The “Why CLTS?” exercise
Display on a lip chart or some other means the objectives of the workshop. read them out and
ask if participants understand them well. ask if any clarifications are needed. relate the objectives to the
expectations.
keep the statement of objectives on the wall throughout the entire duration of the workshop. you
will be returning to them at the end of the training.
Don’t spend more than fifteen minutes on the above agenda items.
Trainers must also prepare for themselves the objectives for each session of the workshop.
Emphasise that it is important to note, if necessary, that this is not a training workshop after which
participants will receive a certiicate as CLTS facilitators. This is not about putting another course
they have done on their list. The proof of whether they have really participated in the training will lie in
their future work and its outcome.
If you are facilitating an advanced training of trainers course with experienced CLTS
facilitators, please ensure that you allocate sufficient time for practice sessions by the trainers
with co-trainers. introduce the concept of the Experiential Learning Cycle ELC, including use
of Lecturettes, role Play, Case Studies, the Co- Trainer concept, etc. you could also form groups
to watch the facilitation and team management in the field and exchange notes at the end of each
day to determine different categories of learners and trainers e.g. star, cooperative, shy, lonely and
problem learners. Decide strategies for the next day in order to improve the quality of training and
enhance participation of all trainers. With close observation and the right lexible training strategy in
place, a ”problem learner” could be transformed into a ”star learner”. Experienced trainers have to decide
and choose very carefully what tool they want to use from the tool basket to meet any particular training
need. Lecturettes, case studies, and presentations are generally effective in addressing ”knowledge”
”information” oriented needs. These are useful and are focused towards ”gaining knowledge”. Whereas
”role plays”, ”games”, ”demonstrations”, and ”field work”, etc., effectively deal with needs related
to ”behaviour change”, ”attitude and practice”, ”relections on mind-set”, ”acquiring skills”, etc.
More detail on the ELC can be found in appendix B, and general classroom facilitation tips are given in
appendix C.
7 TraininG and learninG acTiviTies and exercises
7.1 The “Why CLTS?” exercise
To initiate discussion on the rationale of the CLTS approach, form random groups of three or four
depending on the number of participants and ask them to:
n Discuss past rural sanitation projects that failed or
didn’t produce the desired results. The discussions should refer to projects that are generally known in
the country.
n Write down the reasons for the failure of the
project and then present these to the large group. When some groups come up with too many
causes of failure, it is often useful to request them to rank the first 3-4 major causes.
n Select a person to chair the presenting back session.
n allow discussion after each presentation.
n ask everyone’s view on each of the reasons for the
failure of the project. n
keep the posters from the group exercise on the wall throughout the workshop. ask volunteers
to collate, summarise and post up the three or four factors which rank highest. refer to these
throughout the workshop.
n Be alert and observant. at this stage you can
identify participants who tend to dominate or impose their views. it is good to remind everyone
at this stage that the CLTS training is about being open to entirely new learning experiences.
n When challenging questions are raised, refer
these to the group to respond, or suggest asking community members, as appropriate.
n Emphasise the difference between teaching and
learning.
Woman from a triggered community making presentation, Chisamba, Zambia.
Describe CLTS
Use a combination of lecturette, video and slide show, interspersed with group exercises. a
lecturette is a short version of a lecture. Lectures are used in “Teaching”, whereas in “Training,” and
more especially in Experiential Learning approaches, lectures are not used. instead “lecturettes” are used
which never exceed 15 to 20 minutes and which use many visuals and often draw on the experiences
of the participants, who are adult learners. Long lectures are avoided in training as the level of
concentrationattention tends to fall sharply after 20 minutes.