Markers
 Camera  Pens
 Hand pump repair toolkit  Paper
 Hand pump repair parts  Flipchart or large pieces of paper
 Tape

For all other materials required for individual sessions refer to the lesson plans.

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Hand Pump Repair Trainer Manual

5 How to Use This Manual

This section explains the workshop agenda and individual sessions that have been developed
to meet the participant learning expectations.

5.1 Learning Expectations

The following learning expectations describe what the participants will be able to do by the end
of the workshop to demonstrate increased knowledge, improved skills, or changes in attitude.
Each lesson plan refers to the specific learning expectations covered in that lesson.

Participant Learning Expectations

Lesson
Lesson Plan Learning Expectations
Plan #

1. Discuss how the group is expected to work together during

the workshop.
1 Workshop Introduction 2. Discuss the group’s expectations for the workshop.
3. Describe the host organization’s vision and mission.

1. Describe the role of a hand pump repair technician

Qualities of a Hand Pump
2 2. Illustrate the qualities of an effective hand pump repair
Technician
technician

1. Defend the importance of community ownership.

Borehole Community 2. Differentiate between relief and development.

3
Ownership 3. Explain why community involvement in a community water
point is important.

1. Explain why a borehole should be protected.

4 Water Source Protection
2. Demonstrate how to keep a borehole clean.

1. Demonstrate the proper handling of a borehole pump for

adults and children.
5 Proper Borehole Use
2. Explain what could happen if a borehole pump is used
incorrectly.

1. Decide when and how funds should be collected for

borehole repairs.
Managing Borehole
6 2. Identify what communal funds should be used for.
Finances
3. Analyze different options for keeping finances secure.

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Hand Pump Repair Trainer Manual

Lesson
Lesson Plan Learning Expectations
Plan #

4. Demonstrate how to keep financial records.

5. Explain the importance of managing finances properly and
transparently.

1. Discuss what needs to be done to sustain a working pump.

2. Identify the roles and responsibilities of a borehole
7 Borehole Sustainability Plan management committee.

1. Identify what information to share with the community

regarding pump management.
2. Differentiate what information is appropriate for a specific
8 Opportunities to Educate audience.
3. Identify good moments for sharing information about pump
management.

1. Explain how water moves from the ground into a borehole.

Operating Principles of a 2. Describe how a hand pump brings water from the borehole
9 to the spout.
Hand Pump

1. Identify the parts of a hand pump.

2. Describe the functions of each part.
Parts and Functions of a
10
Hand Pump 3. Define what a sanitary seal is.
4. Explain why it is important to have gravel pack in a borehole.

1. Explain why safety is important.

2. Dramatize precautions to ensure proper safety during hand
pump repair.
Safety
11
3. Assess situations for danger.
4. List safety precautions that should be followed at the
worksite.

1. Explain what a cylinder does in a hand pump.

2. Illustrate how a cylinder works.
3. Identify the parts of a cylinder.
Cylinder Operation
12 4. Explain the function of each part of a cylinder.
5. Demonstrate how to assemble a cylinder.
6. Explain how a rubber can become worn and its affect on
cylinder operation.

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Hand Pump Repair Trainer Manual

Lesson
Lesson Plan Learning Expectations
Plan #

1. Identify the tools used for pump repair.

Tools and Tools Checklist 2. Explain why a Tools Checklist should be used.
13
3. Demonstrate proper use of a Tools Checklist.

1. List the four golden questions of hand pump repair

Procedures for Hand Pump 2. List the steps to repairing a community hand pump
14
Repair 3. Explain the importance of each step of community hand
pump repair

1. Explain the importance of teamwork in hand pump repair.

Team Work 2. Dramatize the attitude needed for teamwork.
15
3. Demonstrate strategies for good teamwork.

1. Demonstrate cutting and threading.

2. Identify when to cut and thread pipes.
16 Cutting and Threading
3. Demonstrate how to cut and make good threads on pipes
and rods.

1. Define hand pump fishing.

Hand Pump Fishing 2. Describe methods for identifying the fish.
17
3. Demonstrate how to fish.

1. List common problems associated with a hand pump.

2. Discuss causes of different problems associated with a hand
Troubleshooting pump.
18
3. Discuss possible solutions to different problems associated
with a hand pump.

1. Prepare a checklist before going into the field.

Field Checklist 2. Explain the importance of a checklist before going into the
19 field.
3. Demonstrate proper use of a pump repair fieldwork checklist.

1. Discuss what went well during the hand pump repair

fieldwork.

20 Fieldwork Debrief 2. Discuss challenges from the hand pump repair fieldwork.
3. Discuss changes that will be made for the next hand pump
repair fieldwork.

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Hand Pump Repair Trainer Manual

Lesson
Lesson Plan Learning Expectations
Plan #

1. Describe what well disinfection is.

2. Explain why it is important to disinfect a well.
21 Well Disinfection 3. Discuss when a well needs to be disinfected.
4. Calculate the amount of chlorine to put in the well.

1. Identify maintenance activities for hand pumps.

Hand Pump Maintenance
22 2. Demonstrate maintenance activities.

1. Describe what record keeping is.

2. Explain the importance of record keeping.
Record Keeping
23
3. Demonstrate how to fill in records.
4. Identify places that records can be stored safely.

1. Describe the conditions leading to closure of a well.

2. Identify who decides to close a well.
24 Well Closure
3. Discuss steps to be taken to close a well.
4. Demonstrate the process to close a well.

1. Explain how they can start earning money as a hand pump

technician
2. Explain what is needed to run a successful hand pump
The Business Side of Pump repair business
25 Repair 3. Calculate the cost of a repair including hard and soft costs
4. Demonstrate negotiations for payment from a community for
hand pump repair
5. Create an action plan for starting a hand pump repair
business

1. Demonstrate taking apart a hand pump.

2. Demonstrate removing pipes and rods.
3. Identify the cause of a broken hand pump.
Field Practice 4. Demonstrate fixing a hand pump.
26
5. Demonstrate installing pipes and rods.
6. Demonstrate putting a hand pump together.
7. Demonstrate educating users on site.

1. Complete a workshop end self-assessment.

2. Review group learning expectations to see if they were met.
Workshop Closing
27
3. Complete a final evaluation of the workshop.
4. Receive certificate and make final comments.

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5.2 Workshop Agenda

The general framework of the workshop is as follows:

 Workshop opening. To welcome people and allow participants and trainers to get to know
one another.
 Individual sessions. To focus on a selected topic. Each individual session includes an
introduction, a main lesson, and a closing activity to review the content.
 Breaks and lunch. To keep people working and feeling positive, breaks are needed. Plan
for a mid-morning and mid-afternoon break that allows people to use the washroom, take a
drink or eat a snack. While planning your workshop it is also important to clarify with
participants in advance as to whether or not food and snacks will be provided.
 Review of previous day. Start the day with a review of the material learned during the
previous day. This also helps focus the participants and trainers’ brains on the workshop.
 End of day evaluation. To gain feedback from the participants and to clarify any areas of
uncertainty.
 End of workshop closing. The end of the workshops can be official or unofficial depending
on what is appropriate. Certificates are typically handed out.
 End of workshop evaluation. To allow participants to assess the strengths and
weaknesses of the workshop for further improvement. See the list in the Workshop Closing
lesson plan for alternative formats for the End of Workshop Evaluation.
 Organizer and Trainers’ debrief. A daily exercise to discuss what went well, what areas of
the day can be improved and what needs to be done for the next day and in the future.
Debriefs are held at the end of the workshop.

A sample agenda is provided for a 15 day workshop. This workshop is targeted to an audience
with lower reading and writing skills.

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 Workshop Title Trainer Manual

12 Day – Hand Pump Repair - Trainer Agenda

Time DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Workshop Opening Opening Activity Opening Activity Opening Activity Opening Activity
 Introductions
 Agenda Borehole Finances Hand Pump Repair Opening Procedures of hand pump Field checklist
repair
 Housekeeping
Introduction to hand pump
8:30-  Creating the learning Borehole Sustainability
repair and types of pumps
9:45 environment Team Work
 Workshop format and learning Operating principles of a hand
1 hr pump
strategies
45 min
Knowledge, Skills and Attitudes
of a Hand Pump Repair
Technician

15 min BREAK BREAK BREAK BREAK BREAK

Community Ownership Cutting threads Field practice
Volunteerism Opportunities to Educate Parts and functions of a hand
10:00- pump and borehole
12:00 Borehole Protection
Safety
2 hr Proper Borehole Use

1 hr LUNCH LUNCH LUNCH LUNCH LUNCH

Servicing a Borehole Practicing with Key messages Cylinder operation Fishing Field practice continued
1:00-
2:45 Closing and Evaluation
1 hr
45 min

15 min BREAK BREAK BREAK BREAK BREAK

Tools Troubleshooting Field practice continued

Closing and Evaluation
3:00- Closing and Evaluation Closing and Evaluation Closing and Evaluation
5:00

2 hr

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Time DAY 6 DAY 7 DAY 8 DAY 9 DAY 10

Opening Activity Opening Activity Opening Activity Opening Activity Opening Activity

Field work debrief Field work debrief Field work debrief Field work debrief Field work debrief
8:30-
9:45 Well disinfection Go through field checklist Go through field checklist Go through field checklist Go through field checklist

1 hr
45 min

15 min BREAK BREAK BREAK BREAK BREAK

Operation and maintenance Field practice Field practice Field practice Field practice
10:00- Record keeping
12:00

2 hr

1 hr LUNCH LUNCH LUNCH LUNCH LUNCH

Well closure Field practice continued Field practice continued Field practice continued Field practice continued

1:00-
2:45

1 hr
45 min

15 min BREAK BREAK BREAK BREAK BREAK

Business side of pump repair Field practice continued Field practice continued Field practice continued Field practice continued

3:00- Closing and Evaluation Closing and Evaluation Closing and Evaluation Closing and Evaluation Closing and Evaluation
5:00

2 hr

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 Workshop Title Trainer Manual

Time DAY 11 DAY 12 Suggested Daily Opening and Closing Activities:

Opening Activity Opening Activity

Opening Activity Closing and Evaluation
Field work debrief Field work debrief
8:30- Activity
9:45 Go through field checklist Go through field checklist Day 1 Workshop opening One thing they learned or
1 hr found interesting
45 min Day 2 Label a diagram of a Rate 1 – 5 how well they
borehole understand each topic
Day 3 List procedures for One thing they learned, one
15 min BREAK BREAK
hand pump repair question they still have
Day 4 Charades One thing that went well, one
Field practice Field practice thing that could have been
10:00- different
12:00 Day 5 Family Feud Quiz One thing they are proud of,
2 hr one thing they are excited for
next week

1 hr LUNCH LUNCH

Field practice continued Field practice continued

1:00-
2:45

1 hr
45 min

15 min BREAK BREAK

Field practice continued Field practice continued

3:00- Closing and Evaluation Workshop Closing, Evaluation

5:00 and Certificates

2 hr

16
Workshop Title Trainer Manual

5.2 Lesson Plan

Here is a list of the icons used in this trainer manual and their explanations.

Learning Expectations. Describes what the participants will be able to do

by the end of the session to demonstrate increased knowledge, improved
skills or changes in attitude. Each lesson plan should reference the overall
learning expectations listed in the participant competencies.

Time. The clock symbol appears next to the amount of time the session may
take. This is an estimate and the session may be longer or shorter
depending on how you facilitate it.

Materials. Lists all the materials that will be required for the session.

Preparation. The clipboard appears when there is preparation that needs to

be done prior to the session including materials needed and things to
prepare in advance.

Introduction. This hook appears where there is an introduction to a topic.

This will help participants connect personal experience to the knowledge
they are about to learn.

Key Points. The key appears where there are important points and topics to
discuss. These are reminders of what key points the participants should
understand by the end of the session.

Main Activity. The puzzle appears at the beginning of a main learning

activity.

Trainer Notes. The exclamation point appears to remind you of things to do

or consider while facilitating the session.

Review. The question mark appears when you are reviewing a topic or
checking for learning. What have participants learned? Can they recall the
information?

Handouts. This appears when there are handouts for the participants.

17
Hand Pump Repair Trainer Manual

Lesson Plan 1: Hand Pump Repair Workshop Opening 1 hr 30 minutes total

Learning Outcomes

At the end of this session participants will be able to:

1. Discuss how the group is expected to work together during the workshop.
2. Discuss the group’s expectations for the workshop.
3. Describe the host organization’s vision and mission.

Materials

□ Flipchart paper
□ Tape
□ Sticker dots
□ Markers
□ 3 Balls
□ Name Tags
□ Pens (1 per person)
□ Printed Materials
□ Notebooks or paper (1 per person)
□ Tool: Name Game
□ Tool: Ball Toss
□ 1 random item for every participant to be used for Introduction Activity Option A

Preparation

□ Write the session Learning Expectations on flipchart paper

□ Write up the agenda for the day on flipchart paper
□ Prepare the self-assessment flipchart – See Self Assessment section
□ Write the heading Group Learning Expectations on flipchart paper
□ Write the heading Group Agreements on flipchart paper
□ Put a Participant Manual, notebook, name tag and pen at each seat (1 per person)
□ Prepare the materials needed for the Icebreaker Activity
□ Review Tool: Name Game and Tool: Ball Toss Name Game and organize materials
needed - see Trainer Manual Appendix 2 - Tools

Introduction 25 minutes

1. Introduce trainers, workshop hosts and other guests as appropriate.

Hand Pump Repair Trainer Manual

In some countries, a formal welcoming ceremony will start the workshop. Consult with
your host beforehand to determine the protocol and the amount of time required. You
may need to adjust your agenda accordingly.

2. Explain the outline of the workshop to the participants with respect to the length of
the workshop and the required 10 supervised hand pump repairs in order to receive
certification for this course.
3. Explain that there are different types of pumps and that this course specifically
focuses on repairing the India Mark II. Some of the concepts, especially those
regarding community responsibility, are applicable to any pump.
4. Review agenda for the day.
5. Explain: Building/workshop layout, bathroom location, emergency exits, first aid, and
daily schedule.
6. Lead an icebreaker activity to help participants meet each other and introduce
themselves to the group. See options below for suggested icebreakers.

Option 1 – Name, Adjective and Dance Move 15 minutes

1. Ask everyone to stand in a circle.
2. Ask each person in the circle to introduce themselves with an adjective at the
beginning of their name and a dance move. The adjective should begin with the
same letter as their name. For example, Lovely Lisa, Perfect Peter, etc. The dance
move can be any type of movement.
3. As people are introduced, have the group repeat the name, adjective and dance
move of the newly introduced person, and everyone that came before them.
Continue around the circle until everyone has introduced themselves.
4. Turn on music and repeat the names and dance moves for everyone in order, then
randomly select a person, and ask the full group to do the selected person’s dance
move while saying their name and adjective.

Option 2 – Introduction with an object 15 minutes

1. Place a random selection of objects (pictures, food, clothing items, stationary, etc.)
on a table and ask participants to select an object that they feel represents them in
some way.
2. Ask participants to find a partner.
3. In partners ask participants to:
 Share their name, and where they are from
 Share their objects and explain why they selected them.
Hand Pump Repair Trainer Manual

 Discuss what they hope to learn during the workshop

4. Ask participants to introduce their partners to the full group. In their introduction they
should say:
 Their partner’s name
 Why their partner selected his/her specific object
 What their partner would like to learn during the workshop.
5. As people share their expectations for the workshop write them down.
6. Review the list of expectations at the end of the exercise and ask participants if
anything was forgotten. Write this down.

Group Agreement 10 minutes

1. Explain that making ground rules created by the group will allow everyone to learn
together.
2. Ask the participants to reflect on their past training or learning experiences. What
made those experiences so positive? Negative?
3. Ask the participants to suggest ways to create a positive learning environment for
everyone. Write the expectations on a flipchart paper.
4. Respect, ask questions, silence cell phones, punctuality
5. Explain that any other expectations can be added through the workshop.
6. Place the flipchart in a prominent place to be seen throughout the workshop.

