1 - 11 of 11 items
A Learning Approach to Monitoring and Evaluation
Download available
Abstract
This article draws on literature from both monitoring and evaluation (M&E) and organisational learning to explore synergies between these two fields in support of organisational performance. Two insights from the organisational learning literature are that organisations learn through ‘double-loop’ learning: reflecting on experience and using this to question critically underlying assumptions; and that power relations within an organisation will influence what and whose learning is valued and shared. This article identifies four incentives that can help link M&E with organisational learning: the incentive to learn why; the incentive to learn from below; the incentive to learn collaboratively; and the incentive to take risks. Two key elements are required to support these incentives: (1) establishing and promoting an ‘evaluative culture’ within an organisation; and (2) having accountability relationships where value is placed on learning ‘why’, as well as on learning from mistakes, which requires trust.
Robert Chambers on Rapid Action Learning in India
Abstract
In this WASH Talks video, Robert Chambers talks about the use of Rapid Action Learning (RAL) workshops, immersive research and participatory mapping methodologies in India with the purpose of checking what is actually happening on the ground, and learning from this, in relation to the national Swachh Bharat Mission (Gramin) (SBM-G) (clean India mission).
These methodologies have been developed and implemented with the Institute of Development Studies (IDS), the Water Supply and Sanitation Collaborative Council (WSSCC), WaterAid, Delhi University and the Indian government.
Rapid Action Learning for Sanitation and Hygiene Programming
Download available
Abstract
Over the past few years, the Sanitation Learning Hub, in collaboration with the Government of India, Praxis, WSSCC and WaterAid India, have been developing Rapid Action Learning approaches. Multiple approaches have been trialled, with flexible formats, but the essential criteria is that learning is timely, relevant and actionable.
These learning approaches are the focus of the latest edition of the Frontiers of Sanitation series. This Frontiers explains the advantages and disadvantages of the approaches trialled and sets out a challenge to those working in the water, sanitation and hygiene sector to:
- Reflect on what, for you, constitutes rigour.
- Adopt and adapt approaches to fit your context and needs.
- Develop your own approaches.
- Record your experiences and lessons learnt.
- Take the time to share your experiences with us. (Email the Hub on SLH@ids.ac.uk)
To commemorate and reflect on the publication, the Hub sat down with colleagues and partners WaterAid India and WSSCC to discuss lessons learned and the future of Rapid Action Learning. You can watch these five short videos in the playlist below.
Learning in the Sanitation and Hygiene Sector
Download available
Abstract
How do you think we learn best? What barriers do you see and experience that make it more difficult for us to learn? And what steps should we be taking to reduce the barriers and improve how we learn more effectively?
This Sanitation Learning Hub Learning Paper summarises the key learning from a rapid topic exploration on ‘Learning in the Sanitation and Hygiene Sector’.
The study looked at how people in the WASH sector learn, the processes utilised and what works best, as well as the barriers and challenges to learning. It looks at learning from communities and peer-to-peer and how the learning gets translated into action at scale.
This paper shares the lessons from sector and associated actors working in low- and middle-income contexts around the world and makes recommendation on how to strengthen learning and sharing processes, as well as building capacities and confidence for learning, with the ultimate aim of turning that learning into action at scale. A shorter learning brief accompanies this paper.
Admitting Failure
Download available
Abstract
Failure happens. This is a community and a resource to encourage new levels of transparency, collaboration and innovation across the for-purpose sector.
It is painful for civil society organisations to acknowledge when we don’t meet our goals and objectives; it is just as painful to worry about how funders will react to such failure. The paradox is that we do everything we can to avoid these pains even though we all know failure is the best teacher and we have to be open and talk about our failures in order to learn. More than that, openly acknowledging failure is often a catalyst for innovation that takes our work from good to great.
To address this conundrum we need a paradigm shift in how civil society views failure. We think this starts with open and honest dialogue about what is working and what isn’t, so Admitting Failure exists to support and encourage organisations to (not surprisingly) admit failure.
ad·mit /ədˈmit/
verb:
1. To concede as true or valid <admit responsibility for a failure>
2. To allow entry <admit failure into the organization, allowing a safe space for dialogue>
Fear, embarrassment, and intolerance of failure drives our learning underground and hinders innovation.
No more. Failure is strength. The most effective and innovative organisations are those that are willing to speak openly about their failures because the only truly ‘bad’ failure is one that’s repeated.
Learning From Failure: Lessons for the Sanitation Sector
Download available
Abstract
This paper explores the idea of learning from failure in the sanitation sector. The recent trend of ‘admitting failure’ in aid and development forces sanitation practitioners, researchers and policymakers to ask if we can and should address failure more openly in order to improve our work.
The ideas in this paper developed from discussions at a workshop on ‘learning from failure’ convened by the UK Sanitation Community of Practice (SanCoP) designed to kickstart this debate. We first discuss the concept of failure itself and identify different approaches to learning from failure relating to sanitation.
These include acknowledging past failures in order to learn and adapt, and planning for ‘safe’ future failures through deliberate experimentation and innovation. We also argue that a series of further steps are required: understanding relevant previous approaches to learning from failure in the sector; recognising different types of failure; seeking different actors’ perspectives on failure; and framing the debate about failure constructively rather than negatively.
