Conducting Integrity Assessments of WASH in Schools Pilot Project Using the AWIS Methodology in Andhra Pradesh, India

Foreword

Lead Authors N. L. Narasimha Reddy and R. Murali Foreword

Other individuals who contributed to the project / team members School WASH Integrity Assessment Assessment Integrity School WASH Name Title Organization Mr B. Das Program Coordinator WIN Although governance is a word used frequently in A project of such complexity is not easy, involving as Mr R. Murali Secretary MARI recent times, an exploration into its complexities, it does, multiple sources of data and information, the Mr N. L. N. Reddy director (Programs) MARI especially as they relate to the provision of public separation of perception from observed realities and Mr P. Rajamohan Reddy State Coordinator MARI services in the water sector, is an uncommon the interpretation of the significance of findings, not Mr K. Raji Reddy district Facilitator MARI endeavour. By undertaking a project in this domain, least the separation of the impact of efficiency from Mr K. Joginaidu CEO SVDS FANSA has taken three important steps. that of integrity. Ms K. Saraswathi district Facilitator SVDS Mr G. Thirupati Reddy ceo APARD The first is to become part of an effort by three By embarking on this journey, FANSA has taken a bold Mr G. V. Reddy Project Officer APARD organizations, Arghyam as the funder, the Water step, hopefully one that many others will follow, in Mr B. Chinnapareddy Freelancer Integrity Network as the provider of diagnostic tools, their attempts to advance the practice of transparency, Mrs Goparaju Sudha Freelancer and FANSA as the entity to use the resources and accountability and participation which form the core Mrs R. Rama Jyothi Freelancer knowledge in the field as part of a cooperative effort principles of integrity in public governance in the involving people, civil society organizations and water sector. government departments. Review and editing The second is to take a road less travelled by exploring Ravi Narayanan, Kiran Pereira and Claire Grandadam the intricacies of public service provision in detail, down to the last mile. Advisor –Arghyam, Chair – Water Integrity Network Finally, the choice of concentrating this effort in the June, 2014 Photos domain of school water and sanitation provision FANSA, APARD, MARI, SVDS makes it specific to a development programme affecting children, and the health and well-being of future generations. Design Studio Kleinod, Berlin

IMPRINT © FANSA, WIN, Arghyam, 2015. All rights reserved.

Published by WIN e.V. – Water Integrity Network Association Alt Moabit 91b 10559 Berlin Germany www.waterintegritynetwork.net

Disclaimer Every effort has been made to verify the accuracy of the information contained in this report. All information it contains was believed to be correct as of December 2014. WIN and its partners can nonetheless not accept responsibility for the consequences of its use for any purpose.

2 FANSA, WIN, Arghyam, 2015 FANSA, WIN, Arghyam, 2015 3 Contents

LIST OF ABBREVIATIONS 7 ACKNOWLEDGEMENTS 8

EXECUTIVE SUMMARY 9

1 INTRODUCTION 10

2 THE ANNOTATED WATER INTEGRITY SCAN: A TOOL TO ASSESS WATER INTEGRITY 11

3 AWIS ADAPTATIONS FOR A SCHOOL WASH INTEGRITY ASSESSMENT: PROJECT METHODOLOGY 12 3.0 Selection of study area 13 3.1 Secondary information and policy review 13 3.2 School WASH participatory survey 13 3.3 AWIS workshops 13 3.4 District and state-level workshops 14

4 PROJECT OUTCOMES: AN ASSESSMENT OF INTEGRITY IN SCHOOL WASH 16 4.1 TAP assessment result overview 16 4.2 Risk area 1: policy enforcement 16 4.3 Risk area 2: availability of facilities 18 4.4 Risk area 3: access to service 20 4.5 Risk area 4: quality of service 21 4.6 Risk area 5: cleaning and maintenance 22 4.7 Risk area 6: costs and budgets 23 4.8 Risk area 7: human resources 25 4.9 Risk area 8: institutions 25 4.10 Overarching concerns and conclusions 27

5 LESSONS LEARNED FROM USING AWIS 28

4 FANSA, WIN, Arghyam, 2015 5

List of Abbreviations List List of ABBREVIATIONS School WASH Integrity Assessment Assessment Integrity School WASH

6 MOVING FORWARD: ADDRESSING KEY INTEGRITY GAPS 29 ACM Anti-Corruption Measures 6.1 Awareness and engagement 29 ASCI Administrative Staff College of India 6.2 Equity and inclusion 29 AWIS Annotated Water Integrity Scan 6.3 Stakeholder coordination 30 CBSE Central Board of Secondary Education 6.4 Planning and monitoring 30 CSO Civil Society Organization CWS Centre for World Solidarity 7 PROJECT FOLLOW-UP: EXPERIENCE SHARING AND NEW PARTNERSHIPS 32 CWSN Children with Special Needs DISE District Information System for Education FGD Focus Group Discussion Annex 1. Schools where AWIS workshops were conducted 33 GIZ Deutsche Gesellschaft für Internationale Zusammenarbeit Annex 2. Risk areas by pillars of integrity and indicators for scoring in standard AWIS 35 GOAP Government of Andhra Pradesh Annex 3. Modified AWIS framework: risk areas by pillar of integrity and scoring indicators 38 GP Gram Panchayat Annex 4. Existing policy and major State interventions for school WASH 40 ICESCR International Covenant on Economic, Social and Cultural Rights Annex 5. Important government guidelines on school WASH 42 MDG Millennium Development Goals MHM Menstrual Hygiene Management NREGS National Rural Employment Guarantee Scheme O&M REFERENCES 44 Operations & Maintenance PRI Panchayati Raj Institution RTE Right to Education RVM Rajiv Vidya Mission SACOSAN South Asian Conference on Sanitation SDP School Development Plan SMC School Management Committee SSHE School Sanitation and Hygiene Education TAP Transparency Accountability Participation UNICEF United Nations Children’s Fund UP Upper Primary WASH Water, Sanitation and Hygiene WHO World Health Organization

