16/03/2018

Blue Schools – Linking WaSH in Schools with other SDG 6 Targets

John Brogan - Te r r e des hommes 12 Fevrier 2018 [email protected] JBGE-UNIL

Building on Experience «WINS» Methods in Action…

With more time in a WA SH in Sc hools project cycle, could we explore other SDG 6 targets with students?

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«Blue Schools» § Offer a healthy learning environment (WASH in Schools)

§ Expose students to environmentally-friendly technologies and learning good land, water & waste management

§ Inspire students to be change agents in their communities the next generation of Water Sector Champions

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WASH in Schools +

International Rainwater Harvesting Alliance, Mexico

Terre des hommes, Bangladesh

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Prevention of Soil Erosion

Helvetas Swiss Intercooperation, Nepal

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July 2017 Learning Workshop (Nairobi)

1. Go beyond gardening, introduce more focus on Sustainable Land & Water Management Techniques

2. Explore action research on the effects of school activities in homes & communities

3. Highlight real water sector champions in countries, women & men

4. Engage systematically with Education Ministries: -Find SDG6 entry points in existing curriculum (e.g. Water cycle) -Identify student clubs & organized activities -Model and pilot with local authorities, who present at national level

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New Blue School Kit (in development)

I. Facilitator’s Guide (8 Topics)

II. Catalogue of Technologies

III: Catalogue of Practical Exercises

Inspiration and ideas

IV: Concept Brief (document conceptuel avec feuille de route)

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I. Facilitator’s Guide 1. My Surrounding 6.5, 6.6 Environment 2. The Water Cycle 6.5, 6.6

3. The Watershed 6.5 around my School

4. My Drinking Water 6.1

5. Hygiene & 6.2 Sanitation 6. Growth & Change 6.2 7. From Soil to Food 6.4

8. From Waste to 6.3 Resources 9

Keyhole From to Food

KITCHEN GARDEN WATER CONSERVING Description of Technology The Keyhole Garden model of homestead veget a ble cult iva t ion enhances the resilience of fa milie s living in areas with clima t e-related hazards, such as flooding and drought. Keyhole have been shown to increase vegeta ble production in all seasons, thereby improving household food autonomyanddietarydiversity. (WOC AT)

Where Can It Work? Broadly Applica ble in most parts ofthe world

How does It Work? A keyhole garden is typically a 2m wide cir cula r raised garden with a keyhole-shaped indentation on one side. The indentation allows to add un co o ke d veget a ble scraps, greywater, and ma nure into a ing basket that sits in the cent er of the bed. In this way, compost ing ma teria ls ca n be added to the basket throughout the growing season to provide nutrients for the . The upper layer of soil is hilled up against the cent er basket so the soil slopesgently down fr om the cent er to the sides. Most keyhole gardens rise about one meter above the ground andhave wallsma de of stone.The stone wa ll not only gives the garden it s for m, but helps trap moisture within the bed. Keyhole gardens originated in Lesotho andare we ll adapted to dry arid lands and deserts. In Afr ica they are positioned close to the Image Credit: kit chen andused to raise leafy greens such aslettuce, ka le, andspinach; herbs;androot cr ops such asonions, garlic, ca r r ot s, andbeets.Keyhole gardens are ideal for intensive planting, a technique in which plants are BENEFITS DRAWBACKS placed close together to ma xi mize production. Plants with wide §Facilitate year round vegetable §Raised Garden requires additional reachingroot systems such as tomatoesandzuc chini ma y not perform production soil to build up height of plinth wellin a keyhole garden. §Increases quality and diversity of veget a bles How much does it cost? §Can provide protection against The Cost is va r ia ble based on availabilityof plants, a suppl y ofco mpost , flood water intrusion and ma teria ls necessary to define the perimeter for m of the garden. (Exemple: Catalogue (See WOCAT ma nua l for more detailed cost breakdown) Implementa tion M a nua l 10 des technologies) See Blue SchoolTechnology Database

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Terra-Decomposition-Aqua Column From Plant to Food

MODEL MAKING LEVEL: SIMPLE

(Exemple: Catalogue des exercices pratiques)

Exercise An Aqu a -column isa sel f-sustaining ecosystemon a small scale, ma de ofplastic soda bottles.This eco-column has 3 cha mber s:the terrestrial cha mber , the decomposition cha mber , and the aquaticcha mber .The terrestriallayer representsthe land ha b it a t including plants andinsects (if desired).The bottle ca ps are perforated to allow flu id to move fr om one cha mber to another. The decomposition cha mber represents a leaf litter habitat,much like a co mpost pi le.The aquaticcha mber is a mini fr e sh w a t e r habitat for aquaticplants andeven small fish . All three of these cha mber s ma ke a “mini-ecosystem” within a cla ssr oom setting. A student can see th e interactions between the cha mber s as the student watersthe plants that grow in the terrestrialcha mber and observe how the water travelsthrough th e decomposition layer allthe wayto the aquatichabitat below.

Teaching Objective To encourage childr en to learn about the organic processes taking place in their environment

MaterialsNeeded 3 PET bottles, scissors, soils and organic ma teria ls fr om local environment andwater andaquaticma teria ls for aquaticcha mber 11

Other Technology / Exercise examples

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It doesn’t have to be a «Blue School»…

Blue because Water is common to all aspects: Watershed, Waste Kit eventually available: & WASH www.waterconsortium.ch

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Blue School 2.0 Workshop - July 2017 Nairobi

Contacts: Lucie Leclert ([email protected]) Daya Moser ([email protected]) John Brogan ([email protected]) Adeline Mertenat ([email protected]) 14

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