Video of trainees performing in the field and playback
in section 7.4 above, please refer to respective pages in the Handbook of CLTS for example “key
questions”.
identify team members who will facilitate the participation of adults and of children. Children
should always be involved and facilitated separately, away from the space where the adults are gathered.
The team members and roles that have been found to be effective are:
Adult group facilitators
1 Lead facilitator, who leads the facilitation process and discussion by asking questions, initiating
participatory exercises and steering the process through different collective activities. The lead
facilitator should be luent in the local language and a person with skills in communication, a right
attitude to learning from the local communities, and experience of participatory work.
2 Co-facilitator, who helps the lead facilitator in managing the entire process of facilitation
by ”paraphrasing”, ”summarising”, helping to manage large community groups, carrying out
participatory analysis and helping in eliciting community responses.
3 Content and process recorder, who records what happens and monitors how the team is following
the agreed strategy; heshe also helps the lead facilitator as and when required.
4 Environment setter, who ensures conducive environment, makes sure that children are
separated at the right time in the beginning and are involved in their own participatory exercises,
deals with difficult people and monitors for right timing of the adults’ and children’s groups for the
children’s presentation to the adults.
Children’s group facilitators
1 lead facilitator 2 co-facilitator
3 environment setter as for adult group 4 facilitator for slogans, rhymes and procession.
if it is difficult for women to take part, or if they will be marginalised when they do, convene a separate
meeting with them in a suitable venue, with only women as facilitators.
Encourage teams to draw up codes of conduct for triggering, including signals that will be used if team
members fall into lecturing mode, dominate or ask lead questions, e.g. shoulder tapping or passing a
marker pen to the person.
Warn the groups that they will need to write up their group reports on each day’s triggering exercise, to
feed into their final report at the end of the week.
Informal meeting with village leaders
Near the end of the first day, welcome the village leaders who have come to discuss the programme
for the next day and to meet the teams. Have tea and snacks with them. Share the hope of meeting
everyone, and of being able to walk around the village. Do not discuss the strategy of facilitation or
the no-subsidy policy.
Make sure all preparations for the field visits are finalized beforehand.
appendix D contains a checklist
of materials to be taken to the field for facilitating community analysis and CLTS triggering.
9 communiTy hands-on fieldWork