6 FANSA, WIN, Arghyam, 2015 FANSA, WIN, Arghyam, 2015 7 Acknowledgements Executive Summary

From the outset, we thank Arghyam for supporting this project. In particular, we thank Investments in the water and sanitation sector in India, Evidence of serious deficiencies in school WASH Mr Ravi Narayanan, Advisor; Mr Bishwadeep Ghose, Director of Grants and Advocacy; and particularly for School Water, Sanitation and Hygiene was uncovered through the project. It was found that Ms Kavita Nath, Project Manager for Grants; for their critical input and support at various services (WASH), are increasing in efforts to reach despite investments, toilet facilities in three-quarters stages of the study. the Millennium Development Goals and the post- of the schools assessed were not in a usable condition 2015 sustainable development goals. The progress of and were not compliant with legal standards after Mr Binayak Das, from the Water Integrity Network Secretariat was closely involved in the service coverage, however, is not commensurate with the deadlines for compliance with national policy was project. We are very grateful to him for his keen interest in the study, his valuable suggestions the increased investments. Official records report that already passed. There were no toilet facilities at all on the methodology and analysis, and his participation in the AWIS and final disseminations over 90% of the country’s schools have drinking water in 10% of the schools surveyed for the project. The workshops held in April 2014. facilities and 60% have functional toilet facilities. results also clearly indicate that the school children, Three organizations actively participated in the study: Awakening People’s Action for This data may now need to be reviewed according particularly the girls, are most impacted by the lack of Rural Development (APARD), Modern Architects for Rural India (MARI) and Sarada Valley to the results and experience gained from this pilot basic sanitation and water services in their schools. Development Samithi (SVDS). We thank the representatives and staff of these organizations project in Andhra Pradesh. Several issues that particularly hinder progress for their cooperation and support in carrying out the school-WASH assessment, Corruption and poor quality construction and were identified: first a lack of awareness on behalf AWIS workshops and district-level multi-stakeholder meetings. maintenance are impeding the actual progress of of almost all stakeholders of the actual situation in We benefitted tremendously from the interaction with the study advisory group members: WASH in schools and the poor and disenfranchised are schools, of legal standards to be met, and of options Mr Salathiel R Nalli (UNICEF), Ms Goparaju Sudha (Freelancer), Dr Snehalatha (Freelancer), bearing the brunt of such corrupt practices. Assessing to demand better service. Second, it appears that Mr Ramesh Shekar Reddy (MAHITA) and Mr. M. Ramachandrudu (WASSAN). We thank them integrity levels and risks in the planning development little consideration is given to budgets for recurring for their guidance and excellent advice on the adaptation to school WASH of the AWIS tool. and monitoring of school WASH assets, and identifying expenditure such as cleaning and maintenance costs relevant integrity improvement measures are therefore and that there is little incentive or willingness to Mr Aralikatty Venkatesh, the then GTF Asia Regional Coordinator, has provided support essential steps towards meeting sector targets and ensure sustainable service. Significant investments and guidance for the conceptualization and implementation of this study. We also thank him sustaining progress of WASH coverage. have been and continue to be made for school WASH, for his support. yet costs and budget were systematically pointed out In this context, the Freshwater Action Network South We are especially grateful to the Head Teachers, school children and officials who participated during project workshops as high- risk topics in terms Asia (FANSA) initiated a project with the Water Integrity in various stages of the study: providing information, validating findings and reflecting on of Transparency, Accountability and Participation. Network (WIN) to assess integrity in school WASH in possible action plans. Andhra Pradesh, using the Annotated Water Integrity Overall, accountability is seen as the most problematic The final sharing and learning workshop of the project was attended by government officials, Scan (AWIS) as a basis for the project methodology. aspect of school WASH. Indeed, poorly defined research and training institutions, and representatives of Civil Society Organizations (CSOs). The Annotated Water Integrity Scan (AWIS) is a responsibilities, lack of awareness and engagement, We thank all these participants for their support in validating AWIS findings. diagnostic tool that can be used to quickly assess lack of coordination, and poor planning were found to integrity levels in the water sector and identify priority be overarching concerns that make the school WASH This study is the result of the combined effort of the Freshwater Action Network South Asia steps for improvement and launch. For this project, the sub-sector vulnerable to corruption. (FANSA), Arghyam and the Water Integrity Network (WIN). We express our gratitude to these AWIS methodology was adapted to the WASH sector organizations for their support in implementing this initiative. and the specific context of schools programs. Working with AWIS tools and focusing on Transparency, R. Murali Accountability and Participation (TAP) in school WASH made it possible to discuss the underlying causes Convenor FANSA of the deficiencies in school WASH. It also enabled the development of a workable and comparable assessment of integrity levels, while serving as a first stepping stone to improve integrity, by raising awareness, opening opportunities for participation and dialogue, motivating stakeholders to take an interest in the situation and outlining paths for action.