Self-Assessment 10 minutes

1. Ask people to stand in the middle of the room.

2. Explain that you are going to be naming a number of topics in hand pump repair. If
people know a lot about the topic they should stand on one side of the room, if they
know nothing about the topic they should stand on the other side of the room. If they
know some information, but not a great deal, they should place themselves
somewhere in the middle.
3. Call out the following topics:
 Parts and functions of a pump
 How to assemble a cylinder
 Hand pump troubleshooting
 Hand pump tools

4. After each topic, pause for a moment to look at where participants have placed
themselves in the room. Ask those who are in the group that knows a lot about the
topic to share a few of the things they know. This will help you get a sense of their
level of understanding.
Hand Pump Repair Trainer Manual

Group Expectations 10 minutes

Note: You can skip this activity if you did Option 2 for the introduction.
1. Discuss how there is a range of understanding among the participants and the
importance of a common base of knowledge. Some of the material that will be
presented may be new for some and repetition for others. It is helpful for participant’s
who have more knowledge or experience to share with the group.
2. Ask the participants to list what they hope to learn or expect during the training.
Record people’s expectations on a piece of flipchart paper as they list them.
3. Review the list and identify the expectations that you will be covering during the
workshop.
4. If there are things that are outside the scope of the workshop, explain that they will
not be discussed. Offer any alternatives for discussing those topics if they are
relevant, such as websites, research papers, and names of other organizations.

Workshop Format and Agenda 10 minutes

1. Discuss the host organizations philosophy for training and learning:

 Experiential, hands-on and learn by doing
 Individual and group activities
 Case studies and learning from others’ experience
 Open discussion, questions and answers
 Develop a sense of community and network within group
2. Review daily agenda with break and lunch times.
3. Ask the participants if they have any questions at this point.

Your Organization 10 minutes

1. Introduce your organization

2. Talk about the following to introduce your organization:
 Organization mission and vision
 Organizational strategies
 History of the organization
 Activities to date
 Expectations of clients and partners
 Future plans
Hand Pump Repair Trainer Manual

Review 5 minutes

1. Ask if there are any thoughts or questions.

2. Use Tool: Name Game or Tool: Ball Toss Name Game to help learn everyone’s
name.
3. Alternatively, ask everyone to repeat the dance steps for the Introduction, Activity A:
Name, Adjective, Dance Moves.

Reflections on Lesson
Hand Pump Repair Trainer Manual

Tools for Lesson Plan: Introduction

What is it?
These tools are a great way to learn new names and promote group interaction.

Why use it?

 Creates a comfortable and fun atmosphere that encourages group interaction.
 Encourages participants to remember names and use their memory (which is a good
exercise for the brain)
 It gets participants on their feet which encourages oxygen intake and helps learning.

Ball Toss Name Game

Have all participants and yourself stand in a circle. Go around the circle once and have
everyone say their name. Start with a ball or stuffed animal in your hands and call someone’s
name who is across the circle from you and throw the object to them. They will then say
someone else’s name and throw to them. Keep the game going until each participant has been
thrown to only once and the object is back in your hands where it started. Then explain that you
are going to do the same thing but speed it up.

Once you feel that they have good speed and confidence with one object then you can add to
the challenge by starting the same process with a second object in the circle still throwing to the
same person. Wait until the previous object has gone to the third or fourth person; then start the
second object. Add a third and fourth object if they are up to it.

Name Game
Have all participants and yourself stand in place where they are sitting. (It is important to be able
to practice their names where they are sitting as it is easier to recall someone’s name based on
their position throughout the first day). Ask the whole group to concentrate on everyone’s name
as they are being said. Pick someone to start and get them to say their name. Person 2 sitting
beside them will say the first person’s name and then their own name. Person 3 will say the first
person’s name, person 2’s name and then their own. This continues until everyone in the room
has said the previous participants’ names and their name. You will then say everyone’s name at
the end and your own. (It would be good to see if person 1 and 2 can then say everyone’s name
as well since they were the first to go.)
Hand Pump Repair Trainer Manual

Lesson Plan 2: Qualities of a Hand Pump Technician 1 hour total

Learning Expectations

At the end of this session participants will be able to:

1. Describe the role of a hand pump repair technician.
2. Illustrate the qualities of an effective hand pump repair technician.

Materials

□ Flipchart paper
□ Markers

Preparation

□ Review and prepare lesson plan

Introduction 15 minutes

1. Ask participants to think about someone they know that is good at fixing hand
pumps. If they don’t know anyone, then ask them to imagine someone that is good at
fixing things.
2. Ask them to talk to a partner about this person, and consider some of the
characteristics they have.
3. Explain that in this lesson participants will look at what qualities a person needs to be
a hand pump technician.
4. Present learning expectations.

Qualities 40 minutes

1. Ask the participants what the role of a hand pump repair (HPR) technician is.
 To maintain and repair pumps in the community.
 To help communities manage their borehole.
 To mobilize the community to take care of the borehole surroundings and use
the pump properly.
2. Explain that in groups, participants are going to identify the qualities of a HPR
technician. They should consider what a good HPR technician knows and does, and
how they act with community members.
Hand Pump Repair Trainer Manual

3. Form groups of 4 participants as follows:

 Ask participants to form a line, starting with those with most experience with hand
pump repair on one end and those with least experience on the opposite end.
 “Fold the line in the middle”, so those with least experience are paired with those
with most experience.
 Divide the participants into groups of four, keeping them with their partners.

Option 2 – Create a skit illustrating a Hand Pump Repair Technician

4. Ask each group to discuss the qualities of an effective HPR technician.
5. Ask the groups to create a skit illustrating these qualities.
6. Once ready, ask one of the small groups to share their skit with the rest of the
participants.
7. After the skit ask the other participants to explain what qualities of an HPR technician
were illustrated in the skit. Write the qualities down on a flip chart.
8. Ask the small group to add anything that was missed by the other participants.
9. Repeat the same process with each group, until all groups present their skits.
10. Review the list of qualities as a group and add anything that is missing.
11. Ask participants to look at the list and select the 3 qualities that they believe to be
most important.
12. Ask them to share these qualities with a partner and explain to them why they are
important.

Option 3 – Draw a hand pump repair technician

4. Ask groups to discuss the qualities of an effective HPR technician.
5. Give each group a set of markers and a piece of flipchart paper.
6. Ask each group to work together to draw an effective HPR technician.
7. Encourage participants to use pictures rather than words in the drawing.
8. Once their drawings are completed, ask one of the small groups to share their
picture with the rest of the participants.
9. Before the small group explains what is in their drawing, ask the other participants to
interpret what they see. Write down their observations on a flipchart.
10. Once the participants have finished their interpretation, ask the small group to add
anything that was missed.
11. Repeat the same process with each group, until they have all presented their
drawings.
Hand Pump Repair Trainer Manual

12. Review the list of qualities as a group and add anything that is missing.
13. Ask participants to look at the list and select the 3 qualities that they believe to be
most important.

Review 5 minutes

1. In their groups, ask the participants to discuss which of the 3 prioritized qualities they
have already, and which qualities they need to work on.

Reflections on Lesson
Hand Pump Repair Trainer Manual

Lesson Plan 3: Borehole Community Ownership 1 hr 15 min total

Learning Expectations

At the end of this session participants will be able to:

1. Defend the importance of community ownership.
2. Differentiate between relief and development.
3. Explain why community involvement in a community water point is important.

Materials

□ Flipchart paper
□ Markers
□ Cards for Development and Relief

Preparation

□ Review and prepare the lesson plan

□ Write learning expectations on flipchart paper
□ Write the definition of relief and development on flipchart
□ Optional: translate development and relief cards to local language

Introduction 5 minutes

1. Ask participants to consider what things communities have to take care of together.
Write down their suggestions.
Trees, pasture land, water, community building, etc.
2. Ask participants what they do to ensure their collective property is cared for and
managed well. Involve people in the community in taking care of the resource.
Appoint different people to take care of it, teach their children and others to respect
the areas, create rules and enforce behaviours of how to treat the resource.
3. Explain that in this lesson they will be discussing the importance of community
ownership and community involvement in taking care of their borehole.
4. Present the learning expectations.
Hand Pump Repair Trainer Manual

Development versus relief 20 minutes

1. Explain that they are going to look at two concepts related to how a community can
operate: relief and development.
2. As a large group ask the participants what the word relief means.
3. Show the definition of relief – assistance given to those in special need e.g. clothes,
food, money
4. As a large group ask the participants what the word development means.
5. Show the definition of development – the act or process of growing, progressing, or
developing with a view of becoming economically or socially advanced.
6. Break the participants into groups of 4. Be sure that there is at least 1 literate person
in each group.
7. Give each group a set of relief and development cards. Ask the participants to sort
the cards into a pile that describes relief and another one that describes
development.
8. As a large group check the answers by asking groups to share what they have under
each heading.
Relief Development
 Short-term  Long-term
 Crisis problems  Chronic problems
 Creates dependence  Creates self-sufficiency
 Those helped are recipients  Those helped are participants
 Controlled by external agency  People/community control
 Addresses single problem  Addresses multiple problems
 Focus on getting help to people in  Focus on improving people’s lives and
need future generations
 Provide services  Builds capacity

9. In their groups, ask the participants to discuss what they would want, relief or
development, for their community and why. Ask each group to share their response.
10. Ask participants which of these ways of thinking is most conducive to effective
community management of the borehole and why. Ask some groups to share their
response. Development

Community Involvement 10 minutes

1. In pairs, ask the participants to discuss what community involvement is.

2. Discuss as a large group and record answers on flipchart paper.
Hand Pump Repair Trainer Manual

 Community Involvement – Community members participating in community

activities by means of manual labour, resources, finances and skills.
3. In a large group, discuss how community involvement relates to development.
 Creates ownership
 Promotes long-lasting change
 Encourages donors to give more
 Provides the opportunity to learn new skills
 Allows those that are involved to set a good example for their children
4. In pairs, ask the participants to discuss a positive community project they have been
involved in before or have seen others participate in.
5. As a large group, ask the participants to discuss why community ownership and
involvement are essential for development.
 Every person needs to grow for the community to grow.
 If community members do not contribute to the community and you rely on
someone else to do everything it will not be sustainable.
 Community members can continue to help each other long after a project is
finished
 We need to set good examples for our children so that when they get old
enough they can carry on good examples and be involved and have a sense
of community ownership and pride to continue development.
 Most effective way to use money and time.

Trainer note: You may wish to discuss the idea of volunteerism at this point
as opposed to being paid to be involved in community.
- Volunteers will do the work from their heart and desire for a better
community, their intentions are very clear. They will do their best.
- If people always need to be paid to do something it might be
unsustainable. Their intentions may not be for the good of the
community.
- Sometimes it is nice to recognize a volunteer in the form of payment
or with a gift or certificate to encourage and motivate them.

Community Ownership & Involvement in the Borehole 25 minutes

1. As a large group, ask the participants to discuss who owns the borehole and why.
 Trainer Tip – If participants say that the government or the organization that
installed the borehole, own the borehole, challenge them until they recognize
that the community owns the borehole. Some examples of questions to help
them recognize this include, “Where is the borehole located?” or “If an
organization owns this borehole why would they choose to drill it here for
themselves?”
2. Ask participants to explain why community ownership is important for effective
borehole management.
Hand Pump Repair Trainer Manual

3. Divide participants into small groups. If there are people from different communities,
put people from the same community in a group together.
4. Ask each group to discuss how they could strengthen community involvement in the
borehole.
5. Ask each group to share one strategy for strengthening community involvement with
the full group.

Review 15 minutes

1. Ask participants to find a partner.

2. Tell Partner A that they represent someone that keeps to themselves and isn’t
interested in getting involved in the community. Tell Partner B that they must
convince Partner A to get involved in the community.
3. Give participants 3 minutes for their conversation.
4. Ask Partner A to discuss with Partner B whether they were convinced of the
importance of community involvement – why or why not?
5. Now ask Partner B to represent a community member that doesn’t take care of the
borehole. Ask Partner A to convince Partner B to take care of the borehole.
6. Ask Partners A and B to debrief the conversation and discuss what points were most
important.

Reflections on Lesson
Hand Pump Repair Trainer Manual

Relief and Development Cards

Short-term Long-term

Creates
Crisis problems
dependency

Those helped are

Chronic problems
recipients

Meets basic survival Creates self

needs sufficiency

External agency Those helped are

control participants

Addresses a single Meets holistic

problem needs

Addresses multiple
Community control
problems
Hand Pump Repair Trainer Manual
Hand Pump Repair Trainer Manual

Lesson Plan 4: Water Source Protection 80 minutes

Learning Expectations

At the end of this session participants will be able to:

1. Explain why a borehole should be protected.
2. Demonstrate how to keep a borehole clean.

Materials

□ Flipchart paper
□ Markers

Preparation

□ Review the lesson plan

Introduction 10 minutes

1. In pairs, ask the participants to come up with at least one benefit of safe water.
2. As a large group, discuss answers and record on flipchart paper.
 Reduce diarrheal disease.
 Able to go to work and school instead of home sick.
 Can clean houses and selves
 Save money from not having to treat sickness
3. Ask the participants how a borehole contributes to safe water.
A borehole contains water that is usually considered safe. However, it is important to
test borehole water and to use clean storage containers.
4. Present learning expectations

Borehole Protection 20 minutes

1. Tell the participants that we are going to play a game.

2. Ask for a volunteer from the participants. Give the volunteer a chair to sit on. Tell the
participants that the volunteer is the king.
3. Ask for 3 more volunteers to be soldiers to protect the king.
4. Explain to the participants that if the king is touched by one of the attackers then the
king is killed.
Hand Pump Repair Trainer Manual

5. Ask all the other participants to try to attack the king while the soldiers try and protect
him.
6. This time have only 3 attackers, the rest of the participants are soldiers. Play the
game again.
7. Ask the participants what happened when there were only a few soldiers?
 The king was killed.
8. Ask the participants what happened when there were many soldiers?
 They were able to protect the king from the attackers.
9. As a large group, ask the participants to relate the game to a borehole.
 Borehole needs protection from everyone. Each person can do something to
help keep the borehole protected and therefore the water clean.
10. Ask the participants to share ways that they can all act as soldiers to protect their
borehole.
11. In a large group ask participants what should be done to protect their borehole.
 Maintain good hygiene e.g. No washing (especially fecal stained materials
like diapers), bathing or hanging clothes by the borehole area.
 Keep animals away from the borehole by building a fence around the
borehole. Animals can defecate near the borehole and/or lick the pump outlet
which will contaminate it.
 Cut grass around the borehole and clear rubbish to make it pleasant for
people to come to and keep snakes and insects away. Also, when things look
nice people are less likely to vandalize them.
 Maintain the soak pit. Clear away rubbish and make sure that there are rocks
in the soak pit and that it is not plugged.
 Keep rubbish pits and latrines far away from the borehole (at least 30 meters
away)
 Some communities may choose to lock the borehole at night.

Organizing Borehole Protection 45 minutes

1. Ask the participants to discuss how they will ensure that the borehole is protected
and kept clean.
2. As a large group, ask participants to share their ideas. Record on flipchart.
3. Ask the participants if there are ideas that won’t work and why.
4. As a large group, discuss which ideas will work and have them discuss ways that
they will be accountable to each other.
Hand Pump Repair Trainer Manual

Review 5 minutes

1. In pairs, ask the participants to tell each other what they will commit to doing from the
list to protect the borehole. They can commit to more than one thing.

