Volume 8 final by GEORGE DIAMANDIS

ELEARNI NG FOR THE OPERATORS OFWASTEWATER TREATMENT

VOLUME 8

8. ADMINISTRATION PUBLIC RELATIONS & PROMOTION OFTHE WWTP

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ADMINISTRATION - PUBLIC RELATIONS & PROMOTION OF THE WWTP2 8.1 ADMINISTRATION OF THE WWTP 8.1.1 Planning 8.1.2 Organizing 8.1.3 Staffing 8.1.4 Operation & maintenance 8.1.5 Emergency response 8.2 PUBLIC RELATIONS & PROMOTION OF THE WWTP 8.2.1 Creating Information Material 8.2.2 School Campaigns 8.2.3 Media campaigns – posters & flyers 8.2.4 Media campaigns – radio 8.2.5 Media campaigns – video 8.2.6 Media campaigns – internet38 8.3 QUESTIONS & ANSWERS

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8. ADMINISTRATION

- PUBLIC RELATIONS & PROMOTION OF THE

WWTP 8.1 Administration of the WWTP The management of a public or private utility, large or small, is a complex and challenging job. Communities are concerned about their drinking water and their wastewater. They are aware of past environmental disasters and they want to protect their communities, but, they want this protection with a minimum investment of money. In addition to the local community demands/the utility manager must also keep up with increasingly stringent regulations and monitoring from regulatory agencies. While meeting these external (outside the utility) concerns, the manager faces the normal challenges from within the organization, making ethical and responsible decisions regarding: personnel, resources, equipment, and preparing for the future. For the successful manager, all of these responsibilities combine to create an exciting and rewarding job. In the environmental field, as well as other fields, the workforce itself is changing. Minorities, women, and people with disabilities provide new opportunities for growth in the utility. For the employee, however, overcoming employment barriers can be difficult, especially when the workload is demanding and physically challenging. The utility manager must provide adequate support services for these operators and learn to deal with organized worker groups. Changes in the environmental workplace also are created by advances in technology. The environmental field has exploded with new technologies, such as computer-controlled wastewater treatment processes and collection systems. The utility manager must keep up with these changes and provide the leadership to keep everyone at the utility up to speed on new ways of doing things. In addition, the utility manager must provide a safer, cleaner work environment while constantly training and retraining operators to understand new technologies.

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The functions of a utility manager are the same as for the CEO (Chief Executive Officer) of any big company: planning, organizing, staffing, directing, controlling, operation & maintenance and response to emergency. In many small communities the utility manager may be the only one who has these responsibilities and the community depends on the manager to handle everything.

Planning consists of determining the goals, policies, procedures, and other elements to achieve the goals and objectives of the agency. Planning requires the manager to collect and analyze data, consider alternatives, and then make decisions. Planning must be done before the other managing functions. Planning may be the most difficult in smaller communities, where the future may involve a decline in population instead of growth. Organizing means that the manager decides who does what work and delegates authority to the appropriate operators. The organizational function in some utilities may be fairly loose while some communities are very tightly controlled. Staffing is the recruiting of new operators and staff and determining if there are enough qualified operators and staff to fill available positions. The utility manager's staffing responsibilities include selecting and training employees, evaluating their performance, and providing opportunities for advancement for operators and staff in the agency. Directing includes guiding, teaching, motivating, and supervising operators and utility staff members. Direction also includes issuing orders and instructions so that activities at the facilities or in the field are performed safely and are properly completed. Controlling involves taking the steps necessary to ensure that essential activities are performed so that objectives will be achieved as planned. Controlling means being sure that progress is being made toward objectives and taking corrective action as necessary. The utility manager is directly involved in controlling the treatment process to ensure that the wastewater is being properly treated before discharge and to make sure that the utility is meeting its short- and long-term goals. Operation & maintenance vary depending on the size of the utility. At a small utility, the manager may oversee all utility operations while also serving as chief operator and supervising a small staff of operations and maintenance personnel. In larger utility agencies, the manager may have no direct, day-to-day responsibility for operations and maintenance but is ultimately responsible for efficient, cost-effective operation of the entire utility. Whether large or small, every utility needs an effective operations and maintenance program. Emergency response in a case of a natural disaster or when chemical substances released.

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8.1.1 Planning A very large portion of any manager's typical work day will be spent on activities that can be described as planning activities since nearly every area of a manager's responsibilities require some type of planning. Planning is one of the most important functions of utility management and one of the most difficult. Communities expect the discharge of treated effluent not to cause any adverse impacts on the environment or public health. The management of wastewater utilities must include building the resources and financial capability to provide for future needs. The utility must plan for future growth, including industrial development, and be ready to provide the plant capacity and level of treatment that will be needed as the community grows. The most difficult problem for some small communities is recognizing and planning for a decline in population. The utility manager must develop reliable information to plan for growth or decline. Decisions must be made about goals, both short-and long-term. The manager must prepare plans for the next two years and the next 10 to 20 years. Remember that utility planning should include operational personnel, local officials (decision makers), and the public. Everyone must understand the importance of planning and be willing to contribute to the process. Operation and maintenance of a utility also involves planning by the utility manager. A preventive maintenance program should be established to keep the system performing as intended and to protect the community's investment in collection and treatment facilities. The utility also must have an emergency response plan to deal with natural or human disasters. Without adequate planning your utility will be facing system failures, inability to meet compliance regulations, and inadequate service capacity to meet community needs. Plan today and avoid disaster tomorrow.

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8.1.2 Organizing A utility should have a written organizational plan and written policies. In some communities the organizational plan and policies are part of the overall community plan. In either case, the utility manager and all plant personnel should have a copy of the organizational plan and written policies of the utility. The purpose of the organizational plan is to show who reports to whom and to identify the lines of authority. The organizational plan should show each person or job position in the organization with a direct line showing to whom each person reports in the organization. Remember, an employee can serve only one supervisor (unity of command) and each supervisor should ideally manage only six or seven employees. The organizational plan should include a job description for each of the positions on the organizational chart. When the organizational plan is in place, employees know who is their immediate boss and confusion about job tasks is eliminated.

8.1.3 Staffing The utility manager is also responsible for staffing, which includes hiring new employees, training employees, and evaluating job performance. The utility should have established procedures for job hiring that include requirements for advertising the position, application procedures, and the procedures for conducting interviews. In the area of staffing, more than any other area of responsibility, a manager must be extremely cautious and consider the consequences before taking action. Hiring new employees requires careful planning before the personal interview process. In an effort to limit discriminatory hiring practices, the law and administrative policy have carefully defined the hiring methods and guidelines employers may use. The selection method and examination process used to evaluate applicants must be limited to the applicant's knowledge, skills, and abilities to perform relevant job-related activities. In all but rare cases, factors such as age and level of education may not be used to screen candidates in place of performance testing. A description of the duties and qualifications for the job must be clearly defined in writing. The job description may be used to develop a qualifications profile. This qualifications profile clearly and precisely identifies the required job qualifications. All job qualifications must be relevant to the actual job duties that will be performed in that position.

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The following list of typical job qualifications may be used to help you develop your own qualifications profiles with advice from a recruitment specialist.

1. General Requirements: a. Knowledge of methods, tools, equipment, and materials used in wastewater utilities. b. Knowledge of work hazards and applicable safety precautions. c. Ability to establish and maintain effective working relations with employees and the general public. d. Possession of a valid state driver's license for the class of equipment the employee is expected to drive. 2. General Educational Development: a. Reasoning: Apply common-sense understanding to carry out instructions furnished in oral, written, or dia-grammajical form. b. Mathematical: Use a pocket calculator to make arithmetic calculations relevant to the utility's operation and maintenance processes. c. Language: Communicate with fellow employees and train subordinates in work methods. Fill out maintenance report forms. 3. Specific Vocational Preparation: Three years of experience in wastewater utility operation and maintenance. 4. Interests: May or may not be relevant to knowledge, skills, and ability; for example, an interest in activities concerned with objects and machines, ecology, or business management. 5. Temperament: Must adjust to a variety of tasks requiring frequent change and must routinely use established standards and procedures. 6. Physical Demands: Medium to heavy work involving lifting, climbing, kneeling, crouching, crawling, reaching, hearing, and seeing. Must be able to lift and carry number of kgâ&#x20AC;&#x2122;s for a distance of meters. 7. Working Conditions: The work involves wet conditions, cramped and awkward spaces, noise, risks of bodily injury, and exposure to weather.