8 9

1 2 The AWIS tool Introduction The Annotated Water Integrity Scan: a Tool to Assess Water Integrity School WASH Integrity Assessment

School Water, Sanitation and Hygiene (WASH) is a Assessing and improving integrity in this sector is The Annotated Water Integrity Scan (AWIS) is a The AWIS methodology was originally developed for critical element of international efforts to achieve the therefore an urgent requirement to accelerate and methodology developed by WIN and IRC to: a national assessment of general water sector risk Millennium Development Goals (MDGs), especially sustain the progress of WASH coverage. areas, including: policy and legislation, regulation, » Quickly assess integrity levels in the water sector universal primary education, gender equality in investments, service delivery, and anti-corruption In this context, the Freshwater Action Network South through multi-stakeholder workshops education and environmental sustainability. Indeed, the legislation and its application (see Annex 2). Through Asia (FANSA) initiated a project with WIN to assess World Health Organization (2013a) claims “diarrhoeal » Identify priority steps for improvement, and initial workshops and discussion, an AWIS assessment integrity in school WASH in Andhra Pradesh, using disease is a leading cause of child mortality and acts as a starting point for action on integrity the Annotated Water Integrity Scan (AWIS) as a » Increase awareness about water integrity by morbidity in the world, and mostly results from (see Figure 2). From there, the AWIS work should basis for the project methodology. The initiative was stimulating informed debate on the topic. contaminated food and water sources”. Furthermore, be embedded and adapted to existing stakeholder implemented with local partners between March 2013 “a significant proportion of diarrhoeal disease can be In the AWIS process, integrity is defined as a set processes to ensure follow-up and implementation and April 2014 in three districts of Andhra Pradesh: prevented through safe drinking-water and adequate of practices impeding corruption and promoting of identified priority improvements. Kurnool, Vishakhapatnam and Warangal, with the sanitation and hygiene.” (WHO, 2013b). School WASH is respect for the rule of law. Rather than measuring financial support of Arghyam. therefore one important aspect of the effort to reduce direct indicators of corruption, AWIS is focused on child mortality rates from water-borne diseases, In addition to enabling a concrete assessment of identifying systemic weaknesses in the governance including diarrhoea. In addition, school WASH can integrity in school WASH in the region, the project framework which leave the water sector vulnerable help improve learning and increase school attendance, aimed to: to corruption and on identifying checks and balances especially of girls. Yet, the United Nations Children’s that are in place to reduce risks and opportunities » Put integrity on the development agenda, Fund (UNICEF) estimates that more than half of the for corruption. The scan is based on a participatory especially in school WASH world’s schools lack clean toilets, drinking water and assessment of the three dimensions of integrity– hygiene lessons for school children (UNICEF, 2005). » Locally develop tools and capacities, especially of transparency, accountability and participation– for a set FANSA and its members, for integrity assessment of identified risk areas for the water sector (WIN, 2011). In India, out of 1,303,829 schools, 93% are reported and action to have drinking water facilities and 58% to have functional toilet facilities. The Andhra Pradesh state » Develop systematic processes and evidence- has a total of 96,277 schools, of which 89% are based strategies to address corruption risks in reported to have a toilet facility (DISE 2010). Officially, school WASH only about 26% of these facilities are functional » Raise awareness and engage stakeholders to (Education department, GOAP 2012). develop risk mitigations plans for areas vulnerable In 2009, the Government of India passed the Right to corruption of Children to Free and Compulsory Education Act, » Pilot a local and context-specific adaptation of the or Right to Education Act (RTE), which stipulates AWIS methodology to be shared and replicated that every child has a right to full-time elementary education of satisfactory and equitable quality in a formal school which satisfies certain essential norms and standards (see Annex 4). In particular, the RTE Act contains the main legal provisions to be enforced in terms of school WASH with time-bound targets. Separate toilets for girls are one example of the standards to be met. Since the enactment of the RTE, the Supreme Court of India has further mandated all States and Union Territories to ensure that water and toilet facilities are made available in all schools. 1. 2. 3. 4. These decisions have spurred large investment flows AWIS workshop Anonymous scoring of TAP Discussion, joint Sharing of results and for the creation, restoration and maintenance of water with representative in key risk areas annotation of scores and follow-up of action points and sanitation infrastructure in schools. However, the stakeholders from the identification of priority progress of service coverage is not commensurate water sector risks and actions areas with this increased flow of investments and spending. This is one of the most crucial challenges the school WASH sub-sector is facing today. Corruption and poor Figure 1: Location of districts where the pilot project quality construction and maintenance are associated was implemented. Blank maps of India and Andhra with the recent drive for more WASH in schools. Pradesh State and districts, licensed under CC. Figure 2: Standard AWIS methodology implementation

10 FANSA, WIN, Arghyam, 2015 FANSA, WIN, Arghyam, 2015 11

3 AWIS adaptation AWIS Adaptations for a School Wash Integrity Assessment: Project Methodology School WASH Integrity Assessment

FANSA constituted an advisory group with key asked to identify hot spots for action by tapping the 3.0 Selection of study area 3.3 AWIS workshops stakeholders from the sector to guide the adaption collective knowledge of the various professionals Districts were selected for the study to ensure AWIS workshops were conducted in 24 schools and application of the AWIS methodology for a school present at workshops. A positive approach to integrity representation of the different regions in the state, (covering 8 schools in each district, see Annex 1) WASH assessment in Andhra Pradesh. While adhering was preferred over a negative approach focused i.e., Rayalaseema, Telangana and Andhra. Within using the modified AWIS tool to assess risks and to basic AWIS principles, the methodology was on corruption. A triangulation approach was also these districts, 2 to 3 mandals* where local partners opportunities in school WASH. The stakeholders adapted to better fit the policy, programmes and chosen, to bring more objectivity to the process, are working were selected: 2 mandals each in the involved in the AWIS workshops were officials, school institutional arrangements related to school WASH broaden the stakeholder base and validate the AWIS Kurnool and Warangal districts, and 3 mandals in teachers, parents, community, School Management (see Figure 3). findings. Triangulation work was implemented by Visakhapatnam district. Committees (SMCs)**, Village Water and Sanitation gathering additional evidence and input through First, the risk areas for TAP were revised to enable a Committees, Gram Panchayats (GPs)*** and mandal separate processes: a policy review, a WASH situation more detailed analysis, and indicators were simplified officials, contractors, local politicians, and civil society assessment (survey) for the schools involved, and and made specific to School WASH. In addition to 3.1 Secondary information members. The indicators used to assess Transparency, additional district and state-level workshops. assessing the risk areas, participants were also and policy review Accountability and Participation were adapted to the specific context of the project (see Annex 3) and clearly The team collected and reviewed secondary explained to all participants. information on WASH policy and programmes 1. (see Annex 4 and Annex 5 for the overview of the main relevant policy and legislation for this project). Secondary information Key stakeholders were also interviewed in sample and policy review, districts to get a better understanding of current including interviews policy environment. of key stakeholders