Reflections on Lesson
Hand Pump Repair Trainer Manual

Lesson Plan 5: Correct Use of a Hand Pump 30 minutes total

Learning Expectations

At the end of this session participants will be able to:

1. Demonstrate the proper handling of a borehole pump for adults and children.
2. Explain what could happen if a borehole pump is used incorrectly.

Materials

□ Flipchart paper
□ Markers

Preparation

□ Review and prepare the lesson plan

□ Write learning expectations on flipchart

Introduction 5 minutes

1. Ask the participants to demonstrate different ways they have seen people mistreat a
pump at the Borehole.
2. As a group record all these actions on flipchart paper.
 People hanging on the handle
 People pumping roughly
 Banging the handle as they pump
 Wasting water
 Jumping up and down with the handle
 Vandalism
 Stuffing objects in the head or spout
 Blocking the soak pit
 Rubbish around the borehole (broken glass, plastic, bottles, etc.)
3. Ask the participants what happens when a borehole is treated this way.
 The borehole can break or the area can become contaminated or dangerous.
4. Present the learning expectations.
Hand Pump Repair Trainer Manual

How to Pump a Borehole 20 minutes

1. Divide the participants into 2 groups. Ensure that one person in each group can read
and write.
2. Ask the participants to discuss the proper ways of pumping a borehole. Inform them
that it’s a competition between the two groups to see who can come up with more
responses. Collect the responses on a flip chart
 Maintain the Up-Down motion when pumping
 Avoid banging the handle on the head as you pump
 Avoid water spillage by placing the container or bucket correctly under the
spout
 Avoid jumping on the handle to pump it
3. Ask participants to discuss who should be operating the hand pump based on how it
should be properly handled.
 People who are physically and mentally able to operate the hand pump
properly. The physically or mentally challenged (e.g. small children, the
elderly, the physically or mentally ill) should be assisted.

4. Ask the participants to demonstrate/act out the proper handling of the boreholes for
adults and children.

Review 5 minutes

1. In pairs, ask the participants to discuss what they will do in their community to teach
others how to use their borehole pump correctly.

Reflections on Lesson
Hand Pump Repair Trainer Manual

Lesson Plan 6: Managing Borehole Finances 1 hr 45 min total

Learning Expectations

At the end of this session participants will be able to:

1. Decide when and how funds should be collected for borehole repairs.
2. Identify what communal funds should be used for.
3. Analyze different options for keeping finances secure.
4. Demonstrate how to keep financial records.
5. Explain the importance of managing finances properly and transparently.

Materials

□ Timely Funds Scenarios

□ 6 labeled and empty boxes
□ 120 voting items e.g. stones, coffee beans (6 per participant)
□ Managing Finances Worksheet
o 10 blank financial records
o 10 collection registers
o 10 expenditure forms
o 5 sample receipts for rubber
o 5 sample receipts for cylinder
□ Fake money

Preparation

□ Print Timely Funds scenarios

□ Print collection registers from Managing Finances Worksheet
□ Print expenditure forms from Managing Finances Worksheet
□ Create and print sample receipts for rubber in Managing Finances Worksheet
□ Create and print sample receipts for cylinder in Managing Finances Worksheet
□ Create fake money in your local currency
□ Print blank financial records from Managing Finances Worksheet
□ Label and set out 6 empty boxes with the following labels:
Hand Pump Repair Trainer Manual

o Box 1 – Spares for hand pump

o Box 2 – School fees
o Box 3 – Talk time for calling an organization for support with borehole
o Box 4 – Food
o Box 5 – Labour for pump repair
o Box 6 – Allowances for the pump repair team (transportation, water, food)

Introduction 5 minutes

1. Ask participants to think about a time they had money in the morning and then by the
end of the day they had none left and couldn’t remember where they spent it.
2. Ask the participants how they could have avoided this from happening? Planning,
keeping a record of the spending
3. Present the Learning Expectations

Timely Funds 15 minutes

1. Break the participants into 2 groups.

2. Give each group a scenario to work with:
Scenario A – The pump in the village where this group lives has suddenly broken
down. A pump caretaker has established what is wrong and the next steps that need
to be taken to fix it. The broken down parts include 5 connecting rods and 5 GI pipes
(parts list). When will the group collect the money, and how will they do this?
Scenario B – The pump in the village has been working for 1 year and is due for its
1 year servicing. Using the servicing costs, ask the group to discuss when they will
collect the money, and how they will do this.
3. Ask each group to share their plan of action to the rest of the class. Allow time for
questions and discussion.
o It is best to have the funds collected before a repair or service is due. This way
it will be done in a timely fashion and people will have more time to get their
money together. You never know when something can go wrong and it is better
to be able to fund it immediately so that the pump can be fixed quickly.

Use of Funds 25 minutes

1. Place 6 empty boxes on a table at the front of the room. Make sure the boxes are
clearly labeled as follows:
 Box 1 – Spares for hand pump
Hand Pump Repair Trainer Manual

 Box 2 – School fees

 Box 3 – Mobile phone time for calling an organization to support with the
borehole
 Box 4 – Food
 Box 5 – Labour for pump repair
 Box 6 – Allowances for the pump repair team (transportation, water, food)
2. Give each participant 6 voting objects. Tell them they do not need to use all 6.
3. Ask the participants to put a voting object in each box that they think is an
appropriate use of community collected funds for the borehole.
4. Collect the boxes, count the votes and tally them on flip chart paper.
5. Ask participant to look at the tally on the flip chart paper and discuss whether they
agree with where the funds should be spent and why.
Collected funds should only be used for the purpose they were collected for or
else community members will become angry and whoever is responsible for the
funds will get a poor reputation. There won’t be enough money left for the actual
work that needs to happen.
6. Ask the participants where the funds should be kept to keep them safe once they are
collected. Record responses on flipchart.
 Partnering with a local registered church that has a bank account
 Finding a faithful person in the community (e.g. community leader)
 Find a person within the group that can lock the money up safely
 Put it in a bank account

7. Ask the participants to discuss how they could keep the money in a bank, how they
could open an account and withdraw money when necessary.
8. Ask the participants what the best option for their community is.

Keeping Records 50 minutes

1. In pairs, ask the participants why it’s important to be open and honest when handling
community funds, even if you are using them the right way. Share as a large group
and record responses on flipchart paper.
 People can trust you and be sure that the funds will be used correctly. It is
everyone’s money and they should know exactly how it is being used.
2. Ask the participants why it is important to keep a clear record of how the community
funds are being used. Record responses on flipchart paper.
 It acts as protection against accusations
 You will have a good reputation
 Anyone can clearly see that the funds are being used properly
 Provides accountability
Hand Pump Repair Trainer Manual

 Sets a precedent if the person in charge of community funds changes

3. Break the Participants into 4 groups and give each group a copy of:
 Blank financial record
 Fund collection register
 Expenditure form
 Sample receipt for spares

4. Give each participant 2 notes of fake money.

5. Ask the participants to examine the documents as a group and get ready to fill them
out when you start giving the instructions. Clarify any questions that the group has
about the forms.
6. Present the scenario, and ask the participants to fill in the forms accordingly
 Scenario
Tell the participants that each person represents a household.
Ask for 2 volunteers to be the fund collectors. Ask them to collect 1 paper
note as funds from every household. After collecting the funds, ask the 2
volunteers to count the money in front of the whole group and announce the
amount collected.
7. Ask the volunteers to return to their group and ask all groups to record the total funds
collected in the collection register.
8. Continue the scenario
 Scenario
Ask for a volunteer or trainer to represent a pump. Put a full bottle of water
with the cap off in one hand and have them stretch out the other arm to
represent the handle. Have participants come and use the pump to collect the
water. After a while tell the pump volunteer that they are now broken. Ask for
a volunteer to be the pump caretaker to come and check the pump. Give
them some time to check the pump, and then explain that the rubber is worn
out.
9. Ask the participants to return to their groups and find out the cost of the worn-out part
(refer to the parts list and costs sheet) and how much labor will cost for the repair.
10. Continue the scenario
 Scenario
Ask for a volunteer from each group to come and buy the part from you.
Give each person a receipt for payment.
11. Ask participants why it is important to keep the receipt and store it with the
expenditure form. It shows transparency and stops people from lying or taking
money from the community repair account.
12. Ask the participants to record the purchase on the expenditure form.
13. Ask the participants what other costs would be incurred to fix the rubber, and how
much they might typically cost.
Hand Pump Repair Trainer Manual

 Transport to get the part and return

 The cost of labour for fixing the pump
 Food and water for the labourers (might also be given in kind from
community)
14. Ask the participants to put these on the expenditure form.
15. Ask the participants to calculate how much money is left after the repair. Funds
collected (funds collection register) subtract funds spent (expenditure form).
16. In small groups, ask the participants to discuss how much money is left from the
community collection and if there is enough for the next time the hand pump breaks.
Ask the participants to discuss when they will collect money again. Discuss as a
large group.
17. Tell the participants that we will continue the scenario. If the group has decided to
collect money again they can do that now.
 Scenario
After six months the pump is broken again, this time it’s a cylinder that broke.
18. Ask the participants to go through the steps that would need to be taken to get it
fixed.
 Check the cost of the broken part
 Check the balance of funds collected previously
 Decide whether or not more funds will need to be collected to cover the cost
of the repair
 Buy the part – record and keep the receipt (trainer will give them the receipt)
 Add any additional costs to the expenditure form
19. Have each group share their records with you.
20. In a large group, ask the participants to share their reflections on this process.
21. Ask the participants who should be able to look at the records. Anyone who is
interested because it creates accountability and transparency.
22. Ask participants based on this experience, how often funds for the pump should be
collected from the community? Is their response the same as it was for Topic 1?

Review 10 minutes

1. Ask the partners to explain to each other:

 the steps required when a problem is found with the hand-pump
 how to fill out each of the forms
Hand Pump Repair Trainer Manual

Reflections on Lesson
Hand Pump Repair Trainer Manual

Lesson Plan 7: Borehole Sustainability Plan 40 minutes total

Learning Expectations

At the end of this session participants will be able to:

1. Discuss what needs to be done to sustain a working pump.
2. Identify the roles and responsibilities of a borehole management committee.

Materials

□ Flip chart paper

□ Markers

Preparation

□ Review and prepare lesson plan

□ Write learning expectations on flip chart paper

Introduction 5 minutes

1. In pairs, ask the participants to discuss a thing in their life they want to keep for a
long time or have already had for a long time.
2. As a large group, ask the participants what they have done to keep those things for a
long time or plan on doing to keep those things.
3. Present learning expectations.

Borehole Sustainability Needs 25 minutes

1. Break the participants into groups of 4 and hand out a piece of paper to each group.
2. Ask the participants to list all the activities and people needed to keep a pump
working.
3. Share as a large group and record answers on flipchart.
 Servicing
 Repairs
 Pump Caretakers
 Proper Use
 Money for repairs and servicing
Hand Pump Repair Trainer Manual

 A safe place to save funds

 Borehole management team/ financial managers
 Community mobilization for water source protection and hygiene maintenance
4. In a large group, ask the participants to list all the roles and their responsibilities
involved in managing a pump and making sure that all the activities get done. Collect
correct responses on flipchart paper. Participants may include other roles depending
on their community, local customs and governance.
i. Committee Manager – Community members come to this person with
their issues regarding the pump. This person brings together the
committee when needed. This person initiates the pump repair by
contacting the hand pump caretaker(s) and ensures that the
mechanical servicing is done regularly.

ii. Vice Committee Manager – This person can help the Committee
Manager make decisions and support the Manager in their duties.
This person will stand in for the Committee Manager when he or she
is unavailable.

iii. Treasurer – This person collects the funds, ensures they are safe and
is in charge of accounting for all funds.

iv. Vice Treasurer – This person can help the Treasurer make decisions
and support the Treasurer in their duties. This person will stand in for
the Treasurer when he or she is unavailable.

v. Hand Pump Caretaker(s) – This person maintains and fixes the pump.
This person is also in charge of ensuring that the pump is being used
properly by the community. They can call on members of the
community to help them do this. There should be more than one Hand
Pump Caretaker.

vi. Environmental Maintenance Director – This person ensures that the

community is doing their part in ensuring the environment around the
pump is kept clean and clear.

5. As a large group, ask the participants why it is a good idea to form a committee
rather than just have one person be fully responsible.
 The hand pump belongs to the community not just one person
 There is more accountability if there are more people involved
 One person might not have all the skills and knowledge to perform all the
duties.

Review 10 minutes

1. In pairs, ask the participants to discuss the responsibility of each assigned role. Call
out each role and allow participants to discuss it.
Hand Pump Repair Trainer Manual

 Committee Manager
 Vice Committee Manager
 Treasurer
 Vice Treasurer
 Hand Pump Caretakers
 Environmental Maintenance Director

Reflections on Lesson
Hand Pump Repair Trainer Manual

Lesson Plan 8: Opportunities to Educate the Community

2 hr 30 minutes total

Learning Expectations

At the end of this session participants will be able to:

1. Identify what information to share with the community regarding pump management.
2. Differentiate what information is appropriate for a specific audience.
3. Identify good moments for sharing information about pump management.

Materials

□ Flipchart paper
□ Markers
□ Paper
□ Community Education Scenario

Preparation

□ Write heading ‘How People Learn Best’ on flip chart

□ Print Community Education Scenario

Introduction 5 minutes

1. Ask the participants why it is a hand pump repair technician’s job to educate
community about their pump rather than just fix it quietly and leave.
 The technician is the expert and knows more so he/she should share that
information
 The goal is for pumps to stay working and technicians know how
communities can help maintain their pump
 It will make the technician’s job a lot easier if the community is organized and
responsible
2. Present the learning expectations.
Hand Pump Repair Trainer Manual

Key Messages and Audiences 20 minutes

1. Ask participants to imagine themselves in the following scenario and to identify what
they can teach the community to take better care of their pump.
 You have arrived at a community pump that is broken. You assess the
pump and tell the community how much the repair will cost. The community
leader says they don’t have any money for the repair but that he will collect it
from the community. You have also noticed that the area around the pump
has long grass and a broken bottle. When you opened the pump head you
found garbage and rocks that had been stuffed inside.
2. As a large group, discuss what key messages the community needs to learn. Record
each key message on an individual piece of paper.
 The importance of a committee to take care of the hand pump
 The importance of having money collected already so that pump repair can
be done quickly
 The importance of keeping the area around the pump tidy.
 How to treat the pump head and why it is important not to put things in the
pump.
3. As a large group, ask the participants who the different audiences are in a
community. For example, children, village leaders, etc.
 Village Leaders
 Pump Committee Members
 Children
 Teachers
 Parents
 Community members
4. Go through each key message and ask the participants who they should tell this to
and why. Write the audiences for each key message on one piece of paper and
place it next to the key message.

How to Deliver Key Messages 50 minutes

1. Tell the participants that you have some interesting facts for them.
2. Tell the group the following information:

 A silkworm consumes 86,000 times its own weight in 56 days.

