Stove curriculum training manual full

©Dan Grossman

FUEL-EFFICIENT COOKSTOVES PROGRAM TRAINING CURRICULUM FOR FIELD STAFF Anne Elise Stratton, Independent Contractor August 2015

Introduction EcoLogic uses fuel-efficient cookstoves as a tool to replace open-pit fires or other inefficient cooking techniques, which are the norm throughout rural areas in Mexico and Central America. In Mexico, firewood remains the primary household fuel source, accounting for 80% of energy use within rural communities, a value which has given no signs of decline despite accelerating urbanization.1 Similarly, 97% of rural Guatemalans cook on wood burning cookstoves.2 Open-pit stoves, including the common “three-stone” model in Central America, can lose as much as 90% of their energy before reaching the cooking surface. Improved stoves increase the energy efficiency of cooking, therefore requiring less fuelwood than traditional stoves - something that is particularly critical to change in households surrounded by degraded forests. For EcoLogic, the main goal of this tool is to decrease the need for use of forest resources, therefore decreasing local deforestation and degradation although many other important benefits also result from its application.

Program Strategies EcoLogic applies this tool utilizing a two-tiered approach in which households that receive a fuel-efficient stove are also required provide in-kind support by participating in forest conservation efforts. The cookstoves uphold EcoLogic’s mission to reduce localized forest degradation by decreasing household firewood needs and providing alternative fuelwood sources through native tree plantations or agroforestry plots. This program empowers rural women through community involvement and active participation in the stove-building process, starting with the households most susceptible to forest and land degradation through fuelwood extraction. As an added benefit, the program works toward human wellbeing by improving indoor household air quality.

Figure 1. Results Chain Framework for EcoLogic’s Fuel-efficient Cookstoves Program.

1 Masera, Díaz, and Berrueta. 2005. From cookstoves to cooking systems: the integrated program on sustainable household energy use in Mexico. Energy for Sustainable Development, 10 (1): 25-36.

2 Granderson et al. 2009. Fuel use and design analysis of improved woodburning cookstoves in the Guatemalan highlands.

Biomass and Bioenergy, 306-315.

Roles in the Program Role

Before construction

During construction

After construction

Ensure consistent practices throughout fuel-efficient cookstoves program and in EcoLogic Program Officer different communities Compile survey and KPT data from all partner organizations Evaluate and adapt program based on results of M&E

Project Field Technician

Village visits Survey community to determine which stove model is the best fit Unbiased beneficiary selection Training 1 Training 2 Baseline M&E measurements M&E Survey 1 Design stove-building workshop and invite participants Teach ~10 apprentices how to build stoves Have beneficiaries collect local materials Arrange for transport of commercial materials to building site(s)

Teach or assist with stove-building workshop Ensure stoves are built with beneficiary participation (i.e. apprentices teaching focal groups) M&E Survey 2

Split stove maintenance and repair instruction responsibilities with builder Light stoves and teach proper wood fuel preparation M&E Survey 3 Facilitate stove learning exchange Start agroforestry and fuelwood parcel planning with community

Mason/

N/A

Builder

Teach beneficiaries how to build stoves in participatory manner Ensure that all materials are collected at stove building sites

(used for models that require more sophisticated masonry skills, i.e. they use cement and are susceptible to cracking)

Bring appropriate tools in sufficient quantities for all focal groups

Split stove maintenance and repair instruction responsibilities with technician Remove open-pit stoves from households (technician may do this) Supply additional stovebuilding materials for learning exchange

Local partner org/

Approve program implementation in community

Monitor stove-building progress

Community Leader

Make recommendations to technicians for possible beneficiaries (those with greatest need)

Communicate community satisfaction or problems Maintain contact with that arise to technician technician for M&E over several years

Community Member/ Program Beneficiary

Attend Trainings 1 & 2

Attend and participate fully in stove-building workshop

Agree to participate in forest stewardship project following stove construction

Wait appropriate length of time (drying period) before using stove

Help technician determine best forest stewardship project locations

Attend Training 3 Inform technician/builder of stove issues or repairs needed Participate in stove learning exchange Assist in planting agroforestry or fuelwood plots

Generalized Program Timeline Days 1-7 (sporadically)

Informal site visits, beneficiary selection:

Day 8

Training 1

Day 22 or earlier

Training 2

Days 23-30+

Construction Workshop

Day 46 or earlier (ideally within 2 weeks of Training 2)

Training 3

Day 76 (one month after stove lighting)

Training 4 / 1st Monthly Check-in

Overview of Training Curriculum Training 1: Stove Benefits and Preparations. Field technicians outline the relationship between fuelwood extraction and deforestation and explain how fuel-efficient stoves can reduce pressure on degraded forests.

