1008 PLANNING WATER SUPPLY AND SANITATION PROJECTS IN DEVELOPING NATIONS
academic programs, short courses, seminars, and internships
to address different audiences yet meet the specific needs of
each. Brief discussion is given below.Academic ProgramsAcademic programs include regular undergraduate and
graduate programs at universities, and technology or voca-
tional programs in polytechnics and colleges. Both programs
have different objectives.
University Programs Regular academic programs such
as master’s and bachelor’s degrees in civil, sanitary or envi-
ronmental engineering, biology, public health, and so on.
have been modeled along the lines of western universities.
These programs often may not be directly applicable to the
needs of the developing nations. It is necessary to modify or
develop new programs tailored for their national needs. As
an example, graduates in civil, sanitary or public health engi-
neering must also know community interactions, socio-eco-
nomic implications, relationships between service levels and
health and well-being, that dictate the success or failure of
any water supply and sanitation projects, especially in rural
and urban settings of developing nations.
Technology Programs The technology or vocational
programs should be directed towards training technicians,
health inspectors, and community workers. Specialized train-
ing is needed so that these personnel can undertake field work,
organize the community, conduct training, and assist the com-
munity in the selection and installation of water supply and
sanitation facilities, and provide continued operation and
maintenance of such facilities. Special training is needed for
personnel to motivate people and implement the programs in
rural areas where approximately 75% of the population lives.Short Courses and SeminarsIn corporation with the health ministry specialized short
courses of one- or two-week duration should be conducted at
universities, colleges, and high schools. These short courses
should be designed to provide training to full-range of
people including decision makers, engineers, operators and
community workers.
Decision Makers The government officials who have
the responsibility for setting up priorities, and allocation
of funds must be aware of the relationship between service
levels and health and other benefits, cost of construction and
operation, and short-range and long-range implications of
the investments in water supply and sanitation projects.
Engineers and Designers The intensive short courses
designed for engineers and designers should cover the suc-
cesses and failures of different projects, improvements
needed in future systems, public education, and how to relate
health conditions and project objectives in order to develop
the most cost-effective system for the specific conditions.
Operators and Community Workers Intensive short
courses should be conducted for operators and community
workers in basic topics ranging from chemistry, biology, vec-
tors, communicable diseases, to metal working, equipmentrepairs, operation and maintenance, leak repairs, book keep-
ing, to management of public works projects.
On-the-job Training On-the-job training programs
of varying periods with or without short courses should be
developed to train field workers and inspectors and local
people in construction techniques and operation of water
supply and sanitation systems. Such practical training can
be a powerful tool for manpower development.
Primary Health Care Workers Health education or
sanitation education should be provided at village level.
Villagers, literate or illiterate, should be trained as primary
health care workers, or barefoot doctors, whose training
should be emphasized on prevention, and curative care. Six
to 12 months intensive training could be provided at local
high schools or through health education service.
Users Education Training of villagers in water supply
and sanitation must also be provided as part of user or adult
education program. This can be achieved by mass campaigns
by health education extension services. Health education must
also be instituted in primary schools. This will provide the
broadest, and most dependable coverage to younger groups.
The program must include community sanitation; hygiene
habits in home; fly rodent and other vector control; water con-
tamination and use of water supply devices; and proper use
and maintenance of various types of privies and latrines.Training and Educational Material, and Education of
TrainersIt is important that training, educational and technical
material should be in the form of posters, technical books,
manuals, photographs, slides, films and audio-visual aids.
Audio-visual equipment has been highly successful in train-
ing personnel, and illiterate population in rural areas. A porta-
ble power generator may be necessary for rural areas without
electrification.
Educational material must be carefully prepared for the
specific audience. General health related material covering
disease transmission, vector control, water and food pro-
tection, personal hygiene, should be prepared for general
public with no education. Information on public use of water
supply and sanitation devices should also be prepared for
general audience. Technical and semitechnical information
should cover the design and construction; and operation and
maintenance of different types of water supply and sanita-
tion devices presented earlier in this paper.
The other most important of all training program activi-
ties is the selection and training of instructors or trainers.
Technicians and supervisors should be trained so that they
can teach their colleagues, subordinates or interns on the job.
Education of trainers should be provided in schools, through
short courses, audio-visual aids, and job training.ROLE OF DEVELOPED NATIONSDeveloped nations can play a major role in helping the
developing nations to achieve the original goals of the UNC016_008_r03.indd 1008C016_008_r03.indd 1008 11/18/2005 11:01:58 AM11/18/2005 11:01:58 AM