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Training and Certification Training has become an ongoing process in the workplace. The utility manager must provide new employee training as well as ongoing training for all employees. Safety training is particularly important for all utility operators and staff members. Certified wastewater collection system and treatment plant operators earn their certificates by knowing how to do their jobs safely. Preparing for certification examinations is one means by which operators learn to identify safety hazards and to follow safe procedures at all times under all circumstances. Although it is extremely important, safety is not the sole benefit to be derived from a certification program. Other benefits include protection of the public's investment in wastewater collection and treatment facilities and employee pride and recognition. Vast sums of public funds have been invested in the construction of wastewater collection and treatment facilities. Certification of operators assures utilities that these facilities will be operated and maintained by qualified operators who possess a certain level of competence. These operators should have the knowledge and skills not only to prevent unnecessary deterioration and failure of the facilities, but also to improve operation and maintenance techniques. Achievement of a level of certification is a public acknowledgment of a wastewater collection system or treatment plant operator's skills and knowledge. Presentation of certificates at an official meeting of the governing body will place the operators in a position to receive recognition for their efforts and may even get press coverage and public opinion that is favorable. An improved public image will give the certified operator more credibility in discussions with property owners. Recognition for their personal efforts will raise the self-esteem of all certified operators. Certification will also give wastewater collection system and treatment plant operators an upgraded image that has been too long denied them. If properly publicized, certification ceremonies will give the public a more accurate image of the many dedicated, well-qualified operators working for them. Certification provides a measurable goal that operators can strive for by preparing themselves to do a better job. Passing a certification exam should be recognized by an increase in salary and other employee benefits.

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8.1.4 Operation & maintenance Purpose The purpose of Ο & Μ programs is to maintain design functionality (capacity) or to restore the system components to their original condition and thus functionality. Stated another way, does the system perform as designed and intended? The ability to effectively operate and maintain a wastewater treatment utility so it performs as intended depends greatly on proper design (including selection of appropriate materials and equipment), construction and inspection, acceptance of the constructed facility following final inspection, and system start-up. Permanent system deficiencies that affect Ο & Μ of the system are frequently the result of these phases. Ο & Μ staff should be involved at the beginning of each project, including planning, design, construction, acceptance, and startup. When a utility system is designed with future Ο & Μ considerations in mind, the result is a more effective Ο & Μ program in terms of Ο & Μ cost and performance. Effective Ο & Μ programs are based on knowing what components make up the system, where they are located, and the condition of the components. With that information, proactive maintenance can be planned and scheduled, rehabilitation needs identified, and long-term Capital Improvement Programs (CIP) planned and budgeted. High-performing agencies have all developed performance measurements of their Ο & Μ program and track the information necessary to evaluate performance. Types Wastewater treatment plant maintenance can be either a proactive or a reactive activity. Commonly accepted types of maintenance include three classifications: corrective maintenance, preventive maintenance, and predictive maintenance. Corrective maintenance, including emergency maintenance, is reactive. For example, a piece of equipment or a system is allowed to operate until it fails, with little or no scheduled maintenance occurring prior to the failure. Only when the equipment or system fails is maintenance performed. Reliance on reactive maintenance will always result in poor system performance, especially as the system ages. Utility agencies taking a corrective maintenance approach are characterized by:

• The inability to plan and schedule work • The inability to budget adequately • Poor use of resources • A high incidence of equipment and system failures Emergency maintenance involves two types of emergencies: normal emergencies and extraordinary emergencies. Public utilities are faced with normal emergencies such as sewer

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blockages on a daily basis. Normal emergencies can be reduced by an effective maintenance program. Extraordinary emergencies, such as high-intensity rainstorms, hurricanes, floods, and earthquakes, will always be unpredictable occurrences. However, the effects of extraordinary emergencies on the utility's performance can be minimized by implementation of a planned maintenance program and development of a comprehensive emergency response plan.

Preventive maintenance is proactive and is defined as a programmed, systematic approach to maintenance activities. This type of maintenance will always result in improved system performance except in the case where major chronic problems are the result of design or construction flaws that cannot be corrected by Î&#x; & Î&#x153; activities. Proactive maintenance is performed on a periodic (preventive) basis or an as-needed (predictive) basis. Preventive maintenance can be scheduled on the basis of specific criteria such as equipment operating time since the last maintenance was performed, or passage of a certain amount of time (calendar period). Lubrication of motors, for example, is frequently based on running time.

The major elements of a good preventive maintenance program include the following:

1. Planning and scheduling 2. Records management 3. Spare parts management 4. Cost and budget control 5. Emergency repair procedures 6. Training program

Some benefits of taking a preventive maintenance approach are: 1. Maintenance can be planned and scheduled 2. Work backlog can be identified 3. Adequate resources necessary to support the maintenance program can be budgeted 4. Capital Improvement Program (CIP) items can be identified and budgeted for 5. Human and material resources can be used effectively

Predictive maintenance, which is also proactive, is a method of establishing baseline performance data, monitoring performance criteria over a period of time, and observing changes in performance so that failure can be predicted and maintenance can be performed on a planned, scheduled basis. Knowing the condition of the system makes it possible to plan and schedule maintenance as

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required and thus avoid unnecessary maintenance. In reality, every agency operates their system with corrective and emergency maintenance, preventive maintenance, and predictive maintenance methods. The goal, however, is to reduce the corrective and emergency maintenance efforts by performing preventive maintenance, which will minimize system failures that result in stoppages and overflows.

System performance is frequently a reliable indicator of how the system is operated and maintained. Agencies that rely primarily on corrective maintenance as their method of operating and maintaining the system are never able to focus on preventive and predictive maintenance. With most of their resources directed at corrective maintenance activities, it is difficult to free up these resources to begin developing preventive maintenance programs. For an agency to develop an effective proactive maintenance program, they must add initial resources over and above those currently existing.

Self-test The following self-test is designed for small wastewater treatment facilities to provide a guide for identifying areas of concern and for improving treatment plant management. You should be able to answer yes to most of the questions; however, all utilities have areas that can be improved.

1. Is the treatment system budget separate from other accounts so that the true cost of treatment can be determined? 2. Are the funds adequate to cover operating costs, debt service, and future capital improvements? 3. Do operational personnel have input into the budget process? 4. Is there a monthly or quarterly review of the actual operating costs compared to the budgeted costs? 5. Does the user charge system adequately reflect the cost of treatment? 6. Are all users charged a fair and equitable amount? 7. Are discharged effluent wastewater quality tests representative of plant performance? 8. Are operational control decisions based on process control testing within the plant? 9. Are provisions made for continued training for plant personnel? 10. Are qualified personnel available to fill job vacancies and is job turnover relatively low? 11. Are the energy costs for the system not more than 20 to 30 percent of the total operating costs? 12. Is the ratio of corrective (reactive) maintenance to preventive (proactive) maintenance remaining stable and is it less than 1.0?

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13. Are maintenance records available for review? 14. Is the spare parts inventory adequate to prevent long delays in equipment repairs? 15. Are old or outdated pieces of equipment replaced as necessary to prevent excessive equipment downtime, inefficient process performance, or unreliability? 16. Are technical resources and tools available for repairing, maintaining, and installing equipment? 17. Is the treatment plant's pump station equipment providing the expected design performance? 18. Are standby units for key equipment available to maintain process performance during breakdowns or during preventive maintenance activities? 19. Are the plant processes adequate to meet the requirements for treatment and effluent discharge? 20. Does the facility have an adequate emergency response plan including an alternate power source?