EcoLogic field staff will describe program benefits, including the conservation of forest and water resources, decreased cooking and wood collection time and/or the need to purchase fuelwood,3 and improved home air quality and kitchen safety. Field staff should ask for community input to decide which stove model is most appropriate. Optional M&E Survey 1: baseline fuel consumption, stove efficiency, and cooking times.

Training 2: Stove Construction. Field staff instruct groups of women in fuel-efficient cookstove construction, demonstrating and assisting in each step of the process. Specific step-by-step guidelines will vary depending on the stove model chosen (see How-To Stove Building Guide for additional details). Key talking points are proper wood preparation for use in the stoves, wait period before stove use (stoves should dry completely before use to avoid cracking), and future meeting timeline for M&E. Training 3:* Stove Maintenance and Repair. Field staff discuss proper maintenance of stoves over time to extend the longevity and efficiency of function. They will then demonstrate troubleshooting procedures for common problems with cookstoves and give beneficiaries time to practice. The visit will conclude with the first of several required M&E surveys (M&E Survey 2), which will evaluate the clarity and quality of instruction during stove construction.

Training 4:* Stove Lighting. This should be the shortest visit. Field staff will instruct beneficiaries in stove lighting techniques and verify that each new stove is functioning properly. In order to discourage falling back on the previous, inefficient cooking method, the women then disassemble their older stove or open pit cooking area.

First Monthly Check-In: Stove Learning Exchange and Reforestation Preparation Technicians will first assist with fuel-efficient stove repairs and answer questions. They will then facilitate a learning-exchange workshop so that beneficiaries may pass on their stove-building skills to other members of the community. M&E Survey 3 will quantify initial stove performance and satisfaction.The end of the check-in will be dedicated to introducing the forest stewardship component of the stoves program.

3 Note: An economic focus can be invaluable to appeal to the men in beneficiary households, who are often the money managers and will need to supply funds for any necessary stove repairs or improvements. Fuel-efficient cookstoves decrease the time and resources (if households are purchasing firewood rather than harvesting it directly) needed for cooking. * Trainings 3 & 4 may be combined, depending on the duration of the waiting period for stove materials to dry (to prevent cracking) before use.

Detailed Training Curriculum for Field Technicians

A woman in Honduras with a new fogรณn mejorada stove (modified Lorena model)

Informal site visits Purpose: Select beneficiaries

Materials needed: yy Tools for measuring (ruler/ tape measure) yy 20+ copies of M&E Survey 1 yy spare paper and pens

yy images/information about fuel-efficient stoves to distribute

Suggested discussion topics/questions: yy What do you use to cook your food?

yy Have you ever heard of fuel-efficient stoves?

yy How often do you go to the forest to collect wood?

yy How much time do you spend collecting wood and cooking each day? yy Would you like to spend less time and energy on those activities?

Learning goals for training (beneficiary will learn these by end of visit): yy Value of forests for water purification and filtration, holding soil in place

yy Health problems related to breathing wood smoke (respiratory illnesses, etc.) yy How much fuelwood will be saved with a fuel-efficient stove yy Time and money that could be saved by using less fuelwood

Checklist for Informal Site Visits

□ □ □ □ □ □ □ □ □

Ask about number of family members.

Ask about fuelwood consumption.

Look at potential stove locations.

Ask whether households are willing to participate in forest stewardship projects.

Share information about different stove models and their attributes with the community.

Ask community about preferred stove models, and decide which model is the best fit.

Explain what a fuel-efficient stove is.

Explain the benefits of a fuel-efficient stove.

