Report Training Need Assessment (TNA)cdn1.practicalaction.org/t/n/541582e5-6f3c-4d8a-adfd-1a...Report Training Need Assessment (TNA) Capacity Building, Coaching and Monitoring of UPPR

Report

Training Need Assessment (TNA)

Capacity Building, Coaching and Monitoring of UPPR Front Line Staffs and Core Trainer Groups on

Hygiene Behavioral Change Project

Practical Action Bangladesh

Report

Training Need Assessment (TNA)

Capacity Building, Coaching and Monitoring of UPPR Front Line Staffs and Core Trainer Groups on

Hygiene Behavioral Change Project

Practical Action Bangladesh

Introduction: The Urban Partnership for Poverty Reduction (UPPR) Programme aims to improve the

living conditions and livelihoods of 3 million urban poor and extreme poor in 23 municipalities/City Corporations. It is implemented by the Local Government Engineering Department.

Based on experiences of ‘Sanitation, Hygiene Education and Water Supply Project (SHEWA-B)’ Practical

Action, Bangladesh played role as a facilitating agency to provide technical assistance to UPPR in

defining a hygiene promotion model, build capacity, monitor and provide on the job training/coaching

of UPPR and Pourashava team in implementing the hygiene promotion model in communities and

schools in partnership with UNICEF.

In this connection Practical Action was conducted a training needs assessments for a hygiene modalities

of UPPR town Focal point and members of Town Level Coordination Committee (TLCC), UPPR town team

like Socio Economic Experts, Socio Economic Assistant, particularly the community organisers,

community Facilitators in community level including Community Development Committee (CDC) leaders

and primary group members from the 23 Pourashavas / City Corporation and in school level school

teachers, members of school management committees (SMC) and respective education officers on

hygiene behavior change. Beyond this TNA the currents efforts also have been captured capacity

assessment part of municipality / City Corporation and UPPR frontline staff.

Overall and specific objectives of Training Needs Assessment

The main procedures integrated in conducting TNA

The current TNA was commissioned through following procedures:

Selection of TNA locations

The TNA was conducted in 10 (43%) towns out of 23 that were selected purposively based on following consideration.

Representation of government sanctioned Pourashava

Consideration of population size, geographical coverage, infrastructure facilities, etc.

Representation of geographical and cultural diversities.

Working duration of UPPR in the towns.

Involvement of stakeholders etc. Representation of 3 categories’ Pourashavas.

Overall objectives of TNA: The overall objective of current TNA was to identify the appropriate training topics for the project target groups.

Specific objectives: Assessing strength and weakness of UPPR staff, community facilitators, CDC leaders, school teachers, SMC members and their capacity gaps in relation to providing Hygiene Behavioral Change training packages.

Specific obje: Assessing training and support needed for UPPR

frontline staff and especially for community facilitators, CDC leaders

WASH in school program, school

teachers and SMC.

Specific: Assessing the level of understanding and extend of practice of the

UPPR community leaders, school teachers & students.

The selected ten towns were as follows: Figure 1: Towns under TNA

Types of participants under TNA The participants / respondents for TNA were from mainly following two levels:

1. UPPR Municipality/CC level: Member secretary of Municipality, Health Staff, and Councilors’ where community organizers, Community Facilitators, Community Development Committee (CDC) leaders were from UPPR town team.

2. WASH in school level: School students, School teachers, members of school management committees (SMC), respective education officers.

Mymensingh

Dhaka

Naogaon Chapai

Tangail

Gazipur Comilla

Rangpur

Jessore & Khulna

Figure 2. Types of participants under TNA

Sample Size distribution Sample size of TNA for different category of respondents at 10% precision level was as follows:

Sample size distribution for capacity assessment under UPPR

Category of respondents /unit Methods / techniques of assessment

Total population /unit

Sample size /unit

Municipality and City Corporation Group discussion 23 towns 5 towns

UPPR team Group discussion 23 towns 5 towns

Sample size distribution for Training Needs Assessment (TNA) under UPPR Category of respondents /unit Methods / techniques of

assessment Total population

/ unit Sample size

/unit

Community Organizer (CO) KII 60 5

Community Facilitator (CF) KII 91 5

CDC Leaders Focus Group Discussion 96 CDCs 10 FGDs

Community Transact Walk 23 towns 10 towns

Municipality and City Corporation Group Discussion 23 towns 10 towns

Sample size distribution for Training Needs Assessment (TNA) under wash in School

Municipality/CC level

Mayor

Member secretary

Health staff

Councillors

UPPR team

Community Organizers

Community Facilitators

CDC leaders

TM for collaboration

Wash in school

School students

School teachers

SMC

Education Officer

Category of respondents / unit Methods / techniques of

assessment Total population

/ unit Sample size

/unit

Education Officer KII 10 KIIs

SMC / Head Master KII 200 schools 10 KIIs

School teacher KII 200 schools 10 KIIs

School students FGD 200 schools 10 FGDs

Main processes adopted in implementing TNA and hygiene baseline. (This part may be

removed)

Main activity under TNA Methods/process followed

KII with Community

Facilitator (CF)

Interviewing randomly selected CF prior to discussing with SEA & CO

Questionnaire providing

Questionnaire briefing

KII with CO Discussion as per checklist (question & answer)

Discussion with Member

Secretary, UPPR and

councilor

Group Discussion with Member Secretary, Councilor, UPPR Town Team.

Key facilitator- Senior team PAB Dhaka

Assist- Project officer and SEA- UPPR.

KII with UEO Discussion as per checklist (question & answer)

KII with SMC/ and Teacher Participant – Head teacher and Teacher

Discussion as per checklist (question & answer)

Key facilitator- SEA and Project officer

FGD with Students Participant – students

Discussion as per checklist (question & answer)

Key facilitator- Project officer

Assist - SEA

FGD with PG Group Participants - PG members, CDC & Cluster leaders

Discussion as per checklist (question & answer)

Key facilitator- Senior team PAB Dhaka

Assist- Project officer and SEA,CO- UPPR

Main activity under

hygiene baseline

Methods/process followed

Hygiene Map preparation

Discussion present condition on Hygiene (Hand Washing, Safe water, Sanitation, Menstrual hygiene, Environment hygiene) knowledge and Practice level.

Map redrawing following the UPPR existing map

Classified the extreme poor, poor and non-poor in hygiene map

Briefing the significant of issue based legend

Introduce the process of legend use

Hand washing legend introduce in this map

Participants - PG member, CDC & Cluster leaders

Key Facilitator - CO and CF

Assist – SEA, UPPR and Project officer, PAB

PME/HH information

collection

House to house visit and collect present condition on Hygiene (Practice level of Hand Washing, Safe water, Sanitation, Menstrual hygiene and Environment hygiene).

04 CDC’s/2 PGs in each CDC/80 HHs information collected

Key facilitator - CF

Assist - CDC leader, CO

Participants - Primary Group members

Establish base line &

Hygiene CAP update

Established CDC’s Hygiene baseline

Hygiene Community Action Plan preparation is on going

Establish baseline for

schools

School Selection Discuss with Town Team, UPPR

Key facilitator – CO

Assist - SEA, PO & CF

School baseline Information collection to School Teacher

Discussion present condition on Hygiene (Hand Wash, Safe water, Sanitation, Menstrual hygiene, Environment hygiene) knowledge and Practice level.

Key facilitator - CO

Assist - SEA, PO & CF

Designed tools for TNA

The below steps and processes followed in designing tools for TNA:

Designing tools following a 1st draft: The TNA tools were initially designed by the central team

who were directly involved in project.

Sharing with senior team member: Subsequently the tools were shared with senior team members especially Team Leaders, Project Manager to have further guidance.

Sharing at big forum: The project was organized an inception workshop participating about === staff from UPPR, Practical Action etc. The participants including UPPR national level personnel and concerned key staffs, town level focal point SEA & POs of PAB and UNICEF shared their feedback. All the tools were filled-out by respective people to have in-depth understanding and as testing.