8.1.5 Emergency response Natural Disasters Contingency planning is an essential facet of utility management and one that is often overlooked. Although utilities in various locations will be vulnerable to somewhat different kinds of water. This gap prevents the contamination of drinking water by backsiphonage because there is no way potentially contaminated water can reach the drinking water supply. natural disasters, the effects of these disasters in many cases will be quite similar. As a first step toward an effective contingency plan, each utility should make an assessment of its own vulnerability and then develop and implement a comprehensive plan of action. All utilities suffer from common problems such as equipment breakdowns and leaking pipes. During the past few years there has also been an increasing amount of vandalism, civil disorder, toxic spills, and employee strikes, which have threatened to disrupt utility operations. In observing today's international tension and the potential for nuclear war or the effects of terrorist-induced chemical or biological warfare, water and wastewater utilities must seriously consider how to respond. Natural disasters such as floods, earthquakes, hurricanes, forest fires, avalanches, and blizzards are a more or less routine occurrence for some utilities. When such catastrophic emergencies occur, the utility must be prepared to minimize the effects of the event and have a plan for rapid recovery. Such preparation should be a specific obligation of every utility manager. Start by assessing the vulnerability of the utility during various types of emergency situations. If the extent of damage can be estimated for a series of most probable events, the weak elements can be studied and protection and recovery

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operations can center on these elements. Experience with disasters reveals situations that are likely to disrupt the ability of a utility to function. These include:

1. The absence of trained personnel to make critical decisions and carry out orders 2. The loss of power to the utility's facilities 3. An inadequate amount of supplies and materials 4. Inadequate communication equipment

The following steps should be taken in assessing the vulnerability of a system: 1. Identify and describe the system components. 2. Assign assumed disaster characteristics. 3. Estimate disaster effects on system components. 4. Estimate customer demand for service following a potential disaster. 5. Identify key system components that would be primarily responsible for system failure.

If the assessment shows a system is unable to meet estimated requirements because of the failure of one or more critical components, the vulnerable elements have been identified. Repeating this procedure using several typical disasters will usually point out system weaknesses. Frequently, the same vulnerable element appears for a variety of assumed disaster events. Although the drafting of an emergency plan for a wastewater treatment plant may be a difficult job, the existence of such a plan can be of critical importance during an emergency situation. An emergency operations plan need not be too detailed, since all types of emergencies cannot be anticipated and a complex response program can be more confusing than helpful. Supervisory personnel must have a detailed description of their responsibilities during emergencies. They will need information, supplies, equipment, and the assistance of trained personnel. All these can be provided through a properly constructed emergency operations plan that is not extremely detailed.

The following outline can be used as the basis for developing an emergency operations plan:

1. Make a vulnerability assessment. 2. Inventory organizational personnel. 3. Provide for a recovery operation (plan). 4. Provide training programs for operators in carrying out the plan. 5. Coordinate with local and regional agencies such as the health, police, and fire departments to develop procedures for carrying out the plan.

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6. Establish a communications procedure. 7. Provide protection for personnel, plant equipment, records, and maps.

By following these steps, an emergency plan can be developed and maintained even though changes in personnel may occur. "Emergency simulation" training sessions, including the use of standby power, equipment, and field test equipment will ensure that equipment and personnel are ready at times of emergency.

A list of phone numbers for operators to call in an emergency should be prepared and posted by a phone for emergency use. The list should include: 1. Plant supervisor 2. Director of public works or head of utility agency 3. Police department 4. Fire department 5. Doctor (2 or more) 6. Ambulance (2 or more) 7. Hospital (2 or more)

On-Site Chemical Releases Plants using chlorine or sulfur dioxide in large quantities (for example over 500 kilograms) must develop a Process Safety Management (PSM) program. A PSM program does not have to be developed for normally unoccupied remote facilities. A remote facility is not next to other buildings or processes and is only periodically visited by personnel to perform operating or maintenance tasks. No employees are stationed at a remote facility.

The goal of a PSM program is to prevent or minimize the effects of a major, uncontrolled release of chlorine or sulfur dioxide that could present a serious danger to plant employees. Essential elements of a PSM program include, but are not limited to, the following:

• Operator participation—operators must be involved in the development of various elements of the program. • Process safety information—information must be provided about the hazards and equipment involved in chlorine/ sulfur dioxide use and handling. • Chlorine and sulfur dioxide hazards—information concerning the toxicity, physical characteristics, reactivity, corrosivi-ty, and stability of the chemicals must be provided.

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• Process technology—information concerning inventory, process chemistry, and flow diagrams must be provided. • Equipment information—materials of construction, piping/ instrumentation diagrams, ventilation systems, relief system design, codes and standards used, safety systems such as interlocks and alarms must be identified. • Process hazard analysis—to identify, evaluate, and control hazards involved in the processes. • Operating procedures—written procedures must be developed that provide clear instructions for safely performing maintenance and operating tasks. • Training—training must be provided to each employee working in the area to include an overview of the processes and required procedures. Refresher training must be provided at least every three years or more often if necessary. Operators must be involved in establishing the need for more frequent refresher training. • Contractor work—inform contractors of: (1) potential hazards in the chlorine/sulfur dioxide area, (2) applicable emergency action plans, (3) control procedures for entry and occupancy of the area, and (4) audits you will perform to ensure that the contractor is working safely in the area and that the contractor's employees are trained in hazard recognition, safe work techniques, and emergency action requirements. • Pre-start-up safety review—modifications to the systems that require a change in the process safety information must be reviewed prior to start-up. • Mechanical integrity—written procedures, training, and testing requirements for process equipment must be developed. • Hot work—a written permit is required for hot work operations in or near the chlorine/sulfur dioxide area. • Management of change—before any changes are made in the process, equipment, or work procedures, written procedures must be developed and implemented to manage the changes and ensure that safety and system integrity are not compromised. • Incident investigation—each leak that could have resulted in a catastrophic release must be investigated within 48 hours of the incident. The investigation must include cause(s) and recommendations for prevention. • Emergency planning and response—an emergency action plan for responding to leaks must be developed for the entire plant. • Compliance audits—the program must be evaluated every three years for compliance and adequacy.

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This listing will give you an idea of the size and scope of a PSM program. You may also be required to prepare and comply with a Risk Management Program (RMP) . The RMP deals with potential off-site effects of a chemical release, rather than on-site like the PSM program. One of the requirements of the RMP is dispersion analyses of certain chlorine and sulfur dioxide release scenarios to evaluate hazard potential to areas adjoining your plant. Your local or state environmental management agency should be able to provide you with guidance in the development of programs for your particular plant.

8.2 Public relations & promotion of the WWTP (this whole 8.2 chapter is adapted from source found on http://www.sswm.info/home )

8.2.1 Creating Information Material Executive Summary Creating appropriate and specific information materials for water and sanitation programmes is of key importance and a way to assure a strong and sustained impact and behavioural change in a given community or area. Effective information materials can awaken curiosity and interest in the subject matter. Awareness raising materials is an important way to reach a lot of people.

Why Is It Important to Develop Information Materials? Basically used to enrich a horizontal learning process within the group or community, information materials are a way of sharing useful information in appropriate and interesting forms and on a timely basis to those people and groups who can make the best use of it. Information materials can raise awareness regarding the existence, nature, extent and severity of problems early on in the learning process and, at a later stage, can provide useful and necessary information on technical options and solutions, as well as critical information on construction and installation of selected solutions, as well as recommendations on the appropriate use, operation and maintenance.

If not provided to the targeted audience at the right time, external information can short-circuit the learning process of the group and hinder the expected program results. As different people understand different things, to have access to sequential and orderly information is important. Whereas some information materials (e.g. poster and flyer) might be designed for general consumption of a wide community audience, other materials with more detailed technical information might be directed to a specific group (e.g. water and sanitation committee or parent-

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teachers association) or even individuals with specific responsibilities (e.g. masons or plumbers responsible for installation and maintenance). In this way, the people who receive the information might apply it directly or, in turn, disseminate and transmit it to others, outlining steps to teach and train others.

Who Should Be Involved in Creating Information Materials? Creating effective information materials is generally a multidisciplinary team process, as it requires diverse skills and experience, including a clear grasp of both social and technical issues. In addition, such an undertaking also requires one person who can manage and maintain the broad vision of both text and graphic materials, and how to merge them. Much of the process in developing materials has to do with coordinating the different persons and perspectives involved in the process (writer(s), designer, artist, and printer). And, of course, indirectly, the community (the users of the information) must be at the centre of the process — it is their need, their implicit and explicit demand for relevant information, which must be generated by a participatory learnercentred development process.

Characteristics of Information Materials Once an initial problem identification and information needs-assessment has been carried out, planning the production of material required for the program can begin to take place. Both the written and visual language of the material should be carefully crafted to reflect the context of the users. For graphic purposes, it is critical to carefully consider the local culture and regional characteristics of where the material is going to be used, including dress codes/styles, landscape and architectural typology.

