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Hybrid Distance Learning - IRC [short version]


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Short presentation of a hybrid form of distance learning in the water sector (case Ethiopia by IRC and partners)

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Hybrid Distance Learning - IRC [short version]

  1. 1. Hybrid Distance Water Learning in Ethiopia Review of experience Jan Teun Visscher Martine Jeths Hugo de Vos Lenneke Knoop
  2. 2. Staff capacity for WATSAN sector  Very important need for capacity building in the Ethiopian water and sanitation sector  Staff is already working in the field, but they need to learn more about how to facilitate the water committees and the community to sustain their water and sanitation systems  To help them at their place of work a consortium of AAU, MetaMeta, LeAF, IRC, and SNV have developed two distance learning courses
  3. 3. Hybrid distance learning  Guided practice based self learning at the place of work (paper based, CDRom, Internet)  Learning with colleagues  Sharing experience with trainers (by postal mail or email) and getting feedback  Getting support on the workplace by visiting trainer or resource person
  4. 4. Four modules  Community water supply dealing with the complexity of water supply and presenting an overview of systems that are applied in Ethiopia  Water quality introducing both chemical and microbial water quality assessment through water quality analysis and sanitary inspections  Management of water quality hazards presenting an overview of hazard categories and options to manage these hazards in the water cycle at community level  Water safety plans bringing together the learning in the first three modules and developing a structured plan for water supply improvement and control
  5. 5. Participants  Review materials and testing through self assessments  Apply and submit results (Description of a community water supply, Simple sanitary survey)  Submit larger assignment (Water safety Plan; Sanitation Service Plan)  Make arrangement for field visit by trainer  Make final assignment
  6. 6. Approach used in the programme 1. Preparing materials with partners 2a. TOT WQ&WSP 21 trainers 2b. TOT WW 10 trainers Inception AWASSA 6 trainers12 trainees Promotion meeting Inception Wolisso 8 trainers 20 trainees Inception ADDIS 10 trainers 11 trainees 3 meetings, 2 field visits 9 trainers / 11 trainees 5 meetings, 2 field visits 4 trainers / 12 trainees 1 field visit 4 trainers / 12 trainees
  7. 7. Training of trainers (5 days) Learning by doing in TVETC in Wolisso The only water source in summer Instilling sanitation habits Looking at risks in different systems
  8. 8. Some problems that trainers identified
  9. 9. The challenge: Help WATSAN staff to better assist communities to help themselves, if needed with some external support
  10. 10. Main Results  Positive results overcame initial doubts about applicability of distance learning  Trainees were very enthusiastic and want to make more Community Water Safety Plans (CWSP) and get additional HDL training  Staff from Water Bureau and TVETC worked together in the field, showing keen interest  CWSP encourages integrated thinking and action on the ground (Handpump wells were improved, water committee was replaced etc.)
  11. 11. Reflection  Trainers and trainees considered HDL useful for themselves and for colleagues and were positively surprised about community interest  Many systems can be improved and better managed with local means, but larger interventions require some external support  Collaboration TVETC and WaterBureau is important  Expanded HDL course under development which already counts with support from SNV and RiPPLE
  12. 12. Potential for using it elsewhere  What do you think about the approach  Write one positive point and one limitation Please inform Martine and Jan Teun if you see potential in areas where you work