3.2 School WASH participatory survey For the purpose of assessing WASH in schools, a questionnaire was developed and pre-tested. The study 2. team was trained to work with the questionnaire and Survey on school administer a survey. The WASH situation was then WASH: assessment assessed in 226 schools (see Table 1) by collecting of situation in 226 information from the Head Teacher in each school. schools (information In addition, Focus Group Discussions were held collected from Head with the children in all these schools. The collected Teachers) information served as the basis for an analysis of key school WASH challenges. Photo 1: Orientation workshop for project partners 4. District and State- level workshops ** An SMC consists of three elected members (parents/guardians), ex-officio members (head teacher, additional teacher nominated 3. by Mandal Education officer, concerned ward member/councillor and two co-opted members (NGO representative/philanthropist). AWIS workshops in The role of an SMC includes conducting enrolment drive, 24 schools involving, ensuring regular attendance of teachers or ensuring officials, school teaching learning takes place, allocating resources meant for and community infrastructure development, monitoring and supervising what is stakeholders already allocated, and mobilizing additional resources from the community or the district administration/Municipal Corporation to augment infrastructure or ensure proper maintenance. *** Andhra Pradesh has a three-tier Panchayat Raj system as part of local self-government. The lowest tier of Panchayat Raj Institutions at the village level is the Gram Panchayat, the middle tier is the Mandal Parishad and the highest tier at the district * A mandal is an administrative division that refers to several level is the Zilla Parishad. A Gram Panchayat has a ‘Sarpanch’ Figure 3: Adapted AWIS process for school WASH integrity assessment villages or village clusters as its elected head.

12 FANSA, WIN, Arghyam, 2015 FANSA, WIN, Arghyam, 2015 13

AWIS adaptation School WASH Integrity Assessment

Table 1: School survey sample – overview 3.4 District and state-level workshops researchers, academics, local government agencies and civil society organizations) attended the workshop Following the completion of the policy review, surveys School Kurnool Vishakhapatnam Warangal Overall and were introduced to survey results, AWIS and AWIS workshops, multi-stakeholder workshops District District District workshops and district workshops conclusions. In were held at district and State level. addition, the findings and conclusions of other similar Primary 47 56 57 160 District workshops studies were presented, including the overview of Water and Sanitation in Schools of Andhra Pradesh by The results of the surveys and AWIS workshops the State Water and Sanitation Mission, and findings Upper Primary 17 11 8 36 were shared at a series of district workshops where from studies carried out on school WASH by the more than 150 participants involved in the sector at Administrative Staff College of India, WASHCost* and High School 12 8 10 30 different levels also shared their views. The different the Centre for World Solidarity. These presentations stakeholder groups present jointly validated findings provided additional perspective to the AWIS studies. and agreed on possible action points. To conclude the workshop, participants drew up an TOTAL 76 75 75 226 action plan to improve governance of school WASH. State workshop The priorities and actions that emerged from the processes at local level were shared in a State-level Table 2: Parameter adaptation of AWIS tools for school WASH integrity assessment * WASHCost is a five-year action research project of IRC workshop on April 24, 2014. Fifty participants from investigating the costs of providing water, sanitation and different stakeholder groups (including senior state Parameter Standard AWIS Adapted AWIS hygiene services to rural and peri-urban communities in Ghana, officials, representatives from WIN and Arghyam, Burkina-Faso, Mozambique and India (Andhra Pradesh).

Pillars of integrity Transparency, Accountability and Transparency, Accountability and Participation Participation

Risk areas » Policy and legislation » Enforcement of policies Table 3: Stakeholder participation in district workshops » Regulation » Unit costs/expenditure Stakeholder Kurnool Vishakhapatnam Warangal Overall » Investment projects and » Partnerships group District District District programmes » Availability of facilities » Service provision » Access to services Government officials 12 8 6 26 » Anti-corruption legislation » Systems for cleaning NGOs 16 21 11 48 » Quality of services » Availability of dedicated human resources Teachers 10 7 4 21

Indicators Broad indicators (see Annex 2) Simplified and made specific to school-WASH School children 11 7 11 29 (see Annex 3) School Management 0 10 8 18 Scoring scale 1–3 (lower the value, higher the risk) 1–3 (lower the value, higher the risk) Committees (SMCs), Panchayat Raj Institutions (PRIs), Process » Anonymous scoring of TAP » Anonymous scoring of TAP Community Based » Joint annotations around the » Joint annotations around the Organisations (CBOs) average scores average scores » Identify integrity risks and define » Identify integrity risks and define Others 4 2 4 10 follow-up action. follow-up action. » Rescoring Total 53 55 44 152

14 FANSA, WIN, Arghyam, 2015 FANSA, WIN, Arghyam, 2015 15

4 Project outcomes Project Project Outcomes: an Assessment of Integrity in School Wash School WASH Integrity Assessment Assessment Integrity School WASH

