This is a brief account of how Terry Wolfer and Robin (Buz) Kloot of the University of South Carolina stumbled upon CLTS as a solution to problems they encountered whilst working on issues of access to safe drinking water in Uganda. Without training, by just using the CLTS Handbook as their guide, they were able to train local Shepherd’s Heart International Ministries (SHIM) staff and trigger communities in the Buvuma Islands on Lake Victoria.
This paper by Anupma Verma of Knowledge Links, India, describes her experience of triggering CLTS with children in schools and villages. She gives examples of how children have acted as change agents in Himachal Pradesh, Uttrakhand and in some other states of India. She also incorporates her recent experience of triggering CLTS with children in Cambodia.
Note by Amrit Mehta of Knowledge Links, India, on his experience of CLTS triggering with children in schools as well as in villages. It shows that children can act as a powerful agents of change within communities.
This Field Note discusses the evolution of sanitation programming in UNICEF and the origins of CATS (Community Approaches to Sanitation). It examines each of the CATS essential elements and explores their implementation through country case studies. The case studies illustrate a range of methods under the CATS umbrella: Community-Led Total Sanitation (CLTS) in Sierra Leone and Zambia; School-Led Total Sanitation (SLTS) in Nepal; and the Total Sanitation Campaign (TSC) in India.
Good hygiene is part of total sanitation but deeply embedded cultural beliefs can make behaviour change difficult. Therefore, to plant the seeds of change early, Plan Bangladesh supports a programme of school sanitation and household hygiene education through a child-to-child approach in 83 schools of Sreepur upazila.
After attaining ODF, the people of Baladangi village in Khansama, Bangladesh engaged in a number of activities to make their village environmentally friendly respecting everyone’s rights to education, hygiene, sanitation, nutrition, livelihood, cultural heritage and social harmony.
SLTS has been implemented in Nepal since 2005. The approach incorporates the basic elements of the School Sanitation and Hygiene Education (SSHE) programme, the reward and revolving fund aspects of the Basic Sanitation Package (BSP), and the participatory tools and techniques of Community-Led Total Sanitation (CLTS). In the 15 districts of Nepal where UNICEF is active, SLTS is reaching out to 60,000 households with 300,000 people, with leadership coming from 200 schools.
The Child-to-Child Approach is an educational process that links children’s learning with taking action to promote the health, wellbeing and development of themselves, their families and their communities. This case study by Afrianto Kurniawan describes the application of the child to child approach in CLTS in Indonesia.