Decide which households will be program beneficiaries (this may be all households).

Training 1 Purpose: Give beneficiaries a thorough overview of fuel-efficient cookstoves program (purpose and process)

Materials needed: yy Presentation materials (digital or paper)

yy Photos of stove construction, finished stoves, and agroforestry/fuelwood plantations yy List of local materials needed for construction

Suggested discussion topics/questions: yy How can fuel-efficient stoves lead to healthier forests and cleaner water?

yy Why do you think your community is a good fit for the fuel-efficient stoves program?

yy Why do you think the forest stewardship projects are an important part of the program? yy What local materials would be ideal for building the stoves?

Learning goals for training (beneficiary will learn these by end of training): yy Reiterate topics from informal visits in more detail:

yy Value of forests for water purification and filtration, holding soil in place

yy Health problems related to breathing wood smoke (respiratory illnesses, etc.) yy How much fuelwood will be saved with a fuel-efficient stove yy Time and money that could be saved by using less fuelwood yy Timeline and process of fuel-efficient cookstoves program

Checklist for Training 1

□ □ □ □ □ □ □ □

Explain timeline of fuel-efficient cookstoves program, including trainings, stove-building workshop, and forest stewardship components.

Mention the value of forests and clean water.

Mention stove benefits for reduced smoke inhalation and fewer greenhouse gas emissions.

Talk about the economic benefits of “efficiency” - saved time and resources.

Ask community about preferred stove models.

Ask each beneficiary to bring specific quantities of local materials (sand, clay, ash, etc.) to the next training, and arrange for the delivery of commercial (non-local) materials to community.

Plan a time and place for Training 2 (that all beneficiary households can attend).

Decide whether to implement M&E Survey 1 (baseline fuel-efficiency), and, if so, implement it

Training 2 Purpose: Explain stove-building process in detail & train ~10 beneficiaries as stove-building apprentices

Materials needed: yy Presentation materials (digital or paper)

yy Step-by-step stove construction manual, with photos yy Tools for measuring (ruler, tape measure)

yy String and stakes, to mark off areas where stoves will be constructed yy Sufficient non-local materials to build 1-2 stoves

Suggested discussion topics/questions: yy Who would like to volunteer as a stove-building apprentice? (There should be ~10 of these per community, who will learn how to build the stove during this training and then teach the rest of the beneficiaries in groups at the next workshop.) yy Which of you (beneficiaries) live near one another? (These households will be in a stove-building group together during the workshop.)

Learning goals for training (Beneficiary will learn these by end of training): yy 10 people should feel comfortable leading a group in stove-building, with occasional assistance from a technician or builder

yy All beneficiaries should understand the stove construction process and feel prepared for the stove-building workshop yy Understand stove design (especially combustion chamber) and functionality for cooking

Checklist for Training 2

□ □ □ □ □ □

Walk all beneficiaries through step-by-step stove-building process.

Teach 10 volunteers how to build a fuel-efficient stove. (Demonstrate with one stove, have them build a second.)

Using string and stakes/sticks, demarcate areas in each household where stoves will be built.

Give beneficiaries an explicit timeline for the rest of the stove-building process, Training 3, and first Monthly Check-In. 2).

Plan a time and place for the Stove-Building Workshop (generally no more than 1-2 days after Training Arrange for stove-building materials to be distributed appropriately to each household for the workshop.

Stove-Building Workshop Purpose: Build stoves in all beneficiary households

Materials needed: yy See specific construction tools in step-by-step guide attached to the How-To Building Guide for FuelEfficient Cookstoves

yy See specific non-local materials in step-by-step guide attached to the How-To Building Guide for FuelEfficient Cookstoves yy 10 paper copies of visual step-by-step stove construction guide

Suggested discussion topics/questions: yy Which beneficiary apprentice should be paired with which focal group (groups of beneficiaries living in closest proximity to one another)? yy Should the builder or field technician demonstrate some techniques again to solidify the apprentices’ skills?

yy How many days will be needed to build cookstoves in all beneficiary households, and how long should the workshops last each day (depends on beneficiary schedules/availability)?