The conclusions of the integrity assessment in stakeholders on WASH. The workshops further brought school WASH are a combination of key observations out the following bottlenecks to ensuring TAP: Table 4: Source of information per risk area per risk area from all approaches that made up the » The Supreme Court judgment on RTE compliance project: policy review, surveys, AWIS workshops and and subsequent increase in budget allocation– Risk area Source of information sharing workshops. for the creation of new facilities and for making available facilities functional– is an important # Policy Survey AWIS Sharing enabler in policy enforcement. However, a range review workshops workshops 4.1 TAP assessment result overview of transparency issues are hampering effective During the AWIS workshops, integrity risks in school enforcement of policies. These are: limited 1 Policy enforcement √ - √ √ WASH were measured on a three-point scale (1-3), awareness among SMCs and parents on school with 1 representing the higher risk and 3 the lower WASH, lack of reliable information, and absence of risk. The average AWIS scores obtained in each risk established monitoring and reporting systems. 2 Availability of facilities - √ √ √ area were generally low, indicating relatively high » In terms of accountability, there is a severe lapse perceived risk. 3 Access to services - √ √ √ in the planning and sanctioning process. For Transparency scores tended to be slightly higher example, sanctions are given without a proper than others. Stakeholders indicated that there is assessment of the current situation. The little 4 Quality of services - √ √ √ access to information (to some extent), but felt that amount of resources is dispersed among too many the information was poorly understood and used. In schools and facilities are therefore created in bits 5 Cleaning and maintenance - √ √ √ terms of accountability, stakeholders did not seem and pieces. The quality of WASH facilities / services comfortable with current enforcement of rules or with is also affected by delays in budget releases and 6 Costs and budgets √ √ √ √ complaint management. Scores were somewhat higher insufficient budgets for Operations & Maintenance in cases where roles and responsibilities are clearly (O&M). defined, but even for such roles, it was recognized 7 Human resources - √ √ √ » There is no clarity among Head Masters, that many weaknesses exist. In terms of participation, Panchayati Raj Institutions and SMCs on their it appears that many stakeholders felt they were not respective roles and responsibilities. Getting 8 Institutions - √ √ √ involved in demanding services and making decisions. school WASH right is also about coordination among government, other players, other sectors, and the community. Yet, there is limited 4.2 Risk area 1: policy enforcement Table 5: Average scores obtained in AWIS workshops per risk area participation of primary stakeholders (e.g. parents AWIS scores for policy enforcement and children) in decision-making related to facility # Risk areas Transparency Accountability Participation T: 1.52, A: 1.31, P: 1.25 creation and hand-over. Despite the March 2013 deadline set by the Supreme 1 Policy enforcement 1.52 1.31 1.25 Court for State Governments to ensure availability of functional toilets in line with RTE requirements, 2 Availability of facilities 1.59 1.26 1.36 many schools were not compliant when assessed for this project. According to our participatory survey in sample schools, one third of schools do not have the 3 Access to services 1.58 1.25 1.37 required one toilet per 40 children and separate toilets for girls. In addition, poor quality of construction and 4 Quality of services 1.69 1.42 1.37 lack of maintenance have affected functionality of toilets in three-fourths of the surveyed schools. 5 Cleaning and maintenance 1.44 1.2 1.3 The annotations from AWIS as well as observations in sharing workshops made it clear that primary 6 Costs and budgets 1.3 1.11 1.13 stakeholders are often neither aware of nor understand the policies and programmes in place 7 Human resources 1.22 1.12 1.23 for school WASH. For example, there is a very limited understanding of the provisions of the RTE and there Photo 2: Example of a defunct school toilet due to is no systematic effort to spread awareness among 8 Institutions 1.86 1.23 1.24 neglect and lack of maintenance

16 FANSA, WIN, Arghyam, 2015 FANSA, WIN, Arghyam, 2015 17

Project outcomes Project School WASH Integrity Assessment Assessment Integrity School WASH

Table 6: Summary of observations from AWIS processes with regard to policy enforcement Table 5: Availability of WASH facilities in sample schools (results of participatory survey)

WASH requirements in RTE » Separate toilets for boys and girls Indicator Number % Total sample » Safe and adequate drinking water facility for all children Schools with a water resource 191 84.51 226 (all schools) » Barrier-free access to facilities

» A kitchen where mid-day meal is cooked in the school Schools with toilet facilities 204 90.27 226 (all schools)

Deadline for compliance decided March 2013* Schools with running tap in toilets 30 14.71 204 (schools with toilets) by Supreme Court Schools with usable hand-washing 42 18.58 226 (all schools) Observations in participatory survey » Schools with 1 toilet per 40 children: 139 (61.5%) platform » Schools with separate toilets for girls: 153 (67.7%) Schools with rest rooms* 7 10.61 66 (schools where Menstrual Hygiene * the deadline has previously been extended several times from 2005-06 to end of 2006-07, March 2008, March 2012 and March 2013. Management (MHM) is relevant)

4.3 Risk area 2: availability of facilities Based on AWIS workshops results, it seems that Availability of hooks in girls’ toilets 7 10.61 66 (schools where MHM is relevant) the most problematic transparency lapses in the AWIS scores for availability of facilities development of WASH facilities in schools are the T: 1.59, A: 1.26, P: 1.36 Availability of shelves in girls’ toilets 11 16.67 66 (schools where MHM is relevant) lack of established monitoring mechanisms and According to the participatory survey results, 84.5% of information for higher authorities on the real of sample schools reported having a water source. problems affecting school WASH. Infrastructure is Availability of sanitary napkins 39 59.09 66 (schools where MHM is relevant) However, a quarter of these were found to be defunct created without an accurate understanding of needs, (see Table 7). Non-functioning water resources are especially in terms of maintenance. Schools with incinerator 2 3.03 66 (schools where MHM is relevant) sometimes unattended for a very long time across the Lack of accountability is evident from the wide gap districts. For example, in a tribal area of the Warangal * In the Indian context, this word is often used in government records to refer to a separate room for girls to rest for a short while when between investments made and facilities created. district, a defunct water source was not repaired even in need of respite from pain during menstruation or other problems. This helps to avoid having to go all the way home. The Gram Panchayats (GPs) do not seem to play their 80 months after its failure. Electric connection and role in ensuring that a school has adequate, safe power cuts are also major concerns, as they affect water to drink and water for usage and maintenance of water availability even where a water resource exists. toilets. The coordination between Rural Water Supply Hand washing at critical times is a necessary departments, Integrated Tribal Development Agencies, practice in terms of personal hygiene. Only 18.6% of GPs, and District Medical and Health Offices was schools surveyed are equipped with a hand-washing mentioned as a point of specific concern. Support from facility. Furthermore, it is interesting to note that GPs and other line departments for site allotment/ 48.5% children who participated in Focus Group supply of electricity and maintenance and cleaning Discussions for the surveys stated that there was never of toilets was questioned. Finally, there also appears enough water for hand washing, and soap was often to be some reluctance in the local communities in not available. preventing vandalism of school facilities. The facilities for girls are often inadequate or non- The children studying in government schools are from existent. As highlighted in Table 6, a third of schools the poor and weaker backgrounds. According to study do not have separate toilets for girls. Furthermore, results, it seems they seldom participate and demand although 59% of schools are distributing sanitary services. Government officials and teachers also seem napkins, supply is erratic, and, in absence of functional disinterested. All in all, there appears to be no one to toilets or assured privacy, girls are unable to change demand change in school WASH. napkins at schools. The only solution available to them under these circumstances is to go home in cases of emergency/discomfort. Photo 3 and Photo 4: Defunct water sources in schools