 At any one time 1 in 3 hand pumps in Africa are broken (Rural Water Supply
Network, 2007).
 Scientists have tracked butterflies travelling over 3000 km.
Hand Pump Repair Trainer Manual

3. Break the participants into two groups.

4. Go to group 1, give each person a piece of paper. Show them how to make a paper
airplane and let them practice making one. While they are practicing. Go to group 2.
Show them how to make a paper airplane but don’t let them practice.
TRAINER NOTE: If you do not know how to make a paper airplane you can
change this activity to teach anything that is complicated enough that you will
have a difficult time succeeding if you cannot practice. Another example is a
complicated dance step.
5. Ask group 1 to put away their practice paper. Give a piece of paper to every
participant and ask them create a paper airplane.
6. Ask the participants why they think one group did better than the other. One group
got the opportunity to practice. When people get an opportunity to practice they will
learn the information better and retain it longer.
7. Write ‘Practice with the information’ on the ‘How people learn best’ flip chart.
8. Keep participants in two groups. Give one group a ball. Ask them to stand in a circle
and to keep passing the ball across the circle they should try and do it as fast as
possible. Ask the other group to stay seated looking at you.
9. Tell the participants the following story.
 Once upon a time there was a little girl name Grace. She was a very good
student and went to school every day. All the teachers loved Grace because
she was a very good student and math was her favourite subject. The
students however, usually made fun of her because she was the slowest girl
at school. Whenever the kids picked teams for soccer, Grace was always
picked last because nobody wanted the slow kid. Whenever there were
running races at school, Grace always came in last. On one particularly day,
a boy name Peter made so much fun of her that she came home crying to her
parents. That night her mom woke her up and quietly they went out of the
house and into the night. Her mother handed her a very old and worn pair of
purple socks. She told Grace that tomorrow at school before they play
soccer or have a running race, she needs to put on the purple socks and
good things would happen. The next day, Grace went to school and right
before they had a running race she put on the socks. They counted down and
the race began. For the first time ever Grace won the race! The kids couldn’t
believe it. They all asked her what the secret was and she told them that all
they had to do was eat 5 worms every night before bed.
10. Ask the participants to all sit down. Ask the participant to write down the answers to
the following questions.
 What was Grace’s favourite subject at school?
 Who made Grace cry?
 What color were the socks?
 What did Grace tell them was the secret to her speed?
Hand Pump Repair Trainer Manual

11. Give the participants the answers to the questions and see if there was a difference
between the two groups and how many could get the answers. Hopefully the group
that was focused will have more of the answers.
12. Ask the participants, what they think this illustrates for people trying to learn new
things. People need to focus in order to learn better.
13. Write ‘Focus on the new information without distraction’ on the ‘How people learn
best’ flip chart.
14. Ask the participants if they can remember any of the facts that you gave them at the
beginning of the lesson. Hopefully the most remembered fact will be the one about
hand pumps.
15. Ask the participants, what they think this illustrates for people trying to learn new
things. The information should be relevant – a message that has meaning for them
because they can relate to it and its important in the moment.
16. Write ‘Information is relevant’ on the ‘How people learn best’ flip chart.
17. In pairs, ask the participants to come up with a creative way to remember the three
things that they need to remember when teaching. Some examples are to make a
song, a poem or a dance.
18. Explain to the participants that you will break them up into groups and in their groups
they will get one key message and one audience. They should come up with a skit
that takes into account how people learn best and share their key message.
19. Break the participants into as many key message-audience pairs that were written
down at the beginning of the lesson.
20. Share the skits as a large group. After each skit discuss what went well and other
ideas of how to do it. Below are some examples of how things could be done:
 Teach the leaders about setting up a committee and the money collection
before they begin to collect money.
 Walk alongside them as they go through the accounting processes. Allow
them to hold the pencil and do it themselves. People learn better by doing it
themselves than by watching someone else do it.
 When you are repairing the pump and people start to gather around, show
them the things you found in the pump and explain why it’s important to keep
the pump head clear.
 Before you repair the pump ask community members to come out to clean up
the area and explain why it’s important as they are doing it.
 After the pump is fixed, people will be grateful and interested to learn what
they can do to keep the pump working for a long time.
Hand Pump Repair Trainer Manual

Practicing with Key Messages 60 minutes

1. Explain that the participants will now have another opportunity to practice teaching
key messages. After reading the scenario you will put them into 3 groups and they
should come up with a skit of how they would teach the community to take better
care of their hand pump.
2. Ask participants to imagine themselves in the following scenario.
 You have arrived at a community pump that is broken. You pump the handle
and it is loose. You have also noticed that there is a pool of water at the
bottom of the channel where the water should disappear into a soak pit.
When you go to undo the bolts you find that they have started to rust and it is
really difficult to get them off – this indicates to you that the pump head has
not been opened in a while to do maintenance. When you tell the treasurer
the cost of the repairs, she says that there is money available.
3. Break participants into three groups, give each group a copy of the scenario and give
them time to create their skit.
4. Ask the groups to present their skits. After each skit discuss what they did well and
what could be done next time to make it better.

Review 15 minutes

1. In pairs, share the 3 ways that people learn best.

2. As a large group, ask the participants to share their reflections on the importance of
educating community.

Reflections on Lesson
Hand Pump Repair Trainer Manual

Community Education Scenario

You have arrived at a community pump that is broken. You pump the handle and it is loose. You
have also noticed that there is a pool of water at the bottom of the channel where the water
should disappear into a soak pit. When you go to undo the bolts you find that they have started
to rust and it is really difficult to get them off – this indicates to you that the pump head has not
been opened in a while to do maintenance. When you tell the treasurer the cost of the repairs,
she says that there is money available.

Community Education Scenario

You have arrived at a community pump that is broken. You pump the handle and it is loose. You
have also noticed that there is a pool of water at the bottom of the channel where the water
should disappear into a soak pit. When you go to undo the bolts you find that they have started
to rust and it is really difficult to get them off – this indicates to you that the pump head has not
been opened in a while to do maintenance. When you tell the treasurer the cost of the repairs,
she says that there is money available.

Community Education Scenario

You have arrived at a community pump that is broken. You pump the handle and it is loose. You
have also noticed that there is a pool of water at the bottom of the channel where the water
should disappear into a soak pit. When you go to undo the bolts you find that they have started
to rust and it is really difficult to get them off – this indicates to you that the pump head has not
been opened in a while to do maintenance. When you tell the treasurer the cost of the repairs,
she says that there is money available.
Hand Pump Repair Trainer Manual

Lesson Plan 9: Operating Principles of a Hand Pump 40 minutes total

Learning Expectations

At the end of this session participants will be able to:

1. Explain how water moves from the ground into a borehole.
2. Describe how a hand pump brings water from the borehole to the spout.

Materials

□ Flipchart
□ Markers
□ String (1 metre)
□ Small or medium object (e.g. pencil or eraser or ball )
□ Pump diagram poster
□ Bicycle hand pump

Preparation

□ Review the lesson plan

□ Write the learning expectations on flipchart paper
□ Print Pump Diagram poster or draw it (very large size so everyone can see it)
□ Tie object to the end of the string

Introduction 5 minutes

1. Ask the participants to close their eyes. Pass around a bicycle pump. Encourage
them to play around with it while still keeping their eyes closed.
2. Take the bicycle pump and hide it.
3. Ask the participants to guess what the object is.
4. Show the participants the bike pump.
5. Ask for an explanation of what the function of a bike pump is. The purpose of a bike
pump is to push air into the tires of a bike.
LINK: Ask the participants what the purpose of any pump is. To move air or a liquid from
one place to another.
6. Present the Learning Expectations.
Hand Pump Repair Trainer Manual

Ground to Spout 30 minutes

1. Put up the Pump Diagram poster.

2. Ask the participants where water in a borehole comes from.
Water moves through certain parts of the earth like an underground river, we can drill
into the ground to find these underground rivers. When we put a hole into the ground
where these rivers are, our hole will fill up with water. This water is often called
groundwater.
3. In pairs, ask the participants to discuss how a hand pump brings water to the
surface.
4. Share a few answers as a group.
5. Explain the participants that we will clarify the answer to that question by doing a
demonstration. Ask for a volunteer to be a hand pump. Ask them to hold the string
with the object tied to the bottom in one hand and have them hold their arms out to
the side. Explain that the free arm is the handle and the string and the object
represent the pump structure.
6. Explain that the string represents the pump rods and the object at the bottom
represents the cylinder. The cylinder is the part of the system that moves the water.
It takes water from below it and pushes it up into the riser main or the pipes. Explain
that these words might be new but that we will go over them in detail later in the
workshop.
7. Push the arm not holding the string down (this is the handle). The arm with the string
should go up.
8. Ask the participants to describe what happened. When the handle gets pushed
down, water is let up into the pipe.
9. Push the handle up, the arm with the string should go down.
10. Ask the participants to describe what happened. The cylinder moved down so that it
is ready to collect more water to push up the pipe.
11. Ask the participants how doing this many times eventually makes water come out of
the spout. As you move the pump arm, more water gets pushed into the pipe and
eventually up towards the surface and out of the spout.

Review 5 minutes

1. In pairs, ask the participants to draw how a pump brings water up from the ground.

Reflections on Lesson
Lesson Plan 10: Parts and Functions of a Hand Pump 65 minutes total

Learning Expectations

At the end of this session participants will be able to:

1. Identify the parts of a hand pump.
2. Describe the functions of each part.
3. Define what a sanitary seal is.
4. Explain why it is important to have gravel pack in a borehole.

Materials

□ Flipchart □ PVC casing

□ Markers □ Metal casing
□ Hand Pump (India Mark II) □ Cylinder
□ Gravel pack material □ Tail pipe
□ Cement □ 2-3 posters of Hand Pump
□ Sand Diagram
□ Water □ List of hand pump part words cut
□ Galvanized iron pipes up (1 set per poster)
□ Rods

Preparation

□ Review the lesson plan

□ Write the Learning Expectations on flipchart paper
□ Print 2-3 posters of Hand Pump Diagram (Large)
□ Print hand pump part words
□ Cut list of hand pump part words into cards

Introduction 5 minutes

1. In pairs, ask the participants to use one of their cell phones and identify as many
parts of a cellphone that they can and describe the function of each part.
LINK: Ask the participants why it’s important to know how something works. You can
talk to someone about it and when you are both talking about the same thing, you can
troubleshoot better.
2. Present the Learning Expectations.
Hand Pump Repair Trainer Manual

Parts of a Hand Pump 50 minutes

1. Break the participants into 2 or 3 groups (same number as posters that you have).
2. Give each group a Hand Pump Diagram poster with a set of parts cards.
3. Ask the participants to put each card with the name of the part beside the
corresponding part on the poster. Ask the participants to try to explain the functions
of each part in their groups.
4. Go through each part as a large group. Using one of the posters at the front of the
class match the correct part with its label. As you explain each part and function
show participants the real parts of the hand pump.
Sanitary seal - Sanitary seal is made of concrete that completely fills the space
between the borehole and the casings. Its function is to prevent contamination of the
well and it is usually 4.5m deep or to the water table if it’s closer.
Gravel pack - Gravel pack or filter pack is made of small rounded gravel or coarse
sand that has been sifted and washed. It allows water to pass through but stops silt
and fine sand in the soil around the bore hole from entering the casing.
Casing – Casings are wide pipes that act as the walls of the borehole. The pipes go
inside the casing.
Tail pipe - This is the part of the pipe that is attached to the bottom of the cylinder
Aquifer – The underground water source. You need to know where the water level is
so that you know how deep to drill your well and how far down your pipes should go.
Screen – This is a section of casing near the bottom of the borehole that has tiny
holes in it. These tiny holes allow more water to enter the borehole faster than if the
only opening was the bottom of the casing.
Pump Rod – The pump rod is inside the riser main, it is attached to the handle and
the cylinder. When you move the handle, you move the pump rod and this
movement is what makes the cylinder work.
Cylinder – This is the part that pumps the water.
Riser Main – This is the connected pipes above the cylinder where the water moves
up to the surface. The pump rod goes inside the riser main.
Handle – This is how the user makes the cylinder work, thereby bringing water up to
the surface.
Top Head – The pump head is the top cover that houses and protects many of the
mechanical components.
Pad – This is the cement pad that holds the pump stand in place and helps to protect
the borehole. This is where people walk and stand when using the pump. It is
important that this is built well to help prevent contaminating the borehole.
Water Tank – This is the part where water collects as it comes out of the riser main
before it goes out of the spout.
Chain – The chain connects the pump rods to the handle.
Handle Axle – allows the handle to move properly.
Hand Pump Repair Trainer Manual

Cover – This is how you gain access to the mechanical parts in the pump head in
order to do maintenance.

5. In pairs, ask the participants to discuss what would happen if there was no sanitary
seal? Share a few responses as a large group.
You could get contamination from the ground into the borehole which will
contaminate the water.
6. In pairs, ask the participants to discuss what would happen if there was no gravel
pack in the bore hole? Share a few responses with the rest of the group.
If there was no gravel pack silt and sand would get into the borehole which could
clog the tailpipe and get into the cylinder. The sand and silt can ruin the cylinder.
7. Place the real parts around the room.
8. In pairs, ask the participants to go to each part, identify the physical parts and
discuss their functions. Encourage participants to touch and play with the parts.

Review 10 minutes

1. Collect all the part cards and pile them in your hands.
2. Hand out one card to each participant. Ask each participant to share what part they
have and explain the function of it to the entire group.

Reflections on Lesson
Hand Pump Repair Trainer Manual

Hand Pump and Borehole Parts List

Water
Casing
Tank
Riser
Screen
Main
Gravel
Cylinder
Pack
Sanitary
Tail Pipe
Seal
Hand Pump Repair Trainer Manual

Pump Rod Aquifer

Handle Chain

Handle
Top Head
Axle

Cover
Hand Pump Repair Trainer Manual

Lesson Plan 11: Safety 50 minutes total

Learning Expectations

At the end of this session participants will be able to:

1. Explain why safety is important.
2. Dramatize precautions to ensure proper safety during hand pump repair.
3. Assess situations for danger.
4. List safety precautions that should be followed at the worksite.

Materials

□ Flipchart paper
□ Markers
□ Hard hat
□ Gloves
□ Safety boots
□ Work suit
□ Goggles
□ First aid box
□ Hand pump repair tools

Preparation

□ Read and prepare lesson plan

□ Put all the safety clothes in one place.
□ Write learning expectations on flipchart paper

Introduction 5 minutes

1. Secretly ask a participant to leave the room and then come back after you put
objects such as tools, paper, turned over chairs, etc. all around the room and as they
come back to their seat they should walk over the objects and pretend to step on a
wire brush that pierces their heel.
2. Scatter objects around the room and signal the volunteer to come into the room.
LINK: Ask the participants to share what they saw happen and how they felt when it
happened.
Things were scattered in the room and the man hurt himself. It doesn’t feel good to
watch someone get hurt. The space was not safe.
3. Present learning expectations.
Hand Pump Repair Trainer Manual

Safety During Hand Pump Repair 20 minutes

1. Ask the participants to discuss the definition of safety with a partner.

2. Inform the participants that you are going to tell them a story.
Hand pump technicians were repairing a pump. They finished everything and were
putting back the pipes. One of them became careless with the way he was handling
the pipes and eventually the T-handle knocked him very hard on the head and he
had a very deep cut on his forehead. Due to pain he staggered and stepped on the
fishing tools which cut the sole of his feet because he was only wearing flip-flop
sandals. When he was jumping around on one foot because he was trying to hold up
his bleeding foot, he fell over and landed on the hack saw.
While all this was happening, his friend was also nursing a serious injury to his hand.
When he was careless with the pipes and got hit on the head he dropped he pipes
and this caused an injury to his friend.
3. Ask the participants what could these people have done to avoid this situation.
 They could have worn safety attire – a helmet, better shoes and gloves.
 They could have organized their area to prevent accidents by keeping things
tidy and putting tools they were not using far away.
4. Ask the participants why safety is important on the worksite.
 It prevents accidents from happening
 It makes work go smoothly
 It saves time and money
 If an accident does happen you will be protected from injury

Identifying Safety Issues 20 minutes

1. Break the participants into two groups.

2. Ask one group to close their eyes. Distribute the safety items to the other group and
ask them to create a frozen scene/ still picture (participants set up a scene as if they
are in the middle of doing something then they stand still like statue) that shows
some good safety and some bad safety. Encourage the group to use tools and
equipment as props.
3. Ask the group with their eyes closed to open them, to observe the scene and to
identify the good and bad safety in the first group’s frozen scene.
4. Ask the groups to switch roles.
5. As a large group, discuss safety recommendations that should be followed at all
pump repair sites. Record the list on flipchart paper.
 Wear a helmet – to protect your head from things falling. You will be raising
pipes above your head and they are heavy. A T-handle is attached to the top
of the pipes and if it is not secured properly it could fall off.
 Wear gloves – to protect hands from being pinched or cut and to help grip.
Hand Pump Repair Trainer Manual

 Wear safety glasses – to protect your eyes from spraying water so that you
don’t get startled or get contaminated water in your eyes.
 Wear work boots – to protect you from stepping on things and to protect your
feet if anything heavy is dropped.
 Keep the workspace organized – so that there are no tripping hazards
 Communicate with each other – communicating when something is
dangerous or if you are uncomfortable with something can prevent accidents.
 Keep a first aid box readily available – Have a first aid box available in case
injury does occur that can be treated.