Skills gained in workshop: yy Brick-laying or block-laying (or adobe-shaping in some communities) yy Design of combustion chamber

yy Use of construction materials and tools

yy Teamwork in focal groups, led by a community member

Checklist for Stove-Building Workshop

□ □ □

Divide all beneficiaries into focal groups, and pair each focal group with at least one stove-building apprentice (volunteer from Training 2).

Distribute a visual step-by-step guide to each focal group.

Facilitate and assist the stove-building apprentices with construction process (see How-To Building Guide for Fuel-Efficient Cookstoves for more details). Share this responsibility with contracted stove builder, if applicable.

Training 3 Purpose: Teach stove use, maintenance, and repair; light stoves

Materials needed: yy Printed, illustrated calendars of stove maintenance (daily, weekly, monthly upkeep/ tasks), enough copies for each beneficiary household yy Stove lighting materials (corncobs, corn husks, paper, small dry pieces of wood) yy 20+ copies of M&E Survey 2

Suggested discussion topics/questions: yy What size of wood do you normally use in your stove? (Then explain how fuel-efficient stoves use smaller wood pieces.) yy What would you use to light your stove if you only had damp wood? yy How often do you think you should clean the plancha/stovetop? The chimney? The ash tray? yy How does fuelwood preparation relate to the fuel-efficiency of the cookstove? yy What parts of the stove do you think will be the hottest? Which parts of the stove should you avoid touching to prevent burns? yy How long should it take to cook a meal on this stove, if used properly?

Learning goals for training (Beneficiary will learn these by end of training): yy yy yy yy

Understand and practice cleaning and troubleshooting repairs for the stoves.

How to prepare fuelwood for a fuel-efficient stove How to light a fuel-efficient stove (and what materials to use) How often to clean and remove ash from different parts of the stove

Checklist for Training 3

□ □ □ □ □ □ □ □

Provide each household with a calendar for regular stove upkeep.

Discuss proper maintenance of stoves.

Allow beneficiaries to practice each stove maintenance technique.

Demonstrate proper stove-lighting technique (including wood fuel preparation - small, thin, dry pieces of wood) and have each beneficiary start her own stove to cook a meal.

Teach beneficiaries how to repair stoves (troubleshooting basics).

Discuss safety around stoves (preventing burns, hot places on the stove).

Deliver M&E Survey 2 in each beneficiary household.

Remind all community members that you, the field technician, will be back in one month for the first check-in. At that time, they will be able to ask you any questions about the stove and teach others how to build stoves during a learning exchange.

First Monthly Check-In Purpose: Encourage long-term upkeep and adoption of fuel-efficient stoves; introduce forest stewardship program component

Materials needed: yy yy yy yy yy

Tools to repair stoves (see How-To Building Guide for Fuel-Efficient Cookstoves for more details) Paper and pen 20+ copies of M&E Survey 3 Scale and spreadsheets (if doing Kitchen Performance Test) Extra stove-building materials, in case beneficiaries request replacement parts for broken stoves

Suggested discussion topics/questions: yy Are you still using your open-pit stove? yy Have you had any problems with your fuel-efficient stove? Does it seem hot enough/cook more quickly/ burn less wood than your old stove? yy Are there other members of the community who would like to learn how to build a fuel-efficient stove, or who would like to have one in their homes? yy Would you prefer to plant an agroforestry plot or a fuelwood plantation for the forest stewardship component of the program?

Learning goals for training (Beneficiary will learn these by end of training): yy Broader, more practical understanding of stove maintenance and repair yy Further assistance and materials are available for a Learning Exchange Workshop (when apprentices can teach other members of the community how to construct stoves) yy Options for forest stewardship and timeline for planting parcels

Checklist for First Monthly Check-In

□ □ □ □ □ □ □

Assist beneficiaries with stove repairs and answer any questions.

Once fuel-efficient stoves are functioning well, help beneficiaries dismantle old stoves and remove them from their homes.

Facilitate stove-building Learning Exchange with community apprentices; make a list of additional non-local materials needed to bring the following month.

Speak to beneficiaries about options for forest stewardship.

Coordinate with community leader to decide where agroforestry and fuelwood parcels could be planted on ejido or private land.