Depending on the target audience, be it for adults or children, key communication elements — such as colloquial vs. technical language — should be identified. In areas where people do not necessarily know how to read and write, it will be necessary to prepare information and training materials that are suitable for the language and cultural context, relying a lot more on clear illustrations. Peoples´ levels of visual literacy can also vary, often depending on their previous exposure to visual communication media. For those less accustomed to looking at visual images, make sure that they will be able to read the images well. But in order to be able to apply and impact of the materials, it might also be useful to develop the information not limited to a very

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specific area by identifying images and “types” that are sufficiently universal to be used in a number of similar areas — i.e. rural, urban, indigenous, etc.

Another consideration has to do with accompanying the material with a section or guidelines on how to use it — suggested target audience, how/when/where to display or distribute, etc. A distinction should initially be made if the information will be geared toward more technical people, like for example, people who would have clear spelled-out responsibilities related to the building, operation and maintenance of water and sanitation systems. Although not commonly taken into consideration, it might be useful to make some sort of provision for the conservation and monitoring of the useful life of the materials. For example, a simple feedback form (possibly with an email or internet address) can facilitate feedback for long-term evaluation and budgeting purposes.

For budgetary purposes, also consider the print run (amount of printed material, including formats, colours, quality of printing, etc.).Will the material be for sale, distributed freely, easily reproduced at a local level? If involved in a local programme, screen/stencil printing might be a way to get local people involved, with a view that the materials could at least be designed with the potential of going to scale.

With Variations, a Typical Materials Development Process Will Have The Following Stages:

1. Developing the concept, timeline and budget for the whole project 2. Identifying the writer(s) for the text and artist(s) and/or graphic designers for the drawings, illustrations or other graphics 3. Deciding on the format and digitalizing first concept with text (getting the messages right) and graphics 4. Sharing drafts with your work group 5. Field-testing the materials to find out how potential users interpret the messages and visuals 6. Incorporating group’s and users’ feedback into the final draft including graphic design 7. Having the revised proofs, final print and distribution

Different Materials, Different Media Posters, stickers, banners: with striking visual images and provocative one-way messages, these materials can be publicly displayed indoors or outdoors to wide audiences. Factsheets, booklets,

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newsletter, guidelines and manuals: although time-consuming to produce and distribute, using the written word and pictures helps to communicate in a long-lasting form. Mass media â&#x20AC;&#x201D; newspapers, radio, videos and TV and internet: make use of the mass media to publicise information, opinions and concerns to a larger audience and to influence people in power and decision-making positions. Mass media reaches very large audiences and is an efficient means to widely publish. Today the internet is used in participatory processes and it helps to link participants from different regions or countries, share information or distribute educational material.

Information Material and Participatory Materials and Approaches It is useful to distinguish between purely didactic (one-way) information materials and materials that are specifically designed to stimulate participatory horizontal learning processes. These latter tools are generally free of fixed messages and rather support group reflection, analysis and planning, and the development of organisation, negotiation and problem solving skills. They help in establishing a trust relationship. Expressive materials such as photographs help support description of a situation through participatory sessions. These types of tools are commonly used to address problems with creative solutions.

As mentioned above, information materials are most effective when they are designed to support and harmonise with (rather than a substitute for) true participatory development processes. Participatory approaches cover a wide range of tools and methodologies which all have one common feature: they all attempt to actually involve "the public," and give them both a stake in the outcome of the process and power to determine its direction. Most participatory approaches work with group of people, for example, existing community groups, school classes, groups of teachers or other groups. An example of a program which is now applied in several African countries is participatory hygiene and sanitation transformation (PHAST). PHAST emphasises empowerment of members to assess their own knowledge base, investigate the local environment and visualise a future scenario for their own community.

Applicability Information material can be used in relation to any topic and any issue. As noted above, it is important that it meets the requirements of the target population, i.e. that pictures are used when dealing with illiterate segments of the population or children, that dress codes, architectural style, ethnic idiosyncrasies, etc. are recognised, and that the information content is adapted to the needs of the target population. Appropriate information material can be an important contribution to accompany many social or technical interventions.

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8.2.2 School Campaigns Executive Summary A school campaign on water and sanitation consists of two main components: one component is the provision of safe water and sanitation facilities in schools. The other component is a school education that promotes practices helping to prevent water and sanitation-related diseases and teaches the wise use of water and favourable hygiene behaviour in the future generation of adults. Therefore, an effective school programme consists of adequate planning, management, training and capacity building, coordination among the institutions involved, and participatory education in addition to sound construction of water and sanitation facilities with child-friendly designs. If these conditions are created, children come to school, enjoy learning, learn better and take back to their families and communities concepts and practices on water, sanitation and hygiene. This factsheet gives an overview on issues to consider when planning a school campaign.

The Challenge Today, in many countries, students suffer from non-existent or insufficient water supply, sanitation and hand washing facilities; toilets that are not adapted to the needs of children, in particular girls; broken, dirty and unsafe facilities; non-existent or irrelevant health and hygiene education for children and dirty classrooms and school compounds . Besides health impacts and the spread of diseases and intestinal parasites (see also health and hygiene issues), none of these conditions make learning pleasurable or easy. In the long term, educational achievement is one of the most important determinants of health, life expectancy, economic productivity, and the wellbeing of future generations. Safe water to drink, water and soap to wash hands, and clean and private toilets make healthy, child-friendly schools, and healthy schools make healthy children .

Why Schools? Schools present an opportunity to reach thousands of children with safe water and hygiene and health messages . They provide unique opportunities for awareness raising as they bring large groups of people together for learning purposes and usually have systems for production and dissemination of educational material . Schools can also provide an entry point to the community as a whole, for example, the introduction of latrines and hygiene-education at schools, for example by using the CHAST-approach, may trigger the development of improved hygiene norms in the household, because children take back to their families concepts and practices on water and sanitation.

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More than Construction of Facilities The provision of safe water and sanitation facilities in schools is a first step towards a healthy physical learning environment benefiting both learning and health .However, the mere provision of facilities does not make them sustainable or produce the desired impact. It is the use of facilities and the related appropriate behaviours of people that provide benefits for the community. In schools, education aims to promote those practices that will help prevent water and sanitationrelated diseases as well as promoting the wise use of water and favourable hygiene behaviour in the future generation of adults. The combination of adequate facilities, correct behavioural practices and education is meant to have a positive impact on the health and hygiene conditions of the community as a whole, both now and in the future. The success of a school hygiene programme is therefore not determined only by the number of latrines constructed and the number of hand pumps installed or water connexions built. Nor is the success of a programme determined simply by what children know . A good School Campaign will find an optimal combination of different objectives and a balance between provision of safe water and sanitation facilities, and educational, behavioural and promotional aspects such as including the issue in the schools curriculum.

How to Conduct a School Campaign Possible steps — some of which are carried out at the same time — for implementing a school campaign are described below :

Step 1 — Explore •

Make a plan of your activities

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Baseline data collection: Useful for planning at the beginning of the programme and monitoring at later stages. The purpose of a baseline study is to build on current strengths and get information to make plans that will prevent or solve problems. Topics for a baseline study include: current situation concerning water, toilets, urinals, capacity, curriculum and teaching, community

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Form a Village Education Committee (VEC)

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Raise awareness among community members

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Organise community contribution

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Explore funding sources

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Step 2 — Decide •

Discuss and agree on hardware and software options, preferably in consultation with children and teachers

Step 3 — Implement Software and Hardware •

Train teachers and head teachers

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Train other community people (VEC, water committees, health workers, etc.)

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Develop/ search hygiene/ sanitation/ water education materials

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Keep school compounds and classrooms clean

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Adapt and test training materials and teaching aids in classes

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Calculate bill of quantities and select contractor/ supplier for hardware

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Agree on specifications and quality checks and who will certify

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Organise construction of the facilities; community inputs

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Organise (skilled) help for construction

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Check construction quality and timelines

Step 4 —Ensure Sustainability •

Organise children to collect water, filling tanks and receptacles so that enough water is always available at all times

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Organise children to maintain and clean toilets, water points, school grounds

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Teach children proper use of toilets and hand washing

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Monitor use of the toilets

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Do repairs and replacements in schools

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Solve problems when the school facilities are not maintained or break down

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Organise ongoing learning activities in classrooms

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Organise learning & communication activities outside the classroom: camps, campaigns, etc.