Review 5 minutes

1. In pairs, ask the participants to discuss with their partners what they will do to ensure
safety as they fix hand pumps, i.e. how will they ensure that everyone knows and
follows the rules.

Reflections on Lesson
Hand Pump Repair Trainer Manual

Lesson Plan 12: Cylinder Operation 70 minutes total

Learning Expectations

At the end of this session participants will be able to:

1. Explain what a cylinder does in a hand pump.
2. Illustrate how a cylinder works.
3. Identify the parts of a cylinder.
4. Explain the function of each part of a cylinder.
5. Demonstrate how to assemble a cylinder.
6. Explain how a rubber can become worn and its affect on cylinder operation.

Materials

□ Flipchart paper
□ Markers
□ 2-4 cylinders (the more the better)
□ Worn out rubbers
□ 20 Litre bucket of water
□ Cylinder Assembly Instructions

Preparation

□ Review the lesson plan

□ Write learning expectations on flipchart paper
□ Fill a bucket with water
□ Loosen the tops of the cylinders for easy opening
□ Print Cylinder Assembly Instructions (1 per participant)

Introduction 5 minutes

1. Ask the participants to stand with their arms outstretched. Explain that they are all
pumps, like they have seen in an earlier lesson. Their right arm is the handle and
their left arm is attached to the rods.
2. Ask the participants to pull the handle up and show which way the rods go. Down
3. Ask the participants to push the handle down and show which way the rods go. Up
Hand Pump Repair Trainer Manual

LINK: Ask the participants which stroke makes the pump work. Both strokes are needed
to make a cylinder work and make the water come up.
4. Present the learning expectations.

How a Cylinder Works 20 minutes

1. Ask the participants what the purpose of a cylinder in the hand pump is. It is the
component that pushes water up to the surface.
2. Show the participants the cylinder.
3. Explain to the participants that a cylinder works on pressure; they will now
experience how the cylinder works.
4. Ask for two volunteers who want to be the top valve and the bottom valve of the
cylinder. Place the top valve in the in the middle of the room and ask the bottom
valve to behind the top valve. Ask them to put out their arms, to act as the valves.
Explain that these valves open and close in an up and down manner.
5. Ask the rest of the participants to stand below the bottom valve, on the outside of the
pump, explain that they are water.
6. Explain that the bottom valve never moves. The top valve moves up and down by
movement of the rods.
7. Ask the participants if they like being packed in tightly in a room or if they would
prefer space.
8. Explain that water prefers space. It will move towards places with less pressure,
places with more space.
9. Explain that you will be working the pump handle.
10. Tell the participants that you have just pushed the pump handle down. Ask them
which way the top valve moves. Up.
11. Ask the top valve to move up (forward and away) from the bottom valve.
12. Ask the water participants which way they want to move. Into the cylinder.
13. Ask the water to push the bottom valve open and ask 3 participants to move into the
cylinder.
14. Explain that the bottom valve opened because there was space to open when the
top valve moved away and there was pressure from the water on the bottom.
15. Tell the participants that you have just pulled the handle up. Ask them which way the
top valve moves. Down
16. Ask the top valve to start moving toward the water and start squishing them to the
bottom valve, explain that this closes the bottom valve.
17. Ask what participants think happens to the top valve when it is pushing against
water. It opens.
18. Ask the water to push the top valve open and move to the outside of the top valve.
19. Continue ‘pumping’ the water through the cylinder and show how the water from
below pushes the water up towards the surface.
Hand Pump Repair Trainer Manual

20. In pairs, ask the participants to explain how a cylinder pumps water to the surface.

Assembling a Cylinder 40 minutes

1. Break participants into as many groups as you have cylinders. Give a cylinder to
each group.
2. Instruct the participants through disassembling the cylinder. Go step by step and
allow each group to also disassemble it. Identify the name of each part and ask if
anyone knows its purpose. Explain the purpose.
3. Demonstrate how to put the cylinder together in small steps. Allow the participants
to copy the step successfully before showing them the next one.
4. Show participants how to test the cylinder in a bucket of water.
5. Instruct the group that each person should take a turn assembling and disassembling
the cylinder and testing it in a bucket of water. The people that have already done it
can help with instructions. Hand out Cylinder Assembly Instructions to each
participant.
6. Ask the participants what they think would happen if the rubbers in the cylinder wear
down. The cylinder will stop working. The rubbers maintain pressure in the cylinder
by sealing. If there isn’t a seal water can move freely. Pressure is needed for the
cylinder to be able to bring water up the pipes.
7. Pass worn out rubbers around so that each participant has a chance to look at them
and feel them.
8. Ask the participants what could lead to worn out rubbers. General use over a period
of time, water with lots of sand or silt in it.

Review 5 minutes

1. In pairs, ask the participants to give tips on how to assemble a cylinder.

2. In pairs, ask the participants to discuss why it is important to check the cylinder
before reinstalling it at the bottom of the well.

Reflections on Lesson
Hand Pump Repair Trainer Manual

Cylinder Assembly Instructions

The following instructions were taken from:

Installation and Maintenance Manual for the India Mark II Handpump, Edition 2008
SKAT – RWSN
Hand Pump Repair Trainer Manual
Hand Pump Repair Trainer Manual

Lesson Plan 13: Tools and Tools Checklist 50 minutes total

Learning Expectations

At the end of this session participants will be able to:

1. Identify the tools used for pump repair.
2. Explain why a Tools Checklist should be used.
3. Demonstrate proper use of a Tools Checklist.

Materials

□ Copy of Tools Checklist for each participant

□ All tools on the Tools Checklist

Preparation

□ Review the lesson plan

□ Write learning expectations on flipchart paper
□ Print Tools Checklists (1 for each participant)
□ Ensure you have all the tools on the checklist

Introduction 5 minutes

1. Ask for two volunteers from the group, give them a cylinder and ask them to open it
without giving them any tools to use. Be sure that the cylinder is put together tightly.

LINK: What do you need to open the cylinder? Tools.

2. Present learning expectations.

Tools 40 minutes

1. Distribute one copy of Tools Checklist to each participant.

2. Ask the participants to look at the list and identify which tools they have used before.
3. Open the toolbox and show tools one by one, ask participants the name of the tool or
provide the name.
4. Ask the participants to tick off the tools they see on their checklist until you have
gone through all tools.
Hand Pump Repair Trainer Manual

5. Ask the participants to close their eyes.

6. Hide two tools from the toolbox.
7. Tell the participants that you have taken some tools away and that they have to
figure out how many and which ones by using their checklist.
8. Ask the participants what tools were missing and then reveal the tools.
9. Ask the participants to discuss why it is important to have a tools checklist.
 It helps in keeping record of tools so that they don’t go missing
 To make sure you have all the tools required when going out to do the actual
repairing

Review 5 minutes

1. Ask the participants what they will do to ensure that they have all the tools in place
before heading out to the field.
2. Ask the participants why it is important to have a Tools Checklist.

Reflections on Lesson
Hand Pump Repair Trainer Manual

Lesson Plan 14: Procedures for Hand Pump Repair 55 minutes total

Learning Expectations

At the end of this session participants will be able to:

1. List the four golden questions of hand pump repair.

2. List the steps to repairing a community hand pump.
3. Explain the importance of each step of community hand pump repair.

Materials

□ Flipchart
□ Markers

Preparation

□ Review and prepare the lesson plan

□ Write learning expectations on flipchart paper
□ Write the 4 golden rules of hand pump repair on flipchart paper
□ Write 10 steps to hand pump repair leaving out the words for the last 3 steps

Introduction 5 minutes

1. Ask the participants what a common food is in their country.

2. Ask a participant to explain what is involved in making that common food.
3. Ask the participants what would happen if that procedure was not followed. It won’t
turn out the right way.

LINK: Tell the participants that in the same way that you have a procedure for making food that
you need to follow, you need to also follow a procedure for fixing a pump to do it successfully.

4. Present learning expectations.

Four Golden Questions of Hand Pump Repair 25 minutes

1. Ask the participants to list questions they will need the answers to before conducting
a hand pump repair. Collect responses on a flip chart.
2. Identify the 4 golden questions from the group’s answers by circling them. Explain
that these four questions should be answered before even touching the pump.
3. Show flipchart of the 4 golden questions.
Hand Pump Repair Trainer Manual

 Do you have permission?

 Is there water in the well?
 Do you know how to repair this type of pump?
 Do you have the tools and parts to fix the pump?

4. Ask participants how they might know if there is water in well. See if there are other
wells nearby that have water. If there are, there is a good chance that your well has
water. If most wells have dried up there might not be water.
5. In pairs, ask the participants to discuss what would happen in the following scenario.

Scenario1. A team goes to repair a pump without permission. They do not have
proper tools and parts. They do not know whether there is water or not, and the hand
pump is an Afridev pump.

6. Share a few responses as a large group. The community could get upset and
possibly think that the team is there to steal parts from the well. When they try to fix
the well they could get hurt because they don’t have the right tools, or they could ruin
parts. They might be wasting their time anyways, because the pump might work but
there is just no water. They might not know how to fix the pump properly because
they were only trained on how to fix a different kind of pump.
7. Share this story of when the four golden questions weren’t answered or share a story
from your own experience.
A pump repair technician noticed that a pump wasn’t working. He went to go look at
the pump to find out what was wrong with it. He started opening the pump without
seeking permission. The community members came out and were very angry at him.
They had a previous experience where someone had come to dismantle the pump
and stole the parts of the hand pump.

8. Ask the participants to draw a symbol to represent each golden rule to help them
remember it.

Hand Pump Repair Procedures 20 minutes

1. Explain that the 4 golden questions must be answered when approaching a hand
pump repair. There is also a procedure to follow once you arrive at the pump.
2. Break participants in to groups of 3-4.
3. Display the flip chart paper with all the steps written except for the last three.
4. In small groups, ask the participants to come up with the missing steps.
5. Share each group’s answer and reveal the correct one. Record it on flipchart paper.
1. Briefly look at the hand pump for obvious clues to its condition
2. Talk to community members about their hand pump
3. Test the hand pump
4. Ensure there is water in the well
5. Ask permission from the community to open the hand pump
6. Disassemble the hand pump
Hand Pump Repair Trainer Manual

7. Discuss the problem and repair costs with the community members
8. Repair the hand pump
9. Replace the pump in the borehole
10. Reinforce community ownership of the pump
11. Learn from your experience
12. Write a report

6. In a large group, discuss the importance of following all the steps of community hand
pump repair. You may wish to discuss the following points.
 If you are not able to repair the hand pump right away because you need
parts you might have to reassemble everything and put it all back in the well
and on the pump so that the parts do not get stolen. Or someone trusted in
the village may wish to take the parts and keep them stored in a safe place.
 If you leave the pump to go and get parts or tools, you will need to ensure
that the borehole is covered. During the practical sessions this will be shown.
 Reinforce community ownership of the pump by sharing key messages.
These were practiced on the second day of this workshop.
 A report is important because if something goes wrong in the future you and
the community have written documentation of what you did.

Review 5 minutes

1. In pairs, discuss the four golden hand pump repair questions.

2. In pairs, act, sing, write or discuss the twelve step procedure to hand pump repair.
Share as a large group.

Reflections on Lesson
Hand Pump Repair Trainer Manual

Lesson Plan 15: Teamwork

45 minutes
Learning Expectations

At the end of this session participants will be able to:

1. Explain the importance of teamwork in hand pump repair.
2. Dramatize the attitude needed for teamwork.
3. Demonstrate strategies for good teamwork.

Materials

□ Flipchart paper
□ Markers

Preparation

□ Review the lesson plan

Introduction 5 minutes

1. In pairs, ask the participants to discuss how they would go about fixing a hand pump
alone.
2. Share some answers as a large group.
3. Ask the participants to put up their hand if they would rather fix a hand pump alone
than with a team.
4. Present learning expectations.

Characteristics of Teamwork 15 minutes

1. In pairs, ask the participants to discuss the importance of teamwork in hand pump
repair.
2. Discuss in a large group. Record answers on flipchart paper.
 You physically need more than one person to fix a pump
 You can make sure that you are fixing it properly
 More ideas from more minds if you end up in a tricky situation that needs to
be solved
 You can each take different roles depending on your strengths
Hand Pump Repair Trainer Manual

3. Explain that participants will discuss what attitude is needed to towards teamwork in
hand pump repair in groups.
4. Divide the participants into two groups. Give each group a flipchart and markers for
recording answers.
 Must be respectful
 Want to work with others
 Open to other people’s ideas
 Flexible
5. In the same group ask participants to identify strategies for good teamwork.
6. Share the answers in the large group and record on a master flipchart.
 Clear communication
 Respect each other
 Make sure everyone knows what is going on before you start
 Clearly identify roles and responsibilities
 Discuss disagreements calmly and rationally
 Look out for each other’s safety

Dramatizing Teamwork 20 minutes

1. Explain that participants will act out a skit showing the attitudes and strategies they
came up with about teamwork. Explain that they can also include new ideas if they
think of any as they are working on their skit. Break the participants into two groups
to do this.
2. Ask one group to perform their skit. Ask the group that watched to point out what
strategies and attitudes were demonstrated. If any new ideas came up, add them to
the flipchart.
3. Switch teams.
4. Ask the participants to think about what part of teamwork they will be good at and
choose one thing they will need to work on. This is kept as a self-reflection.

Review 5 minutes

1. In pairs, ask the participants to discuss what qualities would make a perfect hand
pump repair team.
Hand Pump Repair Trainer Manual

Reflections on Lesson
Hand Pump Repair Trainer Manual
Hand Pump Repair Trainer Manual

Lesson Plan 16: Cutting and Threading 70 minutes total

Learning Expectations

At the end of this session participants will be able to:

1. Demonstrate cutting and threading.
2. Identify when to cut and thread pipes.
3. Demonstrate how to cut and make good threads on pipes and rods.

Materials

□ Flipchart paper
□ Markers
□ Rods (for cutting)
□ Pipe (for cutting)
□ 2 rod threaders
□ 2 pipe threaders
□ Oil (light)
□ 2 pairs of crooked thread connecting rods
□ 2 pairs of crooked thread connecting pipes
□ Pipe vise
□ 4 hacksaws

Preparation

□ Review the lesson plan

□ Write learning expectations on flipchart paper

Introduction 5 minutes

1. Explain that participants need to screw some pipes together. Divide the participants
into 4 groups and distribute worn out pipes with crooked threads. Give them a few
moments to try screwing them together.

2. Ask the participants to share their experience with the large group.
 Failure to screw them together
 Threads are not good enough
 The pipes are worn out

LINK: What can we do if these are the only pipes and rods we have? Cut the pipes and
create new threads.
Hand Pump Repair Trainer Manual

3. Present learning expectations.

Cutting and Threading Pipe and Rod 60 minutes

1. Show the participants a pipe. Ask them what side you should cut off. The side with
the threads on the outside.
2. Explain that the same technique is used for both pipes and rods. Demonstrate good
cutting technique. Keep saw level, use two hands, use long strokes.
3. In the same groups, give them cutting tools and rods or pipes for them to practice
cutting.
4. Ask the participants what they need to do to the pipe now to connect it to another
one. Make threads
5. Demonstrate to the participants how to thread and give each group a threading tool.
6. After the groups have done one type of threading (pipe or rod), rotate to the other
tool.
7. Ask the participants what tips they would give to others about how to cut and thread
pipes and rods. Record on flipchart paper.