18 FANSA, WIN, Arghyam, 2015 FANSA, WIN, Arghyam, 2015 19

Project outcomes Project School WASH Integrity Assessment Assessment Integrity School WASH

4.4 Risk area 3: access to service “There are urinals, but no water. Boys go out in the open. In times of emergency, the urinals are used AWIS scores for access to service for defecation, rendering these useless for further T: 1.58, A: 1.25, P: 1.37 use since there is no water. Sometimes girls go to Drinking water is not always safe or in sufficient neighbouring homes to relieve themselves. Lack of quantity. Of the schools with water, 55.7% reported that water has come across as a major hindrance towards water is safe for drinking and 43.8% reported there using toilets. Coupled with lack of privacy, shoddy was sufficient water for drinking (see Table 8). Almost construction and poor O&M, the toilets have turned half of the children who participated in Focus Group into dead assets”. Discussions for the participatory survey stated that One reason for the difference between AWIS they never drink water from a school source. In fact, scores and survey results could be due to limited more than half claimed they bring water from home. understanding among stakeholders on access and In addition, there are 142 Children with Special Needs quality parameters (for example access parameters (CWSN) spread across 58 schools (out of the 226 for children with disabilities).Another reason appears surveyed). None of these schools have CWSN-friendly to be a lack of awareness of the actual status of WASH toilets. in schools. Indeed, a majority of stakeholders that Photo 5 and Photo 6: Damaged urinal blocks in schools participated in AWIS workshops said the workshop AWIS scores obtained for the quality of and access to gave them an opportunity to directly see the quality WASH services in schools, portray a slightly better of WASH services at schools for the first time. picture when compared with other scores. In contrast, 4.5 Risk area 4: quality of service poor. The GPs do not appear to be taking an interest in providing water from overhead storage reservoirs. the participatory survey results highlight serious AWIS scores for quality of service Communities, on the other hand, are not empowered deficiencies. One survey participant summarized: T: 1.69, A: 1.42, P: 1.37 to question the SMC or Head Masters. The functionality and usage of toilets are major Issues in terms of accountability were a key part of the concerns in many schools. The surveyed Head discussions on quality of service. It seems that those Teachers in only a quarter of schools rated their WASH Table 8: Access to water facilities in school (results of participatory survey) involved in construction are often poorly informed of facilities as being in good condition. A majority of or attentive to design norms. In some cases, even children who participated in Focus Group Discussions Indicator Number % newly constructed toilets were of such poor quality were either unhappy (66.5 %) or not so happy (22.4%) that they could not be used. In some instances, there with their WASH facilities (see Table 9). Schools with a water resource 191 84.5 (of total schools surveyed (226)) appears to have been political involvement in the Children cited many reasons for not using toilets: toilets allocation of works, which has impacted the quality of are too dirty, broken, dark or non-existent; they stink construction. Some Head Masters may have been put Schools with safe water 126 55.7 (of total schools surveyed) or are locked; there is no privacy, too many others are under pressure to release payments to contractors using them; they are located far away from classrooms. regardless of the quality or timeliness of execution. Schools with sufficient water for drinking 84 43.8 (of 191 schools with water) Some children said they were scared to use them. There are also instances of facilities being used and Schools with sufficient water for washing 132 69.0 (of 191 schools with water) damaged by villagers, who use them during school Table 9: Rating of WASH facilities in schools holidays with little attention towards maintaining (results of participatory survey) Schools with sufficient water for mid-day meal 109 57.1 (of 191 schools with water) cleanliness. The apparent neglect from officials for monitoring Rating Teachers Children Schools where children bring water from home 162 71.7 (of total schools surveyed) the quality of facilities emerged from the AWIS and sharing workshops as one of the main integrity Number % Number % Schools where Head Teachers rated water 76 39.8 (of 191 schools with water) concerns. In addition, neither children nor parents availability adequate appear to be involved in planning and monitoring toilet Good 55 24.3% 260 11.2% facilities. Overall few stakeholders are aware of the actual situation in schools. Schools with ramp facility for access to toilets 0 0 (of total schools surveyed) Not so good 103 45.6% 519 22.4% In many cases, the school administrations and SMCs also do not actively participate in WASH decision- Schools with stool level raised over Indian toilet pan 0 0 (of total schools surveyed) Very poor 68 30.1% 1543 66.5% making processes and the follow-up from officials is

20 FANSA, WIN, Arghyam, 2015 FANSA, WIN, Arghyam, 2015 21

Project outcomes Project School WASH Integrity Assessment Assessment Integrity School WASH