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Form groups or clubs of pupils in their school

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Organise various activities periodically to collect funds for activities and repairs

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Cover recurrent expenditures for soap, repairs, etc.

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Organise refresher training each year

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Applicability Generally, the campaign objectives should be suitable to the children and the country. Specific water, sanitation and hygiene issues may be unique to certain countries, population groups or areas. The cultural or religious background can be crucial when addressing sanitation and hygiene aspects, which affect certain traditions or norms. Usually, the implementation of school programmes requires support at regional (or national) level, especially in remote areas.

When selecting schools for the campaign one should consider: Readiness of the community: As a principle, it is useful to start with communities that are prepared and want to participate. Existing school infrastructure: In many schools, the basic infrastructure is very poor. In such situations, it is highly advisable to create water and sanitation facilities at the same time that basic improvements are made to the school. Political interference: In some cases, elected officials have a good overview of the demands and needs of different schools and communities. In other cases, political involvement is not in the best interest of the programme and will not improve the programmeâ&#x20AC;&#x2122;s credibility.

8.2.3 Media campaigns â&#x20AC;&#x201C; posters & flyers Executive Summary The media (television, radio, print media, internet and email) play a significant part in spreading information on Sustainable Sanitation and Water Management and in awareness raising. They enable to influence and change public opinion and behaviour on an issue. This can lead to public pressure on the local policy actors, and can indirectly influence decision makers as well. Furthermore, the media can play a role as an advocacy tool . Here, we will focus on print media, especially on posters and flyers. Being placed and handed out at public places and prepared with an eye-catching and strong visualisation, they are an efficient tool to raise awareness and to focus discussions about it.

Media Campaigns as a Tool to Influence Both the Public Opinion and Policy Makers As the media are part of the lives of many people they can give a basis for public discussion and the reconsidering of norms. Case studies show that the media can have an immense educating impact on the public opinion and behaviour. Also, the media can influence the decision makers indirectly, when the public gets aware of a topic and applies pressure . The media play also an important role in advocacy work. Summarised, the media are useful for the following reasons :

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Change public attitudes and behaviour

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Inform the public about your issue and proposed solutions

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Recruit allies among the public and decision-makers

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Raise money for your cause

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Get your issue onto the political public agenda

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Make your issue visible and credible in policy debate

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Influence decision makers and opinion leaders

Main Stakeholders & Target Groups As the central aim is to spread information and raise awareness and so change people’s attitudes, your target group are people in rural and urban areas who have no or few information about the topic. Posters and flyers can be produced by almost everyone. Even the smallest NGO might have a printer or somebody who can draw well and thus has the capacity to produce posters, as they are easy to develop and a cheap method to spread information. Therefore, the main stakeholders of producing posters and flyers can come from a local level. Why to Choose Posters and Flyers as Medium to Reach Your Targets? •

Posters and flyers are an efficient tool to influence the public opinion because they can reach wide and specific audiences (children, women), and they are accessible to people who are otherwise isolated by illiteracy or poverty.

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The involvement of the public will increase the decision makers’ attention to the water and sanitation topic and it will also influence social norms directly. According to this, posters and flyers can have a direct effect on the public attitude and behaviour.

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An eye-catching poster or flyer with strong visualisation does not necessarily need words on it. They can hence also reach illiterates or deaf.

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Posters or flyers can contain an address of a website or an email-address where people can find more information or ask questions about the campaign and WWTP related topics.

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A series of posters can help making the topic familiar and heighten the educational impact. Different audiences can be attracted within the series, which leads to a wider circulation of WWTP related topics.

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Posters and flyers can also give written information in areas where there are few illiterates. This enables to emphasise main messages and to give educational information.

How to Plan a Media Campaign

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The following six steps are the main ones for developing a media campaign in general. The questions posed will guide you through your planning :

Step 1: Define Your Audience: Whom do you want to reach with your message? Can you reach this audience within available resources? Do you know enough about your audience to select effective messages and channels of communication?

Step 2: Set Clear Objectives: What is your overall goal? Do your plans fit with other activities and plans in the community? Have you identified your objectives?

Step 3: Define Channels and Vehicles for Communication: Which channel is the best to use for your targets? •

Raise awareness/ spread information: accessible media with broad reach (radio/ posters and flyers)

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Change attitudes: channels with emotional impact (television, radio)

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Model specific skills: television works best because of sound, sight, and motion

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Change public opinion: look for news coverage via editorials, news interviews

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Complex message: print presentations

Step 4: Identify Effective Messages: Have you chosen a message for your audience that has the right message content (or theme)? Does the message have the right tone (light or heavy) and the right appeal (rational or emotional)? Would using humour or fear be appropriate and effective? Any message you choose should pass the “What?” ”So What?” “Now What?” Test: •

“What?” refers to the basic information being conveyed

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“So What?” addresses the reasons or benefits for action

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“Now What?” clearly defines some desirable and productive action

Step 5: Implement Your Campaign: What work needs to be done? Have you made a timeline? When and how long will you run your campaign, and with what intensity? When will you contact the media channels you have selected, obtain the messages you selected in the format required? Have you set out a work plan that defines required tasks, the people responsible and the timing.

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Things to Consider Before Applying Posters and Flyers •

Find out if posters and flyers are the right media to reach your targets. If you can not express your message in pictures, radio might be better in some areas for reaching illiterates.

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Posters usually work best with short slogans that emphasise the main message.

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If the posters and flyers are part of an overall media campaign, it could be beneficial to use a corporate slogan or figure that is recognisable within all kinds of used media. Make sure you use identical information in all media.

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Most material uses drawings and symbols. The correct understanding of those depends on existing cultural conventions. This can become a problem when producers of material are from a different cultural background than the target audience . Avoid this by employing a local artist

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The flyer/ poster should be designed to have maximum impact on your audience. It should be eye-catching while avoiding being sensational

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If you produce educational material, the content should include a simple presentation of the facts relating to your issue, and a clear statement of what you want your audience to do

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Posters and flyers are usually a one-way medium and most people can not ask for further information. To avoid this, the public can be involved in their production (e.g. in workshops) to make them a two-way medium.

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Consider how the posters and flyers will be reproduced (e.g. photocopying, printing). It is important to know how many colours can be used and if there are photographs, images or logos that you must include

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Make sure people will know who is talking to them: Include contact details like phone numbers and web addresses

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How you distribute the leaflets or where you place the posters will depend on your target audience and the resources you have available. If you have very limited resources, you may decide to target the distribution very specifically to key audiences. Make sure you are allowed to place posters and hand out flyers in your target area.

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Posters and flyers should be a part of a wider communication process that encompasses other awareness raising instruments. They can achieve your objectives even better combined with other media, awareness raising and communication tools

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•

Posters and flyers are printed on paper and being littered after their use. This means that there will be a lot of waste produced by choosing posters and flyers as media.

Design Principles and Ideas for Posters and Flyers Posters and flyers can be used as part of your public campaigning to raise public awareness among large numbers of people. They should be tailored, with particular messages and approaches, depending on who your intended target audience is. The following ideas and tips help you to get an idea of how to produce posters and flyers . •

The main message needs to be seen on the first sight: Use big letters, symbols or figures and few background.

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For texts it is important to answer the questions Who? What? When? Where? Why? and How? at the beginning.

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Keep the information given short and interesting.

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Emphasise benefits of your issue.

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Do not put to much information on it, just key points.

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If you want to use a slogan make it short and memorable.

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Use uniformity in layout and logos in campaign material.

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Posters in a participatory setting should be open for interpretation, in order to invoke discussion and lead to creative thinking.

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Promotional/ awareness posters are clear to the viewer at a glance and usually have one main slogan and few details. They say a lot with just one picture or slogan and should be very eye-catching and memorable.

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Visualising the result of behaviour change can help encourage the adoption of this behaviour change. A good example is a poster where a pile of bathtubs is used to demonstrate how much water could be saved each week.

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Cartoon figures are often used to target children.

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Often, educational posters have a lot of information and interesting details meant for a closer look. They can be used at schools as teaching material, but usually they are not very useful for raising awareness because on the streets people might not stop and do not necessarily look at them for long.