Review 5 minutes

1. In pairs ask one person to be A and the other to be B.

2. Ask A to mime cutting.
3. Ask B to mime threading.

Reflections on Lesson
Hand Pump Repair Trainer Manual

Lesson Plan 17: Hand Pump Fishing 70 minutes total

Learning Expectations

At the end of this session participants will be able to:

1. Define hand pump fishing.
2. Describe methods for identifying the fish.
3. Demonstrate how to fish.

Materials

□ Flipchart paper
□ Markers
□ Rods (for fishing)
□ Pipe (for fishing)
□ PVC casings
□ Fishing tools: Half-moon, Bell, Overshot trap, C-Hook, Hook, Corkscrew, Magnet ,
etc.

Preparation

□ Review the lesson plan

□ Write learning expectations on flipchart paper
□ Locate a site for fishing practice or Set up practice site for fishing using PVC pipes

Introduction 5 minutes

1. Ask for one volunteer to do a skit.

Tell them they are fishing and all of a sudden they feel like something is dragging the
rod. They become excited and pull up the rod only to find that as they are pulling the
rod out it breaks off.
LINK: Ask the participants how he will he catch the fish now that his rod is broken.
2. Present learning expectations.

Fishing 60 minutes

1. In pairs, ask the participants to discuss what might be meant by the term ‘fishing’ in
hand pump repair.
2. Ask for the answer from the group. Getting something that has dropped down a
borehole.
3. Ask the participants how they would know the kind of fish that is in the borehole.
Record answers on flipchart paper. They dropped it themselves while they were
Hand Pump Repair Trainer Manual

fixing it, ask community members if they know, ask the children if they know, you
might not know.
4. Show participants fishing tools one at a time. Explain and demonstrate their use.
5. Explain to participants that they can and should be creative with their fishing tools.
These are just examples, but there might be better designs for the challenges they
face.
6. Lead participants to the area where fishing practice has been set up. One at a time
drop an item down the casing and let each participant take a turn trying to retrieve it.
Do this as many times as time will allow.
7. In the large group ask participants to discuss the challenges and successes of the
fishing practice.

Review 5 minutes

1. In pairs, ask the participants to discuss ways of figuring out what fish they are
dealing with.
2. In pairs, ask participants to share one challenge of fishing.

Reflections on Lesson
Hand Pump Repair Trainer Manual

The following information was taken from Lifewater International’s Hand Pump Repair
Manual, 2010
Hand Pump Repair Trainer Manual
Hand Pump Repair Trainer Manual

Lesson Plan 18: Troubleshooting 60 minutes total

Learning Expectations

At the end of this session participants will be able to:

1. List common problems associated with a hand pump.

2. Discuss causes of different problems associated with a hand pump.
3. Discuss possible solutions to different problems associated with a hand pump.

Materials

□ Flipchart
□ Markers
□ Troubleshooting handout

Preparation

□ Review the lesson plan

□ Write learning expectations on flipchart paper
□ Write pump problem headings on individual flipchart papers
o Pump handle works easily but there is no flow of water
o Pump makes noise
o Delay in flow or no flow
o Shaky handle
o Folding of chain during return stroke
□ Place pump problem flipcharts on walls around the room
□ Print troubleshooting handout (1 for each participant)

Introduction 5 minutes

1. Ask the participants to think about a time when they were sick and went to the clinic
and what the doctor did to fix them. Share answers as a large group. Examined me –
tests, feeling different body parts, talking about what was bothering me, prescribed
medicine.
Hand Pump Repair Trainer Manual

LINK: Ask the participants if a hand pump was broken how they could figure out how to
fix it? Examine the pump to understand the issue by talking to people, by using it and by
taking it apart to look at the parts.
2. Present learning expectations.

Hand Pump Troubleshooting 50 minutes

1. Explain that the 5 posters up around the room have common hand pump problems
written on them.
 Pump handle works easily but there is no flow of water
 Pump makes noise
 Delay in flow or no flow
 Shaky handle
 Folding of chain during return stroke

2. In pairs, ask the participants to go to each poster and think of all the possible causes
for that pump symptom.
3. After a few minutes ask participants to switch to the next poster.
4. Once all participants have gone to each poster, collect the posters at the front.
5. As a large, group go through each poster. Explain that you will go through the
correct responses, but that it is excellent to see so many ideas of what could be
wrong. It is important to be thoughtful and creative when trying to figure out what
could be wrong with a pump, otherwise you might miss the problem.
6. Discuss the correct possible causes for each symptom and record them on a new
flipchart with the problem as the title and two columns. Record the causes in the first
column.
7. Before moving onto the next issue, ask participants for ideas of how to fix the
problem and record these in the second column of the flipchart. If participants have
no ideas, you may want to encourage them to look at their pump diagram or discuss
in pairs or small groups and then provide you with the answer.
8. Give a Trouble Shooting Handout to each participant. Explain that this summarizes
the discussion and they can keep it for reference.
Hand Pump Repair Trainer Manual

Review 5 minutes

1. In pairs, ask one person to name a common problem. Their partner should tell them
the causes and how to fix it.
2. Ask the partners to switch.

Reflections on Lesson
Hand Pump Repair Trainer Manual

Lesson Plan 19: Field Checklist 40 minutes total

Learning Expectations

At the end of this session participants will be able to:

1. Prepare a checklist before going into the field.
2. Explain the importance of a checklist before going into the field.
3. Demonstrate proper use of a pump repair fieldwork checklist.

Materials

□ Flipchart
□ Markers
□ Field Checklist

Preparation

□ Review the lesson plan

□ Write learning expectations on flipchart paper
□ Print Field Checklist (1 for each participant)

Introduction 5 minutes

1. Tell the following story to the participants:

Joseph went to work early one morning. He was about to start his new day working
at the farm, digging and planting seeds. When he pulled his bag to take out what he
needed, he found out that he had forgotten to bring the seeds for planting and his
bottle of water for drinking and home was far away. So Joseph ended up digging
without planting and then went home.
LINK: What could Joseph have done to avoid what happened?
 He could have made a list and then checked to make sure that he brought
everything
 Checked his bag before leaving

Field Checklist 15 minutes

1. Ask the participants why it is important to make sure you have done everything you
need to do and check that you have everything before going to the field to fix a
pump.
 If you get to the field without everything you need you will be wasting your
time, other people’s time and also maybe money. It is also important to have
everything so that the community trusts that you know what you are doing.
2. What can you use to help you make sure that you have all you need? Checklist
Hand Pump Repair Trainer Manual

3. What should be on the checklist? Collect responses and record them on flipchart
paper.
 Transportation
 Tools
 Safety Clothing
 Food
 Water
 Phone
 Basic spare parts
 Call the community so that they know to expect you
 Report template
 Notebook for taking notes
 Pen

4. Add any information that is missing to their list.

5. Handout a printed Field Checklist to each of the participants. Ask the participants to
add anything to printed list from the flipchart paper.

Using the Field Checklist 15 minutes

1. Explain that today you are going to the field for the first time to fix pumps. As a
group, go through the checklist to make sure that everything is ready for departure.
2. Ask the participants to go through the tools checklist to make sure all the tools are
ready (this step is part of the field checklist).

Review 5 minutes

1. Ask participants to talk to a partner about how they will incorporate the field checklist
into their pump repair work. Share a few responses in the full group.

Reflections on Lesson
Hand Pump Repair Trainer Manual

Lesson Plan 20: Fieldwork Debrief 30 minutes total

Learning Expectations

At the end of this session participants will be able to:

1. Discuss what went well during the hand pump repair fieldwork.
2. Discuss challenges from the hand pump repair fieldwork.
3. Discuss changes that will be made for the next hand pump repair fieldwork.

Materials

□ Flipchart paper
□ Markers

Preparation

□ Review the lesson plan

□ Write learning expectations on flipchart paper

Introduction 5 minutes

1. Ask the participants to show on their fingers how they felt about the fieldwork. From 1
as not good to 5 as great!
LINK: Explain to participants that we are going to talk about why they rated the
fieldwork the way they did.
2. Present the learning expectations.

Debrief 20 minutes

1. Ask the participants what went really well during the fieldwork. Remind participants
to only share new ideas and not to repeat what has been shared.
2. Ask the participants what challenges they faced during the fieldwork.
3. Ask participants what they will do differently the next time they go to the field. Record
answers on flipchart paper.
Hand Pump Repair Trainer Manual

Review 5 minutes

1. Ask the participants what they are excited about for the next time they go to the field.
2. Share answers as a large group.

Reflections on Lesson
Hand Pump Repair Trainer Manual

Lesson Plan 21: Well Disinfection 70 minutes total

Learning Expectations

At the end of this session participants will be able to:

1. Describe what well disinfection is.

2. Explain why it is important to disinfect a well.
3. Discuss when a well needs to be disinfected.
4. Calculate the amount of chlorine to put in the well.

Materials

□ 70% Powdered Chlorine or 3.5% liquid bleach

□ Measuring equipment
o Tablespoon
o Tape measure
o Rope (very long)
o Graduated cylinder
□ Flipchart
□ Markers
□ Three sizes of containers(20L, 10L, 5L)
□ Borehole Chlorination handout
□ Well Disinfection Questions handout
□ 4” Casing
□ 5” Casing
□ 6” Casing

Preparation

□ Print ‘Borehole Chlorination’ hand out (1 for each participant)

□ Print ‘Well Disinfection Questions’ hand out ( 1 for each participant)
□ Prepare diagrams of a borehole
□ Write word equation on flip chart paper (see below)
□ Find a borehole that you have easy access to, very near to training OR create a
practice borehole:
o Cap off the bottom of a PVC pipe. 1.5 meter pipe is better than full length (that
doesn’t have screen cut in it)
o Stand the PVC pipe up in a stable position
o Set up a stepladder, chair or table that participants can stand on next to the
pipe.
o Pour water in the casing to fill it up ¾ of the way.
Hand Pump Repair Trainer Manual

Introduction 5 minutes

1. Ask the participants to put up their hand if they have ever used chlorine to disinfect
their drinking water.
2. LINK: Ask the participants why you would use chlorine to disinfect water. It kills
pathogens (bugs we can’t see that make us sick).
3. Explain that we also disinfect the water in a well after we service it because we want
to ensure that it is clean.
4. Present learning expectations.

Well Disinfection 15 minutes

1. Ask the participants what disinfection is. It is killing the pathogens that make people
sick.
2. Ask the participants at what stage in hand pump repair should a well be disinfected?
After pulling out all the parts and putting most of them back, just before you close the
well again.
3. Ask the participants why it is important to disinfect a well before putting the pump
back on the well. Hand pump repair activities contaminate the well. Pipes, rods and
cylinders that come out of the well will get microbes from dirt, dust and feces that
might be surrounding the well. When you put them back in the well these things will
also go in the well and contaminate the water.
4. Explain three important things to remember when disinfecting a well. Write them on
flipchart as you discuss.
 Amount of chlorine required will depend on the depth of water and type of
chlorine you are using.
 Chlorine must be mixed thoroughly, especially if using powdered chlorine.
 Chlorine MUST be left for 24 hours and pumped out completely before
drinking!
5. In pairs, ask the participants to come up with a way to remember the three rules.
They can make a song, actions, acronym etc.
6. Share as a large group.

Calculating Chlorine Amount 45 minutes

Trainer Note: This is a math lesson. It is important to have patience. Go

through each step slowly and clearly.

1. Ask the participants what the first rule of disinfection is. Amount of chlorine required
will depend on the depth of water and type of chlorine you are using.
Hand Pump Repair Trainer Manual

2. Tell participants that they will now learn how to determine the amount of chlorine to
use.
3. Explain that we need a few measurements in order to determine the amount.
4. Explain that you need the depth of the borehole. Demonstrate the process of
measuring depth in the borehole using a rope and measuring tape using either a real
borehole that you have access to or a pretend borehole. See preparation for
instructions to create a pretend borehole.
5. Record Borehole Depth on flipchart.
6. Allow each participant to measure the depth of the well (using rope and measuring
tape).
7. Explain that we also need to know how far away the top of the water is from the
surface of the earth or what we call Distance to Water. Allow each participant to find
water level using a rope and measuring tape to find Distance to Water
8. Record Distance to Water on flipchart.
9. Demonstrate how to measure the diameter of the casing.
Trainer Note: Be sure to point out how to do this without dropping the measuring
tape down the casing.
10. Explain that the size of the casing also needs to be known. Allow each participant to
measure the size of each casing (4”, 5”, 6”).
11. Ask the participants to write down the figures they have measured.
12. Give a Chlorination Handout to each participant.
13. Explain how to measure the amount of water in the well. Draw a diagram and then
write the question as you explain.
Well Depth – Distance to Water = Water Depth
14. Using the numbers you just measured figure out the Water Depth. Round your
numbers so that you are using whole numbers.
15. Ask the participants to do questions 1-3 on their handout. If you see any participants
struggling, match them with someone who is able to do it quite easily. Encourage
participants to use the calculator on their cell phones.
16. As a large group share answers and clarify any questions.
17. Explain that they now know how to do the first step in calculating the amount of
chlorine.
18. Explain that the amount of chlorine that you put in the well will depends on the depth
of water (which they just learned to calculate), size of casing and type of chlorine that
you are using. Write the equation.
Depth of water x Amount of chlorine needed per meter of water = amount of chlorine
needed
19. Explain that the amount of chlorine needed per meter of water comes from a table
and you need to know the size of the casing and what kind of chlorine you are using
in order to use the table.
Hand Pump Repair Trainer Manual

20. Explain the disinfection table and physically show the types of available chlorine.
Explain how they find the amount of chlorine needed per meter of water.
21. Continue using your example well and go through this step on flipchart paper.
22. Ask the participants to do questions 4 - 6 on their hand out. Go through answers as a
large group and address any concerns.
23. Explain to the participants that they will now put it all together by doing question 7.
24. Discuss answer to question 7 as a large group and clarify any concerns.

Review 5 minutes

1. In pairs, ask the participants to discuss what well disinfection is and its importance.
2. In pairs, ask the participants to describe the steps to calculating the amount of
chlorine required for disinfection.

Reflections on Lesson
Hand Pump Repair Trainer Manual

Lesson Plan 22: Hand Pump Maintenance 70 minutes total

Learning Expectations

At the end of this session participants will be able to:

1. Identify maintenance activities for hand pumps.
2. Demonstrate maintenance activities.

Materials
□ Flipchart
□ Markers
□ Pump head
□ Tools required for maintenance
□ Pump Maintenance Schedule handout

Preparation

□ Read the lesson plan

□ Write learning expectations on flipchart paper
□ Print Maintenance Schedule handout (1 for each participant)

Introduction 5 minutes

1. Ask the participants to think about a time when they went to use something and it
broke while they were using it.
2. Share some stories as a large group.
3. Ask the participants how they felt when the item broke while they needed it.
4. Ask the participants how a community probably feels when their hand pump breaks.
LINK: Ask the participants how to prevent something from breaking. Maintenance
5. Present the learning expectations

Maintenance 60 minutes

1. Explain to participants that for a pump there is a set schedule for maintenance of the
mechanical parts. This schedule was created by the designers of the pump based
on their assumption that 300 people will use 20 litres per day from the pump. If we
assume there 6 people per household, which means 50 households are using the
pump every day.
Hand Pump Repair Trainer Manual

2. Ask participants what will happen if more than 50 families use the borehole. The
parts will wear out faster and more frequent maintenance will be required on the
pump.
3. Ask the participants how they will know how many families are using the pump. Ask
the community committee or ask quite a few people to see what their answers are.
4. Explain that if there are more than 50 households using the pump then they need to
increase the frequency that they do the pump maintenance.
5. Ask the participants to discuss ways they can make sure that the maintenance on
the pump happens when it should. Assign someone in the community to be in
charge of ensuring that it happens. Train someone to do the maintenance – if the
tasks are simple enough it doesn’t always have to be the hand pump technician.
6. Explain that participants will examine the required maintenance activities needed to
ensure continued use of a hand pump.
7. Ask participants to think about what they think should be done as maintenance and
to write it down on flipchart paper. Break the participants into two groups.
8. Once each group has their list, ask the participants to identify which ones should be
done monthly and which should be done annually.
9. Hand out maintenance schedules to each participant. Ask the participants to check
their list with the one you gave them.
10. Explain that participants will now take their list and together you will go through the
maintenance activities around the hand pump. Move to the pump.
11. Go through each activity on the schedule, ask for a volunteer to try doing it before
you show them. If the volunteer does a good job you do not need to repeat it.
12. Ask the participants if there are any questions about the maintenance activities or
how to do them.