Sharing with UPPR focal point: The tools were reviewed further by UPPR focal point intensively

to understand what happened upon incorporating feedback from inception workshop.

Finalization: Thus the tools were finalized and introduced for TNA.

Figure 00: Processes followed in designing tools

Data collection: Mainly Project Officers of Practical Action collected data under the Training Need

Assessment with the supports of UPPR staff, stakeholders and CFs and CDC leaders. They finalized the

data collection plan jointly with UPPR, Practical Action central team and through consulting regional

representative of UNICEF Bangladesh.

1.Review relevant literature & holding a discussion towards

tools

2.Designing tools (as 1st draft) by team

who are fully involved

3.Sharing tools with senior team members

4.Sharing at big forum

5.Sharing with UPPR focal point

6. Finalization and introducing

in fiels

Quality controlling of data: During field assessment relevant people in project made cross-checked to

examine its accuracy, reliability and validity. In case of any inconsistence data the data collectors were

instructed to make further improvement.

Duration of data collection: Guiding with joint action plan Project Officers were completed data

collection by December, 2012.

Data processing and analyses: In case of data processing and analyzing the following steps were taken:

Post coding the data for KII prior to developing coding guide

Tabulating the coded data

Summarizing data for FGDs

Primary analysis of data to have data consistency.

Sharing TNA finding: The initial findings of TNA have been shared with all project officers, UNICEF

and UPPR-UNDP representative through quarterly review meeting at Dhaka. Through those sharing

participants actively interacted into presented findings.

Reporting: Following above series of actions the report on capacity assessment and TNA was

prepared.

Findings of assignment

1. Capacity assessment of Municipality / City Corporation and UPPR

frontline team Present capacity of UPPR frontline team as well municipality / City Corporation was assessed through holding group discussion in a structural fashion. Through such group discussion current opportunities, capacities and Gaps or challenges could detect. The outcome of such exercises presented below.

1.1. Municipality / City Corporation:

Current opportunities and capacities Gaps or challenges

Field workers including Health Supervisor, EPI supervisor, Slums Development Officer available

Awareness rising through day observation on sanitation month and hand washing day

Using few communication materials (poster, flash card, and writing hygiene messages at toilet body) committee formation at ward level

Organize group meeting with slum dwellers

DPHE provided training on hand washing techniques and cleanliness, vaccination for 15-49 year women

Awareness building activity for pregnant mother and TBA.

Word level committee formation

Having no proper training for health relevant staff /people on hygiene promotion particularly community behavioral changes

Low income and awareness of community people that are acting as impediments for hygiene behavioral changes

Poor / infrequent follow-up for hygiene activity from staff level

No effective initiative from City Corporation on hygiene issues

No specific manpower for hygiene promotion

Coordination gap between Health & Conservancy section

Most of health volunteers currently inactive

Work load of relevant staff /people

Each EPI worker has to serve large number of (2000-3000) people in respective community

1.2. UPPR frontline team:

Current opportunities and capacities Gaps or challenges

Community Facilitators (CF) who are recruited from respective / local community

Office set-up

Community Development Committee (CDC) Leaders

Hygiene tools LUDU and FLASH CARD available in few PS/CC

Support from Practical Action

CF used to conducts session on hand washing, use safe water, use hygienic latrine and menstrual hygiene management

No appropriate training for staff on hygiene promotion

Having not enough time for supporting adequately in hygiene promotion activity due to scheduled workload

Hygiene tools (ludu & flash card) is not being used

Lack of skills for session conduction on hygiene issues

Having no specific staff for hygiene promotion and community behavioral changes

Having limited or no knowledge on hygiene activity monitoring system

Training Needs Assessment

The findings of TNA at UPPR and school levels are presented below:

UPPR level

Community Organizer:

Areas / Issues Current capacity / practices Identified gaps in capacity / practices

Issues need to be addressed

Overall roles and responsibility, training, meeting conduction etc.

• Training on health and sanitation issue at CDC level.