Applicability The benefit of posters and flyers is their wide applicability. They can be used at schools, at universities, in training courses, and in the streets in rural as well as in urban areas. As posters

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and flyers use visualisation, the illiterates can be reached. Also, the poor do not have to buy them (like a radio or TV), as they can see them placed on walls in the streets or get a flyer for free.

8.2.4 Media campaigns – radio Executive Summary The media (television, radio, print media, internet and email) play a significant role in spreading information and raising awareness on water and sanitation. They enable to influence and change public opinion and behaviour on an issue. This can lead to public pressure on the local policy actors, so the media can indirectly influence decision makers as well. Furthermore, the media can play a role as an advocacy tool . Here we will focus on why and how to develop an appealing radio campaign, which reaches a wider audience than any other medium. Also, radio campaigns are a cheap method to spread information about water-related projects widely .

Media Campaigns as a Tool to Influence Both the Public Opinion and Policy Makers As the media are part of the lives of many people they can give a basis for public discussion and the reconsidering of norms. Case studies show that the media can have an immense educating impact on the public opinion and behaviour .Also, the media can influence the decision makers indirectly, when the public gets aware of a topic and applies pressure . The media play also an important role in advocacy work. Summarised the media are useful for the following reasons: •

Change public attitudes and behaviour

•

Inform the public about your issue and proposed solutions

•

Recruit allies among the public and decision-makers

•

Raise money for your cause

•

Get your issue onto the political public agenda

•

Make your issue visible and credible in policy debate

•

Influence decision-makers and opinion leaders

Main Stakeholders and Target Groups As the central aim is to spread information and raise awareness of WWTP and so change people’s attitudes, your target group are people in rural and urban areas who have no or few information about the topic. Radio reaches a very wide audience. The main actors of a radio campaign can come from the local level: You can just call the local radio station and ask if they are interested in your topic. The station might help you, as well as local NGOs, to get a recorder and make up an

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interesting broadcast. It is also possible to reach nationwide radio stations: you can try to involve local decision makers to support the application and then ask directly at the stations if they want to broadcast your campaign. Search for media lists of NGOs to get the contacts.

Why to Choose a Radio Campaign? Radio Campaigns are an efficient tool to influence the public opinion because radio reaches a wider audience than any other medium, and is accessible to people who are otherwise isolated by geography, conflict, illiteracy or poverty . The involvement of the public will increase the decision makers’ attention to the water and sanitation topic and it will also influence social norms directly. According to this, radio campaigns can have a direct effect on the public attitude and behaviour.

Radio also has the power to motivate people by building on oral traditions like songs, which help to get to the peoples heart. In addition, radio listening can be a group activity, which encourages the discussion of educational issues after the broadcast .Community radio stations can play a significant role in increasing participation and opinion sharing, improving and diversifying knowledge and skills and in catering to health and cultural needs .To learn more about other media campaigns, see also internet and email, video, or posters and flyers.

How to Plan a Media Campaign The following six steps are the main ones for developing a media campaign. The questions posed will guide you through your planning :

Step 2: Set Clear Objectives: What is your overall goal? Do your plans fit with other activities and plans in the community? Have you identified your objectives?

Step 3: Define Channels and Vehicles for Communication: Which channel is the best to use for your targets? •

Raise awareness/spread information: accessible media with broad reach (radio)

•

Change attitudes: channels with emotional impact (television, radio)

•

Model specific skills: television works best because of sound, sight, and motion

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•

Change public opinion: look for news coverage via editorials, news interviews

•

Complex message: print presentations

‘What?’ refers to the basic information being conveyed

•

‘So What?’ addresses the reasons or benefits for action

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‘Now What?’ clearly defines some desirable and productive action

Things to Consider before Applying Radio Campaigns •

Find out if the radio is the right media to reach your targets. Many rural communities now have access to radio, and some read national newspapers on a daily basis. Urban, industrialised populations may be more easily influenced through television, while professional audiences may respond to articles in key publications and periodicals .

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populations may be more easily influenced through television, while professional audiences may respond to articles in key publications and periodicals .

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If the radio campaign is part of an overall media campaign, it could be beneficial to use a corporate slogan that is recognisable within all kinds of used media. Make sure you use identical information in all media.

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Radio campaigns are a cheap method to spread information, but they should be deliberate, in particular they need to be basic and memorable for anyone with any education.

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For making a broadcast you will need a recorder. It is also possible to borrow one at a radio station. Maybe you can also make the broadcast there.

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•

Radio campaigns should be a part of a wider communication process that encompasses other awareness raising instruments. Radio campaigns can achieve your objectives even better combined with other media, awareness raising and communication tools .

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Radio is a one-way medium and most people cannot listen again to a show or ask for information to be repeated. To avoid this, telephone calls or letters with questions on the campaign should be enabled to make it a two-way medium.

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Many people lack access to radios, electricity or the batteries to power them .Therefore, radio campaigns need to be appealing and burning themselves into one’s memory at the first listening.

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Check religious background of the specific area before planning the radio campaign. The campaign can lean on religious issues but should definitely not break with any religious rites.

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The title and opening line of a presentation are important, since they will determine whether you attract the attention of listeners .See also sociocultural issues.

Ideas for Radio Campaigns There are lots of ways to create a radio campaign: Short on-off programmes can be broadcast to highlight or explain particular issues, whereas series of programmes give a longer period for the introduction of a set of ideas .Below you can find seven different ideas how to make an appealing radio campaign for your issue.

1) Participation, Local and Community Radio : Individual radio programmes can be made with the direct involvement of poorer people, through interviews, phone-in programmes, letters, or recordings of outside events. Involving members of the audience in broadcasting itself, building up local content, and enhancing the relevance of programmes is not just good developmental practice — it can make for better radio as well. Most people are able to speak on radio eloquently after only minimal instruction, so community radio provides a means to voice local concerns, as well as a way to reach people with messages.

2) Soap Operas and Serial Dramas : Good serial dramas and soap operas can make a considerable impact. The main benefit of soap operas is, that they allow the repetition of educational messages .

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3) Radio Spots with Traditional Songs: Radio has the power to motivate people by building on oral traditions. To carry a message a radio-spot can for example rely on traditional songs as well as a composition of sanitation messages.

4) Infomercial : Infomercial are two-minute animations that dramatise an issue (e.g. germs) and show the audience a solution sequence.

5) Break-Bumpers : Break bumpers are five-second messages that promote core-behavioural changes, for example, “Did you wash your hands today?”

6) Interviews : Hosts and hostesses of talk shows are almost always looking for people to interview on radio. Just call up your local radio station and suggest someone for an interview. Some information about interviews is listed below : •

Pre-recorded interview: Allows you to think about your replies and to begin again if you make a mistake. However, you cannot control how they edit the interview.

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Live interviews: What you say is used for sure, but you will need more confidence in your responses to get it right first time. Do not tell anything confidential.

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Decide beforehand what your key points are (keep it to a small number) and make sure that you make these points somewhere in the interview.

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Prepare a few ‘sound bites’ (next point) in advance, they will help to make your statements memorable. Humour is also a good way to make your case without appearing aggressive and is more likely to make the public remember you.

7) Sound Bites : When you have only a few seconds in front of a microphone, you need to use memorable phrases — sound bites — that will stay with your audience long after you have left. The sound bites should capture and communicate the one key message you want to leave with the audience, if they remember nothing else. Some sound bite examples : •

2.6 billion people (41% of the global population) lack access to sanitation.

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88% of all diarrhoeal deaths are attributed to unsafe water supply, inadequate sanitation and hygiene.

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Hand washing with soap is estimated to reduce the risk of contracting diarrhoeal diseases by 42-47%.

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11% increase in girls’ enrolment mainly due to the provision of sanitary latrines.

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Applicability The benefit of radio campaigns is their wide applicability. They are applicable in urban and rural areas. For urban areas sometimes television reaches more people than radio, but especially in rural areas radio might be the only way to reach the audience. Radio is applicable in water scarce and water rich areas and can be important on all levels, as the only thing needed is a radio receiver and for the one broadcasting it a recorder: With local, smaller radio stations the local public (households) can be reached and their opinion and behaviour in water and sanitation topics can be influenced. At a higher level, more popular radio stations or even national stations can reach a great part of the public and push the communication of the general problem. Religious backgrounds of the specific area need to be considered before planning the radio campaign. Its contents should definitely not break with any definitely rites.