Deliver M&E Survey 3 in each beneficiary household.

Optional: Perform the KPT (Kitchen Performance Test) in 4-5 households to monitor changes in fuel-efficiency and cooking times.

Monitoring & Evaluation Curriculum Monitoring and Evaluation (M&E) is essential to assess the impact of any project or intervention. It allows field staff to adapt the strategies they are deploying in accordance with beneficiary needs during the implementation process, and helps define systems for data collection to gauge program effectiveness and areas for improvement over time. EcoLogic’s M&E for fuel-efficient stoves will proceed using a series of check-ins, surveys, and quantitative tests.

The Monitoring & Evaluation Toolkit 1. Check-ins by the project technicians will occur once a month following fuel-efficient stove construction for the first year after installation. They will provide an opportunity for beneficiaries to ask questions and repair broken stoves, if necessary, and for technicians to re-emphasize proper wood fuel preparation, stove cleaning, and maintenance for consistent energy savings.

2. M&E surveys will build upon one another, starting with baseline measurements of stove function and household satisfaction and measuring changes in these qualities through the years. Surveys will be concentrated at the beginning of the program and decline in frequency as the stoves become an established part of beneficiary households.

3. Another key tool for M&E employed by EcoLogic’s field staff will be the Kitchen Performance Test (KPT), which measures the fuel efficiency of cookstoves in field conditions. This empirical test will allow EcoLogic staff to be consistent in their evaluations of program effectiveness and success in different communities. It will also generate statistics to support claims of fuel efficiency in selected cookstoves and details on how fuel consumption may change over time. The protocol and data entry form for the KPT may be found in Appendix 2 of this manual.

4. A final tool for M&E in EcoLogic’s rural partner communities is georeferencing (using GPS technology) and mapping stove locations. Besides aiding with prospective stove sites, these spatial stove clusters will help EcoLogic staff quantify the program’s reduction of deforestation at the landscape level.

Indicators in Monitoring & Evaluation Two sets of indicators will provide EcoLogic’s field staff with quantitative guides throughout the process of program implementation.

The first set of indicators, the selection indicators, will help them choose communities in which to implement the fuel-efficient cookstoves program where the potential for impact is highest. The second set of indicators, the progress indicators, will serve as goals for improvement above the baseline indicators once the stove program is fully underway.

These indicators will relate more closely to the three principal strategies of the fuel-efficient stoves program: 1. fuel-efficient stove construction and adoption,

2. agroforestry plots for fuelwood, reforestation, and/or agricultural use,

3. native tree plantations (“bosques energeticos”) for fuelwood and/or reforestation.

The progress indicators will act as markers on the path toward the overarching goal of reducing demand and consumption of forest-extracted fuelwood.

Selection indicators: Indicator

Potential Metrics

Quantitative or Qualitative

Supports goal

Highly degraded forest resources

# hectares of contiguous/oldgrowth forest in community ownership/use

quantitative

target degraded forests for conservation

High fuelwood collection rates by community residents

fuelwood use, in kg or # trees, per household per week

quantitative

target households with greatest need/ impact

Numerous female residents interested in constructing a fuel-efficient stove in their homes

show of hands at Training 1 (8 or more)

quantitative and qualitative

high likelihood of beneficiary participation

Numerous female residents willing to participate in forest stewardship projects

show of hands at Training 1 (8 or more)

quantitative and qualitative

high likelihood of beneficiary participation

Little to no availability of fuelefficient stoves (either commercially or through other initiatives)

# stoves in community

quantitative

target households with greatest need/ impact

Few residents with financial access to or the skill or ability to build a fuel-efficient stove in their community

(less than 10% estimated)

qualitative

resident empowerment through new skills and training (social capital)

# fuel-efficient stoves in community

Progress indicators: Indicator

Potential Metrics

Quantitative or Qualitative

Supports goal

% reduction in fuelwood collection rate

# hectares of forest no longer harvested for fuelwood (convert kg to # trees)

quantitative

decreased household fuelwood consumption

% fuelwood extracted from plantations/ agroforestry plots

# trees planted for “bosques energeticos�

quantitative

# hectares converted from traditional agriculture to agroforestry plots

increased availability of sustainable fuel options reduce pressure on degraded forests