• Organize and facilitating group meeting for hygiene promotion

• Follow-up/ monitoring • Courtyard meeting

demonstration • Awareness buildup. • Problem identification and

Prioritization. • Participate for community

survey • Prepare Action Plan / CAP • Delivery hygiene messages

particularly hand washing, cleanness, -through group meeting.

46% CO only received training on Hygiene promotion, primary health care, HIV/AIDS, Flood preparedness, health and nutrition education and Hand washing (7%).

In many cases the training they received was not relevant to their current needs.

They are not familiar with appropriate methodology of hygiene training facilitation.

They are not skilled and used to deliver hygiene messages in right fashion.

Poor knowledge on systematic procedures of meeting conduction.

21% CO Use communication materials (posturing, flip chart, flash card ) only

• Knowledge on health and

sanitation issues should be increased

• Facilitation skill to be developed through ToT on hygiene promotion

• Capacity on PME system should be improved

• Hygiene tools and techniques should be provided

• Capacity building on social mobilization for hygiene promotion

• Training on participatory planning/ Hygiene CAP development

•

Recommendations of Community Organizer to provide training on hygiene promotion to implement

the project in community

Figure1: Training issues recommended by CO The figure 1 depicts the types of training the respondents would like to obtain. It shows that majority of responses were about for getting training on hygiene promotion and behavioral changes. Training duration should be 3-5 day long and must be participatory. While a few portion of respondents opined to get training on maternal child and health and on water safety in addition to hygiene promotion training.

They opined such training should be facilitated either by

relevant expert or Practical Action Bangladesh and

UPPR. Venue for the training may be at local level e.g. pourashava training center, office premises.

Apart from their self-capacity building they suggested ensuring use of materials in training conduction and awareness raising activities at field level. Note: Multiple responses of the respondents

are counted.

Hygienepromotion andbehavioralchanges

Maternal childhealth

Water, SafetyPlan (WSP)

Community Facilitators (CF) Areas / Issues Current capacity / practices Identified gaps in capacity /

practices Issues need to be addressed

Overall roles and responsibility, training, meeting conduction, delivery hygiene messages etc.

• Problem identification and

Prioritization • Participate for community

survey • Prepare Action Plan / CAP • Delivery hygiene messages

particularly hand washing, cleanness, -through group meeting

• Operating savings and credit activity

• Implementing infra-structure and socio-economic programme

• Implementation monitoring • Organizing monthly meeting

• Having no proper training on

HHP and TOT. 46% CF received training on “Health practice behavior and cleanliness” and “Sanitation and Hygiene.

• Having poor or no facilitation methods/techniques

• Low level of knowledge on water and sanitation

• Limited or no skills on water Safety Plan (WSP)

• 20% CF only have capacity /used to deliver hygiene messages particularly hand washing, cleanness, -through group meeting

• 50% CF opined that UPPR providing Hygiene and sanitation messages through group meeting and pictorial presentation.

• Training on participatory planning/ hygiene CAP development

• ToT on hygiene promotion • Communication skill to

deliver hygiene messages in the community.

• Questioning skills, monitoring PME activity.

• Use of hygiene tools and techniques.

• Capacity building on social mobilization for hygiene promotion

Suggestions from the respondents: All the respondents (100%) from CF emphasized to get basic training on hygiene promotion by relevant expert, Practical Action or UPPR. They strongly urged to have refresher training and supply those training materials.

Community Development Centers (CDC) leaders Areas / Issues Current capacity / practices Identified gaps in capacity /

practices Issues need to be addressed

Hand Washing Aware about hand washing before eating, after toilet use and after bottom cleansing of under 5 children

Know the necessity of soap use for proper hand washing

They are not used to washing both hands rightly in spite of having understanding / awareness.

Addressing the proper hand washing using soap through demonstration

Sanitation (Hygienic latrine)

Inadequacy of sanitary latrine (infrastructure)

Disseminate awareness on disposal of child feces and open defecation prevention

Use of unhygienic sanitary latrine due having less understanding in operation and management

O&M training to address cleanness and use of hygienic latrine

Safe Water Have preliminary knowledge about safe water, source of safe water, contamination process etc.