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8.2.5 Media campaigns – video

Executive Summary The media (video, radio, print media, internet and email) play a significant part in spreading information on WWTP and in awareness raising. They enable to influence and change public opinion and behaviour on an issue. This can lead to public pressure on the local policy actors, so the media can indirectly influence decision makers as well. Furthermore, the media can play a role as an advocacy tool .Here, we will focus on why and how to prepare video material for WWTP reasons. As a participatory and visual medium, video can both give locals a voice and convey complex ideas in comprehensible formats . Due to this, it enables to teach specific WWTP related skills.

Media Campaigns as a Tool to Influence Both the Public Opinion and Policy Makers As the media are part of the lives of many people , they can give a basis for public discussion and the rethinking of norms. Case studies show that the media can have an immense educating impact on the public opinion and behaviour . Also, the media can influence decision makers indirectly, when the public gets aware of a topic and applies pressure .The media play also an important role in advocacy work. In summary, the media are useful for the following reasons : •

Change public attitudes and behaviour

•

Inform the public about your issue and proposed solutions

•

Recruit allies among the public and decision-makers

•

Raise money for your cause

•

Get your issue onto the political public agenda

•

Make your issue visible and credible in policy debate

•

Influence decision-makers and opinion leaders

Main Stakeholders & Target Groups Your target group is a specific audience, watching or producing the video. They can be living either in rural areas or in urban ones. Make sure you address the right audience by considering the particular cultural background. For producing a video the main actors can vary, but you will need the equipment and probably professional support. Also, the locals and local decision makers can participate in the production, as you can handle over the camera. Have a look at the different ideas of producing a video further down, to see which kind of video needs which actors to take part. Why to Choose Video as Medium to Reach Your Targets?

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Once you have the equipment, it is easy to produce or show a video.

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Video can overcome literacy problems.

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Increasingly, people are already accustomed to moving images, and video is as a result seen as less of an external medium.

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As a visual medium, video can convey complex ideas in comprehensible formats.

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By handing over the camera, people are free to record what they regard as important. Video is a good tool for pushing public participation.

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Children’s and women’s participation can be brought forward

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Tapes and smart cards can be used repeatedly, if needed. Especially for this reason, it is valuable as a training tool. Due to the vision and emotional impact it enables to teach specific skills.

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A short, high-quality video, video news release or film clip produced by a communication professional will attract coverage particularly from the broadcast media. The videos can be screened during “Open Days” or at special events organised.

How to Plan a Media Campaign The planning process of producing a video for WWTP is similar to those of other media (radio, internet, print media). Therefore, the following six main steps in developing a media campaign are generally adaptive. The questions posed will guide you through your planning:

Step 2: Set Clear Objectives: What is your overall goal? Do your plans fit with other activities and plans in the community? Have you identified your objectives?

Step 3: Define Channels and Vehicles for Communication: Which channel is the best to use for your targets? •

Raise awareness/spread information: accessible media with broad reach (radio)

•

Change attitudes: channels with emotional impact (television, radio)

•

Model specific skills: television works best because of sound, sight, and motion

•

Change public opinion: look for news coverage via editorials, news interviews

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•

Complex message: print presentations

‘What?’ refers to the basic information being conveyed

•

‘So What?’ addresses the reasons or benefits for action

•

‘Now What?’ clearly defines some desirable and productive action

Things to Consider before Applying Video Campaigns •

Find out if video is the right media to reach your targets. It is not as widely spread as the radio and might not be common in all rural areas. Make sure people do not feel shorttaken by producing or showing video material.

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If the video is part of an overall media campaign, it could be beneficial to use a corporate slogan that is recognisable within all kinds of used media. Make sure you use identical information in all media.

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Equipment costs — especially for productions of a high quality — can mount rapidly. It is usually advisable to seek expert advice over what to buy, although in many countries there will be a limited range to choose from.

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Videos should be a part of a wider communication process that encompasses other awareness raising instruments. Videos can achieve your objectives even better combined with other media and other awareness raising/communication tools

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Equipment can break, especially in extreme conditions

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Video needs careful planning, and can be time-consuming

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•

It requires electricity: rechargeable batteries only last for a few hours each. Also, video formats vary between countries

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Use of video almost always requires an input from experts in the field. Results from applications of video without this expertise can be disappointing. It is helpful to ask experienced people and get some tips before starting.

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It is important to consider the cultural background of the specific audience when producing a video, to make sure the message is going to be noted.

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Many people are excluded from watching videos at home because they do not have the equipment, so it is important to show them at public places.

Ideas for Producing and Showing a Video There are lots of ways to create a video and many different types of them: educating videos, training videos, participatory videos, research videos and quality videos. Below you can find a short description of each of those to get an idea what a video for WWTP could be like:

1) Educating Videos: For WWTP the most important sort of a video is an educating video. As a visual medium, videos are good to teach specific skills like how to wash your hands. It is easy for the audience to get the point and imitate the shown contents. The video has to be appealing, so it is good to present the key points in a (funny) story, so that it is not boring to watch the video.

2) Training Videos : When non-professional filmmakers produce a video, this activity is generally recognised as participatory video. Before pushing the record button, filmmaking aspirants attend training seminars on production techniques, with good facilitation, so that filming will be more than just an individual experience. Regular and competent training provides guidance for the whole process of producing a video.

3) Participatory Videos : Participatory video refers to a particular way of using the camera that emphasises the participatory character of a video activity. The filming is used as way of identifying and discussing central issues in a community and the underlying social processes. The video films produced are shared with the community, thus initiating community-led learning. Participatory video is a very effective means of advocating social processes and can help coordinate community action. Quality and outreach with this video approach, however, are less important. Participatory video is more about team activity than creating a product. To increase the impact of the participatory video process, it should be well embedded in the overall communication strategy.

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4) Research Videos : Video is also used in research activities. The camera can be used to gather information through, for example, interviews or filming particular cultivation practices. It can also be used for reflexive research. The use of video for research is often part of other forms of video making.

5) Quality Videos : Some video activities are clearly product driven, in that the producers strive for the highest quality film as an end product. This is particularly important when public relations are involved. The outcome of the video activity should be a professional film. A video produced as part of an awareness campaign, with the intention to broadcast it on national television networks, needs to be of broadcast quality. This requires a film crew of local and/or external professionals. Inevitably, this means comparably high production costs. The result could be a stand-alone film, with loose links to the main focus of a project but appropriate for universal use.

6) Showing/Publishing a Video: Videos can be published and shown in many different ways: They can be watched or shown in households, at public places like a town hall, or be published on internet pages of private persons, NGOs or video pages like YouTube. Videos can also be used as training material at school, university or in specific courses.

Applicability Used in a deliberate way, video material can have a wide applicability: Even though some people in rural areas might have no access to the equipment to watch or produce videos, the videos can be shown at public places and be produced in a participatory way. Watching a video is possible for anyone having access to the internet. Due to the currency of computers and the internet, the applicability of video material rises. A video produced cheap and for a specific region might have a format that cannot be used in other regions. As well, it could not be applicable anywhere else for cultural reasons. Cultural backgrounds need to be considered, some cultures might reject videos or the participation in producing a video.

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8.2.6 Media campaigns – internet Executive Summary The media (television, radio, print media, internet and email) play a significant role in spreading information and raising awareness on water and sanitation. They enable to influence and change public opinion and behaviour on an issue. This can lead to public pressure on the local policy actors, so the media can indirectly influence decision makers as well. Furthermore, the media can play a role as an advocacy tool . Here we will focus on why and how to use internet and email, which enables people to have access to information on WWTP from all over the world. Through networking, fora and email people having access to computers can take part in actual water and sanitation related discussions and activities easily.

Change public attitudes and behaviour

•

Inform the public about your issue and proposed solutions

•

Recruit allies among the public and decision-makers

•

Raise money for your cause

•

Get your issue onto the political public agenda

•

Make your issue visible and credible in policy debate

•

Influence decision-makers and opinion leaders

Main Stakeholders and Target Groups The target group of your work are mainly people who already know something about the topic and search for more information. They might be little or well informed and from any location, so you need to consider different levels of knowledge. If you cannot do it yourself you will need someone for helping you with creating a homepage. Sometimes there are courses on creating website, otherwise you can ask at organisations like NGOs if they might help you or know someone

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specialised. You can plan internet and email campaigns on the local level, but most of the information given will be accessible all over the world.