» Lack of information for stakeholders on budgets. in costs in hilly areas are not taken into consideration. Table 10: Condition of toilets in sample schools (results of participatory survey) Maintenance costs are also rarely estimated well, Stakeholders pointed out that sustainable maintenance if at all. of WASH facilities was a major concern. There rarely Parameter Common (%) Boys (%) Girls (%) is a system for proper maintenance of WASH facilities Rajiv Vidya Mission (RVM)* provides resources to and services. Cleaning the toilets poses a specific schools including maintenance grants. However, Running tap 25.2 10.3 17 challenge since most are unwilling to clean them workshop conclusions point to the fact that these even at a price. The major bottlenecks identified that resources are not sufficient and often used for other Stored water 37 7.7 7.8 prevent toilet maintenance are that sweepers/support purposes. There are also delays in the release of staff are not available and that there is reluctance from school maintenance grants and no efforts to mobilize teachers/staff to address the issue. resources from the village or donors to fill the gap Water carried in from outside 18.5 34.2 36.6 in resource requirements. As a consequence, the condition of many toilets is inadequate: some toilets No water 19.3 47.9 38.6 Table 11: Who is responsible for cleaning are unsafe and surrounded by bushes, there are toilets? (Participatory survey results) toilets without doors or roofs or proper footrests, Toilets are in usable condition (in schools with toilets) 33.6 33.3 42.5 without drainage or running water or adequate water Parameter # of % of all supply and water storage. Local authorities appear schools schools to take little interest in changing the situation, even Toilets are private (in schools with toilets) 24.4 40.2 49.7 surveyed when there is pressure from the Mandal level or the Supreme Court level. Toilets are clean (in schools with toilets) 13.4 24.8 34.6 Nobody 135 59.7

Toilets are accessible (in schools with toilets) 66.4 42.7 11.8 User 51 22.6

In some cases, SMCs have shown more interest in schools surveyed, nobody is responsible for toilet Aaya/sweeper 22 9.7 the execution of works than in improving services. cleaning and users are expected to clean their facilities Other problems mentioned in various cases include in another 22.6% schools (see Table 11). In absence Outside worker 8 3.5 the fact that some toilets are constructed without of a formal group that takes responsibility, the Head creating/ensuring availability of a water facility, or that Master/Teacher often arranges for the toilet to be Child committees 10 4.4 construction of some new toilets is approved before cleaned. A few schools use an “Aaya” (janitor, usually improvements on existing toilets are made. Mandal female), outside worker or child committees to clean Education Officers seldom conduct reviews on WASH the toilets but pay is often nominal (one figure cited facilities yet they take decisions on improvements. was for 100 INR for each cleaning –about 1.3 EUR). 4.7 Risk area 6: costs and budgets Cases of slow execution of work, misuse of funds by Nearly one-third of children who participated in Focus Head Teachers, and lack of response from officials in Group Discussions did not know who was responsible AWIS scores for costs and budgets addressing lapses in implementation were also pointed for toilet cleaning. Of the remaining children, 28.6% T: 1.3, A: 1.11, P: 1.13 out during the discussions. Generally, it seems that stated that nobody cleaned, 19.5% stated that there Resources and budgets are recurring issues that affect the unclear roles and responsibilities of the Head were cleaners, 16.2% said children cleaned the toilets, both construction and maintenance of facilities. The Masters, Mandal Education Officers and SMCs, and and 3.1% said teachers did the job. budget subject is repeatedly mentioned as problematic related oversight issues contribute to making the The concerns that emerged from the AWIS workshops in almost all risk areas. Initial observations point sub-sector vulnerable to corruption. and sharing meetings included the: to a gap between investments and total assets created and to inadequate budget allocations for » Lack of repairs and regular arrangement improvements and maintenance (see Table 12). 4.6 Risk area 5: cleaning and maintenance for maintenance. Based on survey and workshop results, it seems clear AWIS scores for cleaning and maintenance » Lack of funds to purchase cleaning material, that the costs of ensuring functional toilets as per the T: 1.44, A: 1.2, P: 1.3 maintain or repair WASH infrastructure. In other Supreme Court order are often inadequately estimated words, sufficient budgets are not allocated to The lack of running water or of proper maintenance and calculated. It would be necessary to calculate the schools for keeping toilets in sanitary condition. * Sarva Shiksha Abhiyan (known as RVM in the state of Andhra has adversely affected the functionality of WASH cost per student by following a disaggregated approach Pradesh ) is an effort to universalise elementary education by Expenses on maintenance are higher than facilities in most of the sample schools. In 60% of instead of a blanket approach. For example, variations community-ownership of the school system. It is a response to the allocated grants. demand for quality basic education all over the country.

22 FANSA, WIN, Arghyam, 2015 FANSA, WIN, Arghyam, 2015 23

Project outcomes Project School WASH Integrity Assessment Assessment Integrity School WASH