# hectares reforested overall

% adoption index (those supplied with stoves who continue to use it daily)

# stoves installed in community

% of beneficiaries with high degree of satisfaction (positive stove experience overall)

# fuel-efficient stoves constructed in community

% fuel-efficient stoves (of those adopted) functional for the expected lifetime of stove model (on average 10 years)

# fuel-efficient stoves adopted in community

% of beneficiary households attend 4 or more trainings given by field staff

# community members trained in fuel-efficient stove workshops

quantitative and qualitative

provide sufficient training and support for long-term stove use and impact

quantitative

provide sufficient training and support for long-term stove use and impact

quantitative and qualitative

provide sufficient training and support for long-term stove use and impact

# stoves in daily use after 1 month, 6 months, 1 year

# total stoves in community

# fuel-efficient stoves in daily use after +/10 years

reduce pressure on degraded forests

quantitative and qualitative

household attendance at first four trainings (minimum) % women in attendance at workshops

# community members capacitated in fuel-efficient stove workshops # women participants in workshops

provide sufficient training and support for long-term stove use and impact increased community interest in forest conservation

quantitative

teach amas de casa how to construct, use, and repair fuelefficient stoves

% of beneficiary households receive adequate instruction in purpose, construction, use, and maintenance of fuel-efficient stoves

# hours of volunteer service for conservation (attendance at workshops, building stoves, planting trees or agroforestry plots)

quantitative and qualitative

provide sufficient training and support for long-term stove use and impact Reforestation of degraded land

For both selection and progress indicators, field staff will need to collect some basic data from the community: yy Fuelwood consumption per household per week,

yy Household wood collection sites (in hectares or by location), yy Number of stoves in use in the community, yy Number of stoves installed,

yy Number of participants involved in the project (and % women),

yy Number of trees planted through forest stewardship practices, etc.

Milestones in Monitoring & Evaluation EcoLogic’s field staff will target key points in the fuel-efficient cookstove program to measure its success and acceptance by the community. The timeline for surveying is as follows (full surveys may be found in Appendix 1): yy M&E Survey 1 (Optional): This survey will establish baseline data for use in assessing the selection indicators and as a point of comparison for the progress indicators later in the program. yy M&E Survey 2: This survey will evaluate the quality and clarity of stove-building instruction, delivered by either an EcoLogic field staff member or a contracted builder. yy M&E Survey 3: This survey will ask about initial stove performance, beneficiary satisfaction, and potential for long-term adoption. yy Further M&E Surveys: Given after forest stewardship component of the program begins (no more than one month after stove construction), after six months, and after one year. Follow-up surveys may be done as spot-checks along with KPTs on a yearly basis to evaluate the long-term effectiveness of the fuel-efficient stoves program.

Appendix 1 Monitoring and Evaluation Surveys EcoLogic Development Fund Fuel-Efficient Cookstove Program

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Monitoring and Evaluation Survey 1 It is highly recommended that field technicians use this survey during informal community visits, before beneficiaries are selected. To be given orally by EcoLogic/partner organization field technician or handwritten by program beneficiary/participant, if applicable: 1. How many people are there in your family?

4 or fewer 4 to 8 8 to 12 More than 12

2. How many stoves do you use daily?

1 2 More than 2

3. How many hours per day do you spend on cooking?

Less than 2 2 to 4 More than 4

4. How often do you or your family members harvest wood from the forest?

Multiple times per day Once daily Every other day Once or twice a week Every other week They purchase their wood in the community They purchase their wood from outside the community

5. How many hours per week do you spend collecting wood?

Less than 2 2 to 4 4 to 8 More than 8

6. Where do you go to collect wood?

Old-growth forest (big trees – “montes”) Secondary forest (“guamiles”) From their fields, before burning Around their home/ in the community To another community They do not collect wood

7. What do you and your family members do for work?

Farmer Fisherman Paid work Multiple jobs

8. How much land do you own (or use regularly)?

9. Is your land mostly…

Old-growth forest Secondary forest In cultivation

To be completed by the field technician: 1. Community name: 2. How many households are there in the community? (total # of stoves) 3. How many households will you visit in the community before selecting beneficiaries?