Review 5 minutes

1. In pairs, go through the maintenance schedule and take turns miming all the
maintenance activities.

Reflections on Lesson
Hand Pump Repair Trainer Manual

Lesson Plan 23: Record Keeping 55 minutes

Learning Expectations

At the end of this session participants will be able to:

1. Describe what record keeping is.
2. Explain the importance of record keeping.
3. Demonstrate how to fill in records.
4. Identify places that records can be stored safely.

Materials

□ Flipcharts
□ Markers
□ Sticker
□ Pens
□ Hand Pump Record forms

Preparation

□ Review the lesson plan

□ Write learning expectations on flipchart paper
□ Print Hand Pump Record forms (1 for every participant)
□ A large version of the Hand Pump Record form filled out on a piece of flipchart paper

Introduction 5 minutes

1. Ask the participants to discuss what records they keep in their home (copies of their
ID cards, bank statements, receipts, voting cards etc).
2. Ask the participants why they keep records.
3. LINK: Ask the participant why it is important to keep records for a job? So that you
have proof of what you have done to show others and so that you can keep track of
the history of what you have done for your own purposes.
4. Explain that it is also important to keep records as a hand pump repair technician for
these reasons.
5. Present the learning expectations.
Hand Pump Repair Trainer Manual

Describe Record Keeping 20 minutes

1. Divide participants into groups of 3-4. Ensure that there is a person that can read
and write in each group.
2. Give each group a piece of flipchart paper. Ask the participants to discuss what type
of records they need to have as hand pump technicians and record their ideas on
their flipchart – draw or write.
3. Share one idea from each group until there are no new ideas.

Describe Record Keeping 20 minutes

1. Handout the Hand Pump Record forms to the participants.

2. Using the large version of the Hand Pump Record form, show an example of how to
fill out the form. Ask participants to practice with you.
3. Ask participants to work in pairs or groups of three. There should be one person that
reads and writes well in each group.
4. Ask the participants to fill in their Hand Pump Record form based on their experience
from the field the previous day.
5. Ask the participants why they would want to keep data on the pumps that they have
visited. Follow how often a pump breaks down, common problems with the pump,
follow maintenance schedule, be able to prove your work to anyone that asks,
transparency.

Review 10 minutes

1. In pairs, ask the participants to discuss what they liked about the forms. What would
they add or change?
2. Ask participants for their ideas. Record any changes on flipchart paper so that you
can make the changes to the form if required.
3. Encourage participants to add the ideas to their checklist if relevant.

Reflections on Lesson
Hand Pump Repair Trainer Manual

Lesson Plan 24: Well Closure 70 minutes total

Learning Expectations

At the end of this session participants will be able to:

1. Describe the conditions leading to closure of a well.
2. Identify who decides to close a well.
3. Discuss steps to be taken to close a well.
4. Demonstrate the process to close a well.

Materials

□ Flipchart paper
□ Markers
□ Cement
□ Sand
□ Large stones up to the size of your casing
□ Flux stones (1-2 inch stones)
□ PVC casing
□ Shovels
□ Trowel
□ Water

Preparation

□ Review the lesson plan

□ Write learning expectations on flipchart paper

Introduction 5 minutes

1. Ask the participants to close their eyes and imagine that they have gone to draw
water from a well and find that it is dry.
2. Ask the participants how they feel.
3. Ask the participants what they would do if they went to repair a pump and found that
there is no water in the borehole. What can they do? Share a few ideas as a large
group.
LINK: Ask the participants to raise their hand if they would close the well. Explain that
sometimes we are forced to close a well and that if there is a scenario where the well is
always dry you might have to.
4. Present the learning expectations.
Hand Pump Repair Trainer Manual

Closing a Well 30 minutes

1. Divide the participants into three groups.

2. Ask the participants to discuss the conditions that would lead to closure of a well.
The borehole was made badly, there is no water in the well, the water source has
become contaminated (this can be due to latrines or rubbish pits that have been
placed too near).
3. Share the answers as a large group and record on flipchart.
4. Ask for four volunteers.
5. Give each volunteer a role:
 Owner (this can be a single person or a person representing the community)
 Community leader
 School manager or Church leader
 Hand pump technician
6. Ask the Owner, Community Leader and School Manager or Church Leader to line up
across the front of the room. Ask the Hand Pump Technician to explain to the group
that the well should be closed. Encourage the actors to ask questions or have a
discussion until they are satisfied that the well should be closed.
7. As a large group discuss how the conversations went. What went well and what else
you could do?

Practicing Closing the Well 30 minutes

1. Divide the participants into groups of 4-5 people.

2. Together with the participants explain and demonstrate by miming and using props
how to close a well. Write the steps up on a piece of flipchart paper so participants
can follow along.
 Remove the pump rod and pipes.
 Break the pad and remove the concrete.
 Check for sanitary seal around the casing – if there is no sanitary seal one needs
to be created to protect the ground water from surface water.
o Dig a 1 meter deep hole and half meter in diameter around the
pipe
o Fill two thirds of this hole with concrete
o Once it has set, backfill with concrete
 Cut the casing so that it is at the same level as the sanitary seal.
 Fill the casing with big rocks up to two meters (You do not need to fill the entire
borehole with rocks, the rocks will get caught in the casing)
Hand Pump Repair Trainer Manual

 Mix mortar (4 parts sand : 1 part cement – this mix is for suspended mortar)
 Apply mortar on top of the rocks to the top of the casing (the rocks will catch the
mortar)
 Once it has set, put soil on top.
 Report on the well closure to the community leaders and any other authorities
that should be notified.
o Date the well was closed
o Reason the well was closed
o Person or parties that authorized well closure

Review 5 minutes

1. In pairs, ask the participants to take turns explaining each step of well closure.

Reflections on Lesson
Hand Pump Repair Trainer Manual

Lesson Plan 25: The Business Side of Pump Repair 75 minutes total

Learning Expectations

At the end of this session participants will be able to:

1. Explain how they can start earning money as a hand pump technician
2. Explain what is needed to run a successful hand pump repair business
3. Calculate the cost of a repair including hard and soft costs
4. Demonstrate negotiations for payment from a community for hand pump repair
5. Create an action plan for starting a hand pump repair business

Materials

□ Flipchart paper
□ Markers
□ Pencils/pens
□ Spare Parts Purchase Form – you will need to create one for your local context
□ Action Plan handout (1 for each participant)

Preparation

□ Review the lesson plan

□ Write learning expectations on flipchart paper
□ Print Spare Parts Purchase Form (1 for each participant)
□ Print Action Plan handout (1 for each participant)

Introduction 5 minutes

1. Ask the participants what they would like to do with their new pump repair skills.
2. Share some answers as a large group.
3. LINK: Ask the participants to put up their hand if they would like to be paid for their
new skills.
4. Present learning expectations.

Pump Repair Business 15 minutes

1. Break participants into groups of 2-3.

2. Ask the participants to discuss how they can start earning money as a hand pump
technician. If there were no participants that want to get paid and they only want to
do it as volunteer, discuss why they want to be a volunteer.
Hand Pump Repair Trainer Manual

Trainer Note: If they all want to volunteer you will need to adjust this lesson to meet
their needs. Focus on the costs of parts and what a hand pump technician can ask
from the community (to be fed meals, volunteers to help, etc.)
3. Ask the participants to share what they discussed as a large group. Collect
responses on the flipchart.

Calculating the cost of pump repair 15 minutes

1. In small groups, ask the participants to come up with a list of things they will have to
do/need to get started as a hand pump technician. Source tools, source parts, look
for broken pumps, talk to community leaders, figure out how much they want to get
paid, work on negotiating skills, etc.
2. Ask the participants how they will figure out how much to get paid. They will need to
cover the price of the all the parts needed and get paid for their time.
3. Hand out Spare Parts Cost form to each participant.
4. Explain the form and how participants can obtain the parts on the form.
5. Ask the participants how much they think is fair to ask a community to pay for their
skills as a hand pump technician. Discuss the options of paying helpers or getting
community members to help with the repair.
6. As a group decide on an appropriate charge for the service of a pump repair
technician. This number will be used in the following exercise.
7. In pairs, ask the participants to calculate the cost of pump repair that requires:
 2 rubbers
 1 rod
8. Ask the participants for the answer.
9. Go through the calculation on flipchart paper.

Negotiating the cost of pump repair 15 minutes

1. Ask the participants if the community will accept the price they are asking for the
service of pump repair.
Trainer Note: Zambian government policy on subsidizing; anything below 500,000
ZMK the community has to pay for without external support.
2. Explain that we are going to practice negotiations.
3. Break the participants into groups of 3-4.
4. Ask each group to act out a sketch/skit on negotiating with the community on the
payments for repairing a pump. They will have to decide what community members
should be represented at the negotiations.
Hand Pump Repair Trainer Manual

5. Ask the participants what they observed from the sketches. What went well and what
did not go well?
6. From the list of what did not go well ask the participants what can be done so that
they can improve their negotiation skills. Collect responses on a flip chart.
Observe a broken down pump, find responsible people for that pump, ask them if they
are willing to have their pump repaired, ask for permission to check the pump, tell them
the cost of repair, ask how much they are willing to pay, bargain toward a mutually
agreeable price that will cover your time and the cost of someone who will help you with
the repair. Clearly define roles.

Action Plan 20 minutes

1. Hand out Action Plan sheets to each participant.

2. Ask the participants why an action plan will help them get started as a hand pump
technician.
3. Ask the participants to fill out the action plan, considering how they will get paid for
their services and including this in the plan.
Trainer Note: There may be participants in your workshop that have low writing and
reading literacy. These participants might need a scribe to help them write or might want
to just say their action plan.

Review 5 minutes

1. Ask the participants to share their action plan with 2 other people.

Reflections on Lesson
Hand Pump Repair Trainer Manual

Lesson Plan 26: Field Practice All Day

Follow this lesson for each field practice day you have in the agenda.

Learning Expectations

At the end of this session participants will be able to:

1. Demonstrate taking apart a hand pump.

2. Demonstrate removing pipes and rods.
3. Identify the cause of a broken hand pump.
4. Demonstrate fixing a hand pump.
5. Demonstrate installing pipes and rods.
6. Demonstrate putting a hand pump together.
7. Demonstrate educating users on site.

Materials

□ All tools for hand pump repair (1 set for each site)
□ Spare parts for repair (1 set for each site)
□ Hard hats (1 for each participant)
□ Gloves (1 pair for each participant)
□ First Aid kit (1 for each site)
□ Fishing tools (1 set for each site)
□ Water, snacks and meals for the day

Preparation

□ Identify a broken hand pump site for every 4-6 participants

□ Organize transportation to the field work site
□ Organize snacks, meals and water for the day
□ Ensure you have an experienced hand pump site supervisor for each repair site

Introduction 40 minutes

1. Explain where the participants will be going to fix hand pumps.

2. Ask the participants to go through the field checklist and prepare to leave. Ensure
that they sort the tools and ensure that they have a full set. Ask them to separate the
tools into sets so that each group can go out with their tools.
3. Break participants into groups of 4-6 people.
4. Assign each group to a site supervisor who is a practiced hand pump technician.
Hand Pump Repair Trainer Manual

5. Drop each group off at their worksite with tools, safety equipment, water and food.

Pump Repair in the Field 3-6 hours

1. Observe the surroundings of the hand pump with the participants. Discuss their
observations.
2. Ask the participants to recall the hand pump golden rules and procedures.
3. Before working on the pump, find a leader of the community to talk to.
4. Seek permission from the community before fixing the hand pump.
5. Ask all the participants to try the pump. Discuss ideas of what could be wrong with
the hand pump.
6. Explain to participants how to take apart a hand pump as they do the actions. Only
demonstrate when it is very complex or a participant has asked. Allow participants
time to try - they will be slow at first, be patient.
7. Explain to participants how to lift rods and pipes. Help participants lift the first pipe
since they might not know how much weight to expect.
8. Remove all rods and pipes.
9. Examine the cylinder with the participants.
10. Ask the participants to diagnose the problem with the hand pump.
11. Ask the participants to identify how to fix the problem with the hand pump.
12. Ask the participants to measure the depth of the well.
13. Ask participants how they think they can to fix the hand pump. Add any details they
may have forgotten, then walk them through the procedure as they do it.
14. Ask participants how they will put the pipe and rod back into the borehole. Add any
details they have forgotten and then remind them of the procedure as they do it.
15. Ask participants to explain how they will put the hand pump back together. Add any
missing information and then remind them of the process as they do the actions. Be
sure to stop and properly dose the borehole with chlorine.
NOTE: After the first field practice, ask the participants to calculate the chlorine
dosage.
16. Ask the participants what they think they should educate the community about. Ask
them to educate their audiences. Make sure they include:
 Do not use the water from the well for at least 24 hours has passed and the
chlorine smell has disappeared
 Explain why the well broke
 How they can maintain the pump to prevent future breaks

17. Ask the group to fill out a hand pump repair report.
Hand Pump Repair Trainer Manual

Trainer Note: You are responsible for the safety of the participants and the
workmanship of the repair. Stop the group to point out if there is something dangerous
happening or poor workmanship.

Review 15 minutes

1. Ask the participants to clean up the worksite and ensure that nothing is left behind.

Reflections on Lesson
Hand Pump Repair Trainer Manual

Lesson Plan 27: Workshop Closing 65 minutes total

Learning Expectations

At the end of this session participants will be able to:

1. Complete a workshop end self-assessment.
2. Review group learning expectations to see if they were met.
3. Complete a final evaluation of the workshop.
4. Receive certificate and make final comments.

Materials

□ Flipchart
□ Tape
□ Markers
□ Stickers for Self-Assessment
□ Certificates
□ Final evaluations
□ CDs

Preparation

□ Write the session Learning Expectations on flipchart paper

□ Review Tool: Graffiti Review and prepare any materials needed for the activity
□ Prepare stickers for Self-Assessment activity
□ Print certificates (double check the names and make sure each participant is
accounted for)
□ Print the final evaluation (1 per participant)

Introduction 25 minutes

1. Use Tool: Graffiti Review to review the key topics of the workshop. If participants
have trouble writing, they can draw or just discuss the topic for a few minutes at each
flipchart.
2. Ask the participants to go around the room and read what people wrote on each
graffiti topic. If participants only discussed the topic, ask for 5 ideas for each flipchart
from the group.
Hand Pump Repair Trainer Manual

Self-Assessment 10 minutes

1. Ask the participants to do the self-assessment from the beginning of the

workshop. Discuss the results with the entire group. Would the workshop be
considered a success?

Learning Expectations Revisited 10 minutes

1. Review the group learning expectations from the first day and see if all of them
were addressed. If not, give options for participants to find the information they
were looking for or identify next steps for follow up.