Community use municipal pipe water for drinking which they think is not hygienic and wants to aware the community on water safety plan (WSP)

Inadequate sources of safe water Not used to collect and use safe drinking water.

Collection and use of safe drinking water including WSP

Environmental Hygiene

Used to aware the community on drainage system and waste management

Lack of waste disposal point/dustbin

Having no smooth drainage system in the community in spite of availability of required drain.

Maximum drain remain unclean

Social mobilization and sensitization to manage drainage system to protect hygienic environment.

Municipality and City Corporation Staff In order to capturing TNA for Municipality and City Corporation staff Health Supervisor, EPI supervisor, Slums Development Officer were consulted / interviewed. The findings were as follows:

Current capacity / practices Identified gaps in capacity / practices Issues need to be addressed

Day and sanitation month observation, meeting, training, assist in community awareness raising events.

Attend different events, guidance for preparing plan, implementation and monitoring the activities.

The communities are aware so far on sanitation & Hygiene but not in practice the hygiene issues.

Behavioral changes in hygiene practices rarely happening

Training for EPI workers at field level

Need more training on awareness raising, maintenance, and hygiene promotion, particularly for the people in root level

Awareness raising activity along with related materials need to distribute in the schools

Training, materials, issue-based human resources are required for improvement

School level Education Officer and Teachers

Areas / Issues Current capacity / practices Identified gaps in capacity /

practices Issues need to be addressed

Changing Hygiene

behavior at school level

Aware the guardians, teachers and students on health and hygiene education

Hygiene issues are discussed during the monthly meeting

Lack of arrangement for proper hygiene tools in school

Hygiene sessions are conducted without adequate hygiene promotional materials.

Most of poor students are not habituated to sanitation and hygiene behavior.

Need to conduct hygiene session in school level with adequate hygiene promotional materials.

Necessity of hygiene education at School level

Understand the necessity of hygiene education and share message at school level specially primary school and

Government is not taking up adequate hygiene promotion program at school level.

Need to undertake hygiene education program in every school

School curriculum on sanitation and hygiene education.

Some personal hygiene related issues are included in the curriculum.

Sanitation, health and hygiene topics are not covered in the curriculum.

Adequate sanitation and hygiene issues should be incorporated in the curriculum. Or the issues need to address in alternative ways.

Develop and demonstration of IEC and BCC materials in the school.

Student Brigade

Student brigades are available so far in the schools assessed under the assignment.

Sometimes they clean the classroom and school premises.

In most cases, student brigades are not functioning to meet its objectives.

The activities of brigade’s members (students) are not taking positively by the guardians in many cases.

The members of Student Brigade should be trained up.

Respective guardians need to be consulted and motivated about student brigade.

Preparing school hygiene calendar

School Student Areas / Issues Current capacity / practices Identified gaps in capacity /

practices Issues need to be addressed

Hand washing

Maximum students more or less can say the necessity and techniques of hand washing.

Few of students wash hand before eating and after using latrine.

The most of student having with partial knowledge on hand washing

Washing both hand rightly and in proper time not realized among the maximum students particularly students from poor and ultra-poor HHs.

Most of them used to wash single hand with water before having food and after defecation.

• Appropriate process of hand washing with soap

• Importance of washing both hands

• Awareness about capturing nails and figure during washing.

Sanitation Students characterize that

hygienic sanitation can be considered that are constructed, clean and free from bad odor, germs, dust and fenced with round the sides.

Though around half of the students (53%) have knowledge on hygienic latrine but majority do not use the hygienic latrine

About 47% students’ still with unclear knowledge about hygienic sanitary latrine and cleaning process of latrine

Need to address the knowledge and practice level through regular demonstration of the use and maintenance of hygienic latrine

Safe water

A portion of students meant by safe water which is free from arsenic, while remaining portion said free from germ, pollution and clean. Tube-wells are main sources of safe drinking water.

Narrow knowledge regarding the main causes of water borne diseases.

Demonstration of WSP among the students