4. How many fuel-efficient stoves will you build in this community?

5. How many manzanas of old-growth forest does the community own? a. How many of those are used for firewood collection? b. How many of those are used for agriculture?

Monitoring and Evaluation Survey 2 This survey should be used following stove construction, during Training 3. To be given orally by EcoLogic/ partner organization field technician or handwritten by program beneficiary/participant, if applicable: 1. What did you learn during the stove She learned how to build a cookstove and would feel comfortable teaching someone else construction process?

She learned some stove building techniques but could not repeat them without help She helped the builder construct the stove and understands the process She helped the builder construct the stove and does not understand the process She did not participate in stove construction

2. Where did you learn how to build a Outside, in a central location in the community Inside, in a central location in the community fuel-efficient stove?

Outside her neighbor’s home Inside her neighbor’s home Outside, near her home Inside her home

3. How did you feel about the timing of the workshop?

It was held at a convenient time and lasted just long enough It was held at a convenient time but was too long It was held at a convenient time but was too short It was held at an inconvenient time

4. How did you feel about the instructions given during the workshop?

Instructions were clear, specific, and helpful Instructions were clear, but she felt unsure of what to do at times Instructions were not clear, and she struggled to keep up

5. How did you feel about the number There were just the right amount of people There were too many people of people in the workshop?

There were too few people

6. What did you think of the workshop overall?

She liked it She liked it but thought it could be better She was indifferent to it (did not like or dislike it) She did not like it

7. Will you attend other EcoLogic workshops in the future?

Yes Maybe No

To be completed by the field technician: 1. Who led the stove construction workshop?

Field technician Contracted builder Field technician AND contracted builder Builder from community

2. How was stove construction organized?

Focal groups of beneficiaries, with technician assisting each group Builder demonstration, followed by focal groups of beneficiaries Builder and beneficiary (as apprentice) constructing each stove together Builder constructing all stoves without beneficiary participation

3. How many people participated in the workshop?

Women: Men: Total:

4. How long was the workshop?

Less than 1 day 1 day 2-3 days 4-5 days 6-7 days

5. How many fuel-efficient stoves were constructed in the workshop?

6. How many fuel-efficient stoves will be built in the community overall?

Monitoring and Evaluation Survey 3 Field technicians should use this survey during the first Monthly Check-In, after one month of fuel-efficient stove use. To be given orally by EcoLogic/partner organization field technician or handwritten by program beneficiary/participant, if applicable:1 1. Where is your traditional stove?

She no longer uses a traditional stove Outdoors Outside under a roof with one or two walls Inside the house (in a kitchen or separate room)

2. Where did the traditional stove used to be (before the arrival of the fuel-efficient stove)?

Outdoors

3. How much do you like the traditional stove or open fire?

She does not like it at all

Outside under a roof with one or two walls Inside the house (in a kitchen or separate room)

She does not like it but she thinks it is convenient for some tasks She is indifferent (she does not like or dislike it) She likes it but acknowledges some problems She likes it very much

4. Cooking technologies and frequency of use

Cooking technology

Do you use it?

How many days per week?

Traditional stove/ open fire Fuel-efficient cookstove LPG stove Kerosene stove Electric device Other

5. Do you like the fuel-efficient cookstove?

Not at all Low satisfaction Regular satisfaction Good satisfaction Very good satisfaction

6. Would you get another fuelefficient cookstove if you did not have one?

7. Have you noticed changes in you or your family’s health since you started using the fuelefficient cookstove?

Yes Maybe No None One Two Many (three or more)

Survey taken from: Troncoso, K. (2013). A Recipe for Developing Adoption & Impact Indices. Global Alliance for Clean Cookstoves, pp. 16.

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8. Have you noticed that the clean cookstove saves fuel?

No A little Some savings Impressed with the savings Very impressed with the savings

To be completed by the field technician: What is the condition of the fuel-efficient cookstove? a. Destroyed or in disuse b. With modifications that alter its functionality c. With modifications that do not alter its functionality d. Good conditions with low maintenance e. Good conditions with good maintenance