Certificates and Final Evaluations 20 minutes

1. Make your final comments on the workshop and the participants.

 Option A: Hand out the certificates randomly. Each participant presents to the
participant whose certificate they were given and expresses to them something
they appreciated or learned about that person through the workshop.
 Option B: You hand out the certificates. (This may be more appropriate in certain
countries.)
2. Ask each person to say what they feel at the end of the workshop:
 “I feel _______ because _______.” OR “My favourite part was _________.”

Reflections on Lesson and Workshop Overall

Hand Pump Repair Trainer Manual

Tool: Graffiti Review

Put flipchart paper around the room with review topics on the papers.

 Borehole Community Management

 How to Educate the Community
 Parts and Functions of a Hand Pump
 Safety and Tools
 Record Keeping
 Well Disinfection

Tape the pages on the walls around the room where they can be written on. Get the participants
to break into groups of 2 or 3 and start each group at a different topic. Give them about one
minute per topic to write as much as they can think about and then tell them to move onto the
next one. They should read what is there and only write new things down. As the pages fill up
you may have to give them more time at each sheet. Once participants return to the sheet they
started at, get them to walk around the room and read the sheets to see what they forgot,
remembered or are surprised about.
 Hand Pump Repair

Borehole Chlorination Calculations

Step 1: Find the depth of water in the well.

well depth – distance to water = depth of water

Step 2: Measure the size of the well casing

(measure across the middle of the pipe).

Step 3: Use Table 1 to find the disinfection rate

(how much chlorine you need per meter of
water) based on type of chlorine and casing
size. Multiply this number by the depth of water.

depth of water x disinfection rate = amount of chlorine

Table 1 - Disinfection Rate – Amount of Chlorine per Meter of Water

Casing Size
Type of chlorine 3 inches (75 4 inches (125 5 inches (120 6 inches (150
mm) mm) mm) mm)
Tablespoons of 70% 0.21 0.33 0.48 0.66
Powdered Chlorine per
meter of water
Liters of 3.5% liquid 0.05 0.08 0.11 0.16
bleach per meter of water
Hand Pump Repair

Community Education Scenario

You have arrived at a community pump that is broken. You pump the handle and it is loose. You
have also noticed that there is a pool of water at the bottom of the channel where the water
should disappear into a soak pit. When you go to undo the bolts you find that they have started
to rust and it is really difficult to get them off – this indicates to you that the pump head has not
been opened in a while to do maintenance. When you tell the treasurer the cost of the repairs,
she says that there is money available.

Community Education Scenario

You have arrived at a community pump that is broken. You pump the handle and it is loose. You
have also noticed that there is a pool of water at the bottom of the channel where the water
should disappear into a soak pit. When you go to undo the bolts you find that they have started
to rust and it is really difficult to get them off – this indicates to you that the pump head has not
been opened in a while to do maintenance. When you tell the treasurer the cost of the repairs,
she says that there is money available.

Community Education Scenario

You have arrived at a community pump that is broken. You pump the handle and it is loose. You
have also noticed that there is a pool of water at the bottom of the channel where the water
should disappear into a soak pit. When you go to undo the bolts you find that they have started
to rust and it is really difficult to get them off – this indicates to you that the pump head has not
been opened in a while to do maintenance. When you tell the treasurer the cost of the repairs,
she says that there is money available.
Hand Pump Repair Trainer Manual

Cylinder Assembly Instructions

The following instructions were taken from:

Installation and Maintenance Manual for the India Mark II Handpump, Edition 2008
SKAT – RWSN
Hand Pump Repair Trainer Manual
Hand Pump Repair Trainer Manual
 Hand Pump Repair

Borehole Chlorination Calculations

Step 1: Find the depth of water in the well.

well depth – distance to water = depth of water

Step 2: Measure the size of the well casing

(measure across the middle of the pipe).

Step 3: Use Table 1 to find the disinfection rate

(how much chlorine you need per meter of
water) based on type of chlorine and casing
size. Multiply this number by the depth of water.

depth of water x disinfection rate = amount of chlorine

Table 1 - Disinfection Rate – Amount of Chlorine per Meter of Water

Casing Size
Type of chlorine 3 inches (75 4 inches (125 5 inches (120 6 inches (150
mm) mm) mm) mm)
Tablespoons of 70% 0.21 0.33 0.48 0.66
Powdered Chlorine per
meter of water
Liters of 3.5% liquid 0.05 0.08 0.11 0.16
bleach per meter of water
HAND PUMP AND BOREHOLE PARTS LIST

Casing Water Tank

Screen Riser Main

Cylinder Gravel Pack

Tail Pipe Sanitary

Seal
Pump Rod Aquifer
Handle Chain

Handle Top Head

Axle
Cover
 HAND PUMP MAINTENANCE SCHEDULE
ONCE A MONTH ONCE A YEAR
 Tighten the handle axle nut and lock nuts. Examine the hand pump carefully and check the following:
 Look for loose or missing flange bolts and nuts.
 Discharge is satisfactory
 Open the front cover and clean inside the pump.
 Handle is working properly
 Check the chain anchor bolt. Tighten if necessary.
 Guide bush is still in good condition
 Clean the chain assembly. Apply graphite grease.
 All bolts, nuts and washers are in position
 Look for any rust patches. Clean with the help of wire
 Chain is in good condition
brush/sand paper and apply anti-corrosive paint.
 Roller chain guide is in good condition
 Check that the hand pump is solid at the base. If it is loose,
arrange for fresh foundation to be constructed. If any of the above are not in working order, replace the parts or
 Clean the spout of the hand pump with soap and water or with see troubleshooting guide to identify the issue.
chlorine (recommended more than once a month).
Pull out the hand pump and follow the instructions below:

 If chain bearing and spacer are damaged, replace them

 If roller chain guide is badly worn out, replace handle
assembly
 If any pipes are damaged, replace them
 Open cylinder assembly and replace cap washers, sealing
rings and also any other part found defective
 Check the condition of water tank riser pipe holder. If
threads are worn out, replace water chamber
 Check all sub assemblies for crack in weld and other visual
defects. If defects are serious replace sub assemblies
 Reinstall the hand pump as per instructions given in the
manual. Paint the pump head inside outside with the
recommended color after cleaning/sanding the surface
 HAND PUMP REPAIR RECORD

Community name: Date repaired:

Province: Pump Repair Technician Name and Company:

Region: Country:

GPS coordinates: Repair cost:

Number direct beneficiaries: Well depth:

Number of used pipes returned: Water level:

Number of used rods returned: Number of Pipes installed:

Type of hand Pump: Number rods installed:

Relief and Development Cards

Short-term Long-term

Crisis problems Creates dependency

Those helped are

Chronic problems
recipients

Meets basic survival Creates self

needs sufficiency

External agency Those helped are

control participants

Addresses a single
Meets holistic needs
problem

Addresses multiple
Community control
problems
 Spare Parts Purchase Form

Name: Home Address:

Contact Number: NRC Number:

Spare parts Price Quantity Cost

Galvanized pipe K232, 592

Connecting Rods K84 ,000

Rubber Cups /Ring K229,200

Rubbers
Chain K40,000

Cylinder K498,000

Bolt and Nut K20,000

Bearing K58,000

Pump head and K500,000

Handle
Water tank K200,000

Chlorine K15,000

Total:

Approved By Date:

Received By
 Timely Funds Scenarios

Scenario A – The pump in the village where this

group lives has suddenly broken down. A pump
caretaker has established what is wrong and the
next steps that need to be taken to fix it. The
broken down parts include 5 connecting rods
and 5 GI pipes (parts list). When will the group
collect the money, and how will they do this?

Scenario B – The pump in the village has been

working for 1 year and is due for its 1 year
servicing. Using the servicing costs, ask the
group to discuss when they will collect the
money, and how they will do this.
 TOOLS CHECKLIST

Number of Tool name Picture Check

tools mark
1 T-Handle

4 C-Wrench

1 Tripod

1 Block and Tackle

1 Pipe Elevator
 TOOLS CHECKLIST

1 Pipe Wrench

1 Adjustable Wrench

1 (Spanner or Crescent
wrench)

1 Vise Grips

1 Pipe Threader

1 Pipe Vise
 TOOLS CHECKLIST

1 Metal Hack Saw

2 Hack saw blades

1 Rod Threader

1 Utility knife

1 Hammer

1 Cold chisel

1 Shovel

1 Bucket

1 Wire brush

1 Thread file

1 Metal file

1 Inspection mirror

1 5 meter tape measure

1 Screw driver

1 Long nose pliers

1 Slip joint pliers

1 Chain support

1 Raiser main vise

 TOOLS CHECKLIST

1 Clank spanners

1 Bearing pressure tool

1 Tool box

1 Pipe cuter

1 Rod clamp

1 Pipe clamp
 India Mark II Troubleshooting Handout

Trouble Possible Causes Remedy/Solution

Pump handle works easily  Water level has gone  Add more pipes and
but there is no flow of down below the cylinder rods.
water assembly  Replace the rubber cup
 Worn out cylinder washers
rubber cup washers  Pull out the pump and
 Connecting rod joint join the connection rod
disconnected where necessary
 Valve seats worn out  Replace valve seals
 Pump cylinder cracked  Get a new pump
cylinder

Delayed flow or small flow  Damaged/leaking riser  Replace the

main damaged/leaking pipe
 Leaking in cylinder or disconnect and
 Rubber cup washers remove the affected
worn out riser main
 Check valve seals
 Replace worn out
rubber cup washers

Folding of chain during  Improper erection. Top  Adjust the length of the
return stroke rod above water tank top rod by cutting.
level (top flange) not  Straighten the rod
allowing the chain to  Replace ball bearing
unfold fully  Replace spacer
 Ball bearing in the
handle is worn out and
does not allow the
handle to move
properly
Noise during operation  Stand assembly flange  Level the flange using
not levelled properly spirit
 Bearing worn out  Replace ball bearings
 Bent connecting rod  Straighten the rod
 Hexagon coupler  Replace spacer
welder offset
Shaky handle  Loose handle axle nuts  Tighten handle axle
 Worn out ball bearing nuts
 Spacer damaged or  Replace ball bearings
short in length  Replace spacer
 Bearing loose in the  Replace the handle
bearing house assembly
Contaminated water  Well too close to a  Close well
latrine
 No sanitary seal
 Broken pad
Cloudy (Turbid) Water  Cylinder is installed at  Raise cylinder or tail
the bottom or tail pipe is pipe
too close to the bottom  Use household water
 Gaps in gravel pack or treatment before use
no gravel pack
 Well Disinfection Practice Questions
Question 1 Question 3

Well depth is 32 meters Well depth is 35 meters

Depth to water 10 Depth to water is 9 meters

What is the water depth? What is the depth water depth?

Question 2 Question 4

Well depth is 25 meters Water depth is 22 meters

Depth to water is 5 Chlorine type is powdered chlorine 70%

What is the water depth? Casing size is 4 inches.

How much chlorine should you add?

 Well Disinfection Practice Questions
Question 5 Question 7

Water depth is 20 meters Well depth is 40 meters

Chlorine type is liquid chlorine 3.5% Depth to water is 8 meters

Casing size is 5 inches. Casing size is 4 inches

How much chlorine should you add? Chlorine type is powdered chlorine 70%

How much chlorine should you add?

Question 6

Water depth is 24 meters

Chlorine type is powdered chlorine 70%

Casing size is 6 inches.

How much chlorine should you add?

 This is to certify that

«Prenoms» «Nom_de_Famille»
has successfully completed the CAWST workshop

Hand Pump Repair

A 12-day workshop on how the India Mark II hand pump works, common problems facing hand pumps and
boreholes, fishing, threading, tools and safety, how to fix hand pumps, community borehole management and user
education. This certifies that the holder has successfully repaired 10 boreholes under expert supervision.

Presented at City/Town, Country

From date to date of month, year

Trainers: _______________________ _________________________

Name Name
Job Title Job Title
Organization Name Organization Name
 Workshop Outline

Hand Pump Repair

LENGTH: 12 Days

WORKSHOP DESCRIPTION

This workshop gives participants the knowledge, skills and practice needed to confidently repair India
Mark II hand pumps and educate users about community borehole management.

This workshop offers instruction and hands-on experience to people wanting to fix hand pumps. The first
2 days focuses on training participants in community borehole management and how to educate users
about using and maintaining their borehole. This has been included in the program because the
sustainability of a hand pump relies on how the community cares for it. The technical ability to maintain
and fix a hand pump is only one part of a Hand Pump Technician’s role, the other is to be able to work
with the community to maintain their borehole.

The remaining 10 days of the workshop is focused on guided hand pump repair practice. There is a
combination of classroom based theory and discussion and practical hand pump repair. The theory and
discussion include topics on how pumps work, common problems facing hand pumps and boreholes, how
to work in a community and with a team, tools and safety. Practical sessions include fixing cylinders,
fishing, and threading. By the end of this workshop participants will complete a minimum of 10 supervised
hand pump repairs in the field.

PARTICIPANTS

Participants may be individuals or groups who are:

 Interested in being a skilled hand pump repair technician
 Working in water and sanitation and community development
 Aware of the need for skilled hand pump repair technicians
 Motivated to start or strengthen community borehole programs

It is an advantage if participants:

 Are already part of a borehole drilling or management project (community members or staff from the
organization)
 Are part of an organization that already has or plans to introduce a community borehole management
training program
 Have relationships with communities where there are hand pumps that require maintenance and
repair
 Have the support of a committed organization which recognizes that a hand pump repair program is
beneficial for their local communities

Participation by women is encouraged. Preferably, two to six people from each organization or community
should attend to ensure that they learn together and can become a repair team after the workshop.

Page 1 of 3
OBJECTIVES

Upon completion of the workshop participants will be able to:

 Describe how a pump works

 Describe the parts and functions of an India Mark II hand pump
 Demonstrate how to fix an India Mark II hand pump
o Identify the cause of the pump malfunction
o Remove and replace the pump, pipes and rods
o Replace pump head parts
o Dismantle and rebuild a cylinder
o Cut and thread pipe and rod
 Demonstrate fishing
 Calculate and demonstrate well disinfection
 Describe how to close a well
 Demonstrate good record keeping
 Demonstrate proper safety precautions when fixing a hand pump
 Discuss the costs and logistics required to perform hand pump repair
 Demonstrate educating community borehole users with key messages
o Community ownership
o Borehole protection and maintenance
o Borehole finances
o Common borehole issues

METHODS OF INSTRUCTION

The participatory workshop includes theory, activities, demonstrations, open discussion, and practical
hands-on pump repair. 50% of the workshop is spent practically fixing hand pumps in the field; class time
is a mixture of theory and hands on practice of the skills required for hand pump repair. Active participant
engagement in all learning activities is encouraged.

CONTENT

The following is a tentative list of the topics covered in the workshop material. A specific agenda will be
developed for the training based on consultations with the organizer and participants.

Theory
 Knowledge, Skills and Attitudes of a hand pump repair technician
 Community ownership
 Borehole use and protection
 Servicing a borehole
 Borehole finances and sustainability
 Educating a community
 Operating principles of a hand pump
 Parts and functions of a hand pump and borehole
 Safety
 Cylinder operation
 Tools
 Procedures for repairing a hand pump
 Team work
 Operation and maintenance
 Well disinfection

Practical

Page 2 of 3
 Cutting and threading pipes and rods
 Fishing
 Cylinder repair
 Well disinfection
 Record keeping
 Full scale hand pump repair

Page 3 of 3
 Hand Pump Repair

Mid-Week Workshop Evaluation Name (optional):_________________

Think about the workshop. Finish the following sentences:

A) Something I am really excited to have learned is…

B) I feel….

C) A question I have is….

D) Something you could change to make this workshop experience better is…..

Any additional comments are welcome here.