|Overview & Objectives|
|Formation and training of promoters|
|Support and extension work|
|Tech selection and financing|
|What else needs to be done?|
Involvement with the communities was initiated through collaboration with community groups and civic organizations that requested assistance in establishing community projects regarding the dry "ecological" toilet. These groups were an important component of the project, as they have the organizational skills and experience to replicate the work and provide follow-up beyond the project's time frame when ESAC is no longer present. The organizations also have internal mechanisms for disseminating the information, and thus impacting a larger area.
In the one region that we worked without the involvement of a local organization, the project was a failure- not a single dry ecological toilet was built. In this situation, a methodology that focused on the individuals, rather than the system we designed for sustainable replication, may have worked better. Unfortunately, it was beyond the scope of our organization to provide this type of support.
The model that ESAC developed for this project of sustainable replication was based on popular education methodologies. It began with the training of "regional promoters" who could bring skills and information to actors at the community level- "local promoters." A special emphasis was placed on the process of learning itself.
Regional promoters were trained during nine (3-5 day) workshops held over a periods of sixteen months in Cuernavaca.
The workshop contents included:
CONCEPTS: ecological sanitation, risk analysis
TECHNOLOGIES: dry toilet: hygiene, use, maintenance and construction; urine diverting toilet bowl construction; composting and worm composting of kitchen and livestock waste.
PRODUCT APPLICATION: use of urine as fertilizer, pathogen behavior, vegetable gardening: biodynamic and mulch beds.
EDUCATIONAL METHODOLOGIES: Participatory community research and analysis with a gender perspective regarding water, soil and domestic waste, past and present use of urine within the communities; strategic planning, systematization, evaluation, learning and memory processes; group facilitation and dynamics.
As regional promoters acquired the skills and information necessary to teach about ecological sanitation, they communicated these lessons to the local promoters. Local promoters were then responsible, with the guidance of the regional promoter, for planning and carrying out waste treatment projects within their communities.
|Espacio de Salud|