In the second part of the paper we examine different practical examples of how actors in the sanitation sector have tried to learn from failure, to assess how this happened and what changes resulted. In the final section of the paper we conclude with suggestions for how individuals and organisations working in sanitation and international development more widely can learn from failure. We also propose SanCoP itself as one example of a ‘safe space’ in which people can meet to discuss and learn from failure.
Sanitation Approaches: Evidence from Nigeria
Download available
Abstract
The ‘Sustainable Total Sanitation (STS) Nigeria project –implementation, learning, research, and influence on practice and policy’, funded by the Bill & Melinda Gates Foundation, aimed to improve the effectiveness, efficiency, inclusion and sustainability of total sanitation approaches for the poor and underserved in Ekiti and Enugu States in Nigeria, and contribute to wider national and regional good practice.
Sanitation Marketing, also known as ‘SanMark’, is an emerging field that combines social and commercial marketing approaches to scale up demand and supply of improved sanitation facilities. It involves a more comprehensive demand and supply strengthening strategy drawing on social and commercial marketing as well as behaviour change communication approaches.
As part of the Sustainable Total Sanitation (STS) project, WaterAid Nigeria, in collaboration with community members in two states (Enugu and Ekiti)developed an affordable, accessible and durable sanitation product named the Water Easy Toilet (WET).
The project also aimed to generate learning on another sanitation approach – Community-led Total Sanitation (CLTS). CLTS is one popular approach to increasing sanitation coverage. CLTS works with an entire community to identify the negative effects of poor sanitation, especially the practice of open defecation, and empowers them to collectively find solutions.
Tackling Slippage
Download available
Abstract
This resource includes six examples of where slippage has occurred and what has been done to reverse it. It aims to lay the groundwork for more systematic learning among practitioners.
There is widespread recognition that slippage of open defecation free (ODF) status is a challenge to sustainability across many programmes and contexts. Much has been written about how Community-led Total Sanitation (CLTS) and other sanitation programmes can be set up for sustainability in order to prevent slippage from happening but there is little documented evidence on how slippage can be reversed.
This edition of the Sanitation Learning Hub Frontiers of Sanitation examines what can be done if slippage has already happened. This resource has two parts – the first looks at how slippage is defined, presents a framework for identifying slippage patterns, and revisits the factors known to contribute to slippage. The second section provides six case examples of field experience of slippage and the actions taken to reverse it. It is hoped that this review lays the groundwork for more systematic learning and sharing on slippage to inform current and future programming and practice.
Translations are available in French, Portuguese and Khmer via the Sanitation Learning Hub website.
Community Leave No One Behind: Handbook For Practitioners
Download available
Abstract
Community-Leave No One Behind (CLNOB) is a new participatory approach to identify both challenges and solutions in communities’ journeys towards ODF-S.
It has been designed to be integrated into Phase II of the Swachh Bharat Mission-Grameen (SBM-G). The government of India has issued the guidelines for Phase II of SBM-G, of which one of the guiding principles is ensuring that no one is left behind. CLNOB demonstrates a way to achieve this goal. It encourages communities to identify gaps in sanitation coverage and use and promote actions they can take themselves.
CLNOB builds on experiences with Community Led Total Sanitation (CLTS) and with the Swachh Bharat Mission-Gramin (SBM-G)’s ‘Community Approaches to Sanitation (CAS)’. These approaches have helped communities towards achieving open defecation free (ODF) environments; however, it has been acknowledged that ODF status has deficiencies.
The purposes of this handbook are two-fold: first to inform policymakers and stakeholders at all levels about this new initiative, and second to provide guidance to facilitators and practitioners for CLNOB implementation. This handbook is a living document and will be updated and refined after more field experiences are conducted. It is based on limited experience from a small pilot carried out between June and October 2020 during the challenging environment of the COVID-19 pandemic.
For Annexes on suggested talking points, a sustainability register, case studies and information on informed consent and data protection, click here to download (PDF).
Community Leave No One Behind: Lessons from a Pilot
Download available
Abstract
In 2020, WSSCC’s India Support Unit (now UNOPS) piloted a new participatory approach called Community Leave No One Behind (CLNOB) to support the Swachh Bharat Mission Grameen (SBM-G) Phase II. This Sanitation Learning Hub learning brief outlines the purpose of CLNOB, the actions generated by the pilot and our reflections of the CLNOB approach.
The pilot took place in five districts in India (Mirzapur in Uttar Pradesh, Ranchi in Jharkhand, Kamrup in Assam, South 24 Paragnas in West Bengal and Purnea in Bihar). A Prerak (facilitator) was appointed in each district to support this process and work within villages at community level. The Sanitation Learning Hub supported an accompanying learning component of the pilot, facilitating learning sessions between the preraks and the development of a Handbook based on the experience.
This learning brief outlines the purpose of CLNOB, the actions generated by the pilot and our reflections of the CLNOB approach. The CLNOB Handbook, a handbook on Community Leave No One Behind, accompanies this Learning Brief. CLNOB was designed to ensure a participatory method to enable sustained access to safely managed sanitation facilities for people who have been ‘left behind’ or left out of the first phase of India’s national sanitation campaign.