Why Choose Internet and Email as Media to Reach Your Targets? Internet and email are in fact different tools that are used in an integrated way. The internet contains website, fora and files, where you get information, do research and download. It can also be used for online discussions in fora, and often you can register for an email newsletter for a specific page or campaign. Email is mostly being used for advertising (e.g. for an activity) or for networking, especially in groups. It is very useful to send files to each other. For the following reasons it is useful to work with email and internet to spread information on water and sanitation topics : •

The internet is the most interactive medium you can choose. In opposition to radio, print media and television, people having access to a computer can take part in the internet. They can do research, send files to each other and click on links they are interested in. According to this, the internet is a two-way medium through fora, networking and email: People can ask questions and discuss directly

•

It gives people access to sources from other countries, and enables exchange of information between groups

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E-mail enables networks to function more efficiently: Key figures can download information and send it as printed copies to other members, or pass it by word of mouth, thereby reaching the majority who are unlikely to have access to a computer

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Information and communications technology can also enable pressure groups within a government to tap into international literature and compare their government’s record to their internationally recognised obligations

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Electronic networks can create forums for informal discussion specific to particular groups

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Internet gives women's groups in particular access to communication in a public space that would often otherwise be denied them

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How to Plan a Media Campaign The following six steps are the main ones for developing a media campaign in general. The questions posed will guide you through your planning :

Step 2: Set Clear Objectives: What is your overall goal? Do your plans fit with other activities and plans in the community? Have you identified your objectives?

Step 3: Define Channels and Vehicles for Communication: Which channel is the best to use for your targets? •

Giving additional information and networking: internet and email

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Raise awareness/spread information: accessible media with broad reach (e.g. radio)

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Change attitudes: channels with emotional impact (television, radio)

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Model specific skills: television works best because of sound, sight, and motion

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Change public opinion: look for news coverage via editorials, news interviews

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Complex message: print presentations

Step 4: Identify an Effective Message: Have you chosen a message for your audience that has the right message content (or theme)? Does the message have the right tone (light or heavy) and the right appeal (rational or emotional)? Would using humour or fear be appropriate and effective? Any message you choose should pass the What? So What? Now What? Test: •

What? refers to the basic information being conveyed

•

So What? addresses the reasons or benefits for action

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Now What? clearly defines some desirable and productive action

Step 5: Implement Your Campaign: What work needs to be done? Have you made a timeline? When and how long will you run your campaign, and with what intensity? When will you find a web designer, obtain the messages you selected in the format required? Have you set out a work plan that defines required tasks, the people responsible and the timing?

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Step 6: Evaluate Your Campaign: Does your campaign track coverage (process indicators)? Does it generate additional media coverage? Can you see changes in knowledge or attitudes (outcome indicators)? The evaluation of internet and email campaigns is not so difficult. You can count how many people visit your website, so if it is a growing number it is successful. Also, if you offer a newsletter, you can see how long the mailing list is. As the internet and email are most useful combined with other media, make sure you quote and write the link for the page in all other media used (see also radio, posters and flyers or video).

Things to Consider Before Using the Internet and Email •

First, it is important to find out if the internet and email is the right media to reach your targets. Many people lack access to computers and internet, and usually you just reach people that are already aware of the topic, searching for more information.

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If the internet and email campaign is part of an overall media campaign, it could be beneficial to use a corporate slogan or name that is recognisable within all kinds of used media. Make sure you use identical information in all media.

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It is also important to understand that internet and email only support other media and should be a part of a wider communication process that encompasses other awareness raising instruments. On its own, internet and email cannot achieve that much but combined with other media as well as other awareness raising and communication tools in the WWTP Toolbox it can help to achieve your objectives very well and cheap.

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The main challenge is to create website that are accessible and attractive to a wide range of people while, at the same time, contain enough information for those who are really interested.

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Internet and email might not be the best medium to raise awareness, because it reaches less people than for example the radio. It is usually better for giving deepened information on a topic. Also, it could be even better for raising the awareness of a specific group than any other tool, e.g. for children at school doing quizzes and games on the computer.

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As the internet and email are most useful combined with other media, make sure you state and write the link for the page in all other media used.

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When you send emails make sure they are not being treated as spam by their receivers.

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The realisation that electronic information can empower civil society has been fully recognised by some governments who fear such developments and have tried to censor content

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Ideas for Using Internet and Email: Several organisations run non-profit awareness campaigns on the internet. The internet can be of significant use in campaigns, but even if it is not for running the campaign itself, it can be used for networking and dissemination of information about the campaign. The following examples show several ways of how to use the internet in campaigns. •

Advertisements on the web: Consumers can be directly reached through advertisements on the web, on web pages of information providers, newspapers, newsgroups, search engines, bookstores and government homepages.

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Source of public information: Through the internet, campaigns can provide an additional source of accessible information to the public such as information on how to save water or which toxic substances should not be flushed down the toilet. Several campaigns mention their web addresses in their conventional campaign material. It is a handy tool to use together with commercials, posters or PR activities.

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Networking: The internet can be a great tool for networks of volunteer activists, teachers or students involved in different programmes and initiatives. Through the internet, plans, data and results can be shared among participants. The internet can also help mobilise members of a network for certain public action at the right time.

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Resources for the water sector: The internet is helpful in providing professionals in the water and wastewater sector with relevant and up-to-date information. This includes fora for online discussions, ordering services for literature and promotional material, database access and documented experiences from other initiatives.

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Educational programmes on the internet: The Environmental Protection Agency (EPA) in the USA has several educational software programmes available on the internet, for example, on groundwater protection or the need to protect wetlands.

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Online discussions: Campaigns could provide sites with online discussions or message boards on water and sanitation topics. Participants might post their reactions to an ongoing discussion.

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Involving schools from all continents: It is also possible to make several schools from all continents participate in discussions and real-time lessons/meetings, for example once a week.

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Another idea is to send email newsletters on programmes and actions to inform interested people about the new development and possibilities to participate in the water and sanitation sector.

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Also there can be educating games and quizzes to address especially children (see also: school campaigns).

Applicability The applicability of internet and email is not as large as the one of radio, printed media and television. In rural areas, there might be no or few computers. The tool could be better for urban areas, where schools, universities and many private people have access to computers. The main benefit is that once internet and email are being used, information spreads really fast and is accessible for anyone having a computer with internet. As you do not need much to create a homepage or a newsletter, just a computer and internet and maybe some help of a web designer, you can start it anywhere. Some governments try to censor contents, which makes it impossible to use the internet as an information source.

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ASSIGNMENTS SECTION QUESTIONS

Who must be included in utility planning?

What is the purpose of an organizational plan?

Name the main functions of a utility manager in a WWTP

Passing a certification exam for WWTP operators should be recognized by an increase in salary and other employee benefits.True or false?

Mention at least 3 emergency phone numbers that should be included in a list for operators to call ?

Why choosing schools for promotion reasons?

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Why media are useful for the promotion of a WWTP facility ?

Cartoon figures in promoting posters or flyers are often used to target children. True or false?

Which is the main benefit of radio campaigns promotion of a WWTP ?

10. Video campaign is generally the less time-consuming promotion method for a WWTP . True or false?

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SUGGESTED ANSWARS: 1.

Operational personnel, local officials, and the public

To show who reports to whom and to identify the lines of authority

planning, organizing, staffing, directing, controlling, operation & maintenance and response to emergency

True

Plant supervisor

Director of public works or head of utility agency Police department Fire department Doctor Ambulance Hospital 6. -

opportunity to reach thousands of children with safe water and hygiene and health messages

large groups of people brought together for learning purposes

Schools can also provide an entry point to the community as a whole

Change public attitudes and behaviour

Inform the public about your issue and proposed solutions

Recruit allies among the public and decision-makers

Raise money for your cause

Get your issue onto the political public agenda

Make your issue visible and credible in policy debate

Influence decision makers and opinion leaders

True

The main benefit of radio campaigns is their wide applicability

10. False

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