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Dear all:

I have included the two case studies we used for the WASH resources section of the Elearning course (www.iasc-elearning.org) and then a list of resources. Hope it’s helpful.

Regards, Julie

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WASH Issues Case Study #1: Gender Mainstreaming in Community-based Flood Risk Management Bangladesh In early 2004 in a flood-prone area of Bangladesh, several agencies undertook a project using a community-based information system to reduce flood vulnerability. As part of the effort, the team used gender mainstreaming to reduce flood vulnerability. The objective was to identify best practices regarding flood preparedness, information dissemination, vulnerability and risk reduction.

The process began with a sensitization meeting at a local government institute with the participation of local NGOs to identify men's and women's needs. The team also used interviews, questionnaires, focus groups and open-ended discussions to identify specific needs. The research led to new ways of communicating flood information and the setting of river flow danger levels for every village.

The team produced flood warnings in the local language using different media, including posters, photographs and audio tapes; the process both strengthened local institutions and gave community members, particularly illiterate people, important information on activities such as evacuating cattle, crop and emergency food preparedness and organizing boats for evacuation.

In the 2004 flood, men and women in the community studied benefited greatly from new mechanisms, such as a flag network, microphones in mosques and drum beating. Timely messages addressing the concerns of local women helped them better prepare for floods. One woman said: I can store dry food, my poultry, shift my paddy and raise my plinth level if I understand the language of the forecast.

WASH Issues Case Study #2: Gender Equality and Access to Water and Sanitation Nicaragua In 1998, Hurricane Mitch hit Nicaragua, leaving more than 4000 dead. In the aftermath, many rural communities faced a double tragedy of drought and high contamination levels of scarce water sources. The transport, use and management of water resources, as well as sanitation activities, were considered the responsibility of women and children, and there were no mechanisms that supported gender equality to accomplish these tasks or social recognition of the problems the women and children faced as they conducted these activities.

In response, development professionals worked with communities to build latrines and new water systems to improve water access for the 17,000 people in 45 communities, while also improving local understanding of water rights and issues.

The team identified gender inequalities that needed to be addressed to ensure community participation and improve the project's sustainability. Promoters of the project, both women and men, lived in the community three days each week to gain the trust of all community members. They also recorded relevant gender inequalities and held gender sensitization workshops to teach both men and women the importance of their participation in planning, directing, constructing and administering water systems.

After three sessions (one for only women, one for only men, and one mixed), men's perceptions changed about the management and use of water. For example, more than 85 percent of the male participants came to understand that handmade wells may not be secure sources of potable drinking water and the benefits of certain actions for men and women alike.

The programme increased women's participation. For example, women were elected to more than 70 percent of the committees and gained posts previously filled by men. It also increased educational awareness, and discussions about gender roles, self esteem, rights and commitments benefited women directly. The project helped community members recognize that access to water is a human right that should be attainable by all men, women and children in equal conditions and opportunities.