4.8 Risk area 7: human resources 4.9 Risk area 8: institutions Table 12: Costs and budgets AWIS scores for human resources AWIS scores for institutions T: 1.22, A: 1.12, P: 1.23 T: 1.86, A: 1.23, P: 1.24 Indicator Budget Constraints observed For children to use toilets they need enabling The responsibility for school WASH development Unit cost for one toilet INR 35,000 Wide gap between investment made and assets create conditions but they also need to be aware of the overall is vested in different departments and and three urinals importance of sanitation (even more so in the case institutions. The support of GPs and other line of first-generation users). Children are generally not departments is required for site allotment/ supply taught the basics of toilet usage and maintaining of electricity and maintenance and cleaning of Maintenance cost INR 500 per month Inadequate budget allocation cleanliness. To highlight the importance of the toilets. Rural Water Supply departments, Integrated There is no specific budget line for O&M issue, one survey participant mentioned that: “Even Tribal Development Agencies and District Medical one inappropriate use of a toilet can render it non- and Health Offices should coordinate their work The amount is being used for other purposes functional”. It is desirable to have trained teachers on to enable the effective implementation of WASH in Local labour is reluctant to clean due to WASH in schools that could help students understand Schools. SMCs should be informed and play a role in inadequate wages how toilets should be used. Three-fourths of schools monitoring and requesting improvements in school do indeed have teachers trained on WASH according to WASH. Community participation is central to finding Soap and water are not always available the participatory surveys (see Table 13). effective solutions to the specific problems of the schools. In most cases, all four of these conditions Dedicated staff for O&M is available only in about Hand washing INR 5,800 Inadequate budget allocation are not or poorly met. 10% of schools. This has a major impact on the state platforms INR 16,000 Hand washing platforms are not constructed due and usability of facilities in schools and can affect A majority of schools have an SMC and child to lack of space the motivation and involvement of other persons. committees. However, when it comes to monitoring According to surveys and workshops, is seems that the use and operation of WASH facilities, it seems 1 USD = 62 INR approx. teachers who attended training on WASH rarely play a the SMCs and child committees rarely play a role. In role in WASH improvements due to the lack of cleaning a majority of schools either the Head Teacher or a staff and the lack of support from others. designated teacher is taking this responsibility instead. In fact, the teachers in 92% of surveyed schools are of The School Management Committees (SMC) could play the view that O&M is the responsibility of the school a key role in monitoring and enabling the development administration. There is evident uncertainty on roles of facilities in school. It appears from the surveys and and responsibilities of different institutions for school workshops however that some SMCs exist only on WASH which can lead to integrity issues. paper and are to be strengthened. The quality of SMC- trainings was found to be poor. SMCs rarely help to Fortunately, almost 90 % of surveyed schools have identify schools without running water for toilets and included WASH concerns in their School Development do not address WASH issues. Plan (SDP). 66% of schools are demanding action on activities listed on the plan. 58.8% of schools have carried out repairs. On another hand, the results of the participatory survey show that more than half of work on school WASH is executed by SMC Presidents. This is a serious Table 13: Availability of human resources for cause for concern as it suggests potential conflicts of WASH in school (results of participatory survey) interest and collusion. Surprisingly, transparency of institutional aspects Particulars Number % in school WASH obtained the highest scores in the AWIS workshops, which indicates awareness on Schools with trained 173 76.5 institutional arrangements among stakeholders. teachers on WASH On the other hand, the scores and discussions on accountability and participation are lower. These scores Dedicated staff for 22 9.7 point to underlying concerns about expectations, O&M (aaya) responsibilities and oversight on one hand and Photo 8: Participants in the AWIS workshop conducted in one of the schools on the poor involvement of children, teachers and

24 FANSA, WIN, Arghyam, 2015 FANSA, WIN, Arghyam, 2015 25

Moving forward Moving School WASH Integrity Assessment Assessment Integrity School WASH

communities in decision-making and in demanding 4.10 Overarching concerns Table 14: Stakeholder engagement in WASH in schools (results of participatory survey) improvements of WASH services on the other hand. and conclusions There are high expectations regarding the role of Participants at the State-level workshop recognized Parameter # % SMCs, parents, and Panchayati Raj Institutions can that higher level policy commitments, design and play in WASH but these stakeholders rarely seem implementation of programmes and allocation of Schools that included WASH in SDP 203 89.8 (of all schools surveyed (226)) to be fully concerned with improving the situation. budgets have been consistently growing in India for For example, in some of the schools where AWIS water and sanitation, including for WASH in schools. Schools that followed-up on needs listed in SDP 136 66.8 (of 203 schools) workshops were conducted, not even one SMC They also acknowledged that public investment has member had seen the school WASH facilities. The lack been wasted and mentioned the failure of multi-village of awareness on WASH issues among these and other water supply schemes and of the National Water Schools with an SMC 220 97.3 (of all schools) stakeholders is a major concern. Quality surveillance programme as examples. This project focused on Government schools where Overall, conclusions of all project processes point to SMC involved in monitoring of WASH progress 7 3.1 (of 220 schools) more than 75% of the children pursuing an education the fact that progress in WASH coverage in schools is are from poor and marginalized communities. Their not in line with the additional commitments made. It SMC involved in monitoring of use and operations 2 0.9 (of 220 schools) parents appear to seldom participate in school affairs has been demonstrated that too many schools are still as they struggle to ensure day-to-day livelihoods. They not compliant with legal standards and that the school Schools with a child committee 207 91.6 ( of all schools appear to show little interest in school generally and children, particularly the girls, are suffering from the even less in WASH at school. Above all, they have no lack of basic sanitation and water services and hygiene voice to demand improvements. Even parents who education in their schools. Child committees involved in monitoring use and operations 14 6.6 (of 207 schools) are members of SMCs are relatively uninterested and The surveys and workshops clearly point to serious few attend monthly meetings, according to workshops performance and management issues which can School with primary responsibility for O&M 208 92 (of all schools) conclusions. Those who do attend usually are the be qualified in terms of transparency, accountability village Sarpanch* and one or two members who have participation concerns. Among these, the main an interest in executing works. There is no effort to Schools carrying out repairs 133 58.8 (of all schools) concerns that repeatedly came up throughout the mobilize and involve other parents who do not show project and require most urgent action include: lack interest in participating in the meetings. Schools orienting children on usage of WASH facilities 209 92.5 (of all schools) of awareness, insufficient monitoring and planning issues, poor coordination among institutions and limited participation of affected stakeholders. Since those suffering from inadequate WASH in schools Table 15: Stakeholder involvement at facility creation stage (results of participatory survey) are generally the most poor or voiceless, the lack of responsiveness and accountability that has been % for #. % for # pointed to usually go unchecked and unchallenged. water toilets Combined, these issues lead to sub-optimal policy implementation and leave the sector vulnerable SMC was involved in choosing location of facility 24.6 54.12 24.1 53 to corruption. Fighting such practices requires that integrity be enhanced generally, but also that stakeholders engage in dialogue to find common Children were involved in choosing location of facility 6.6 15 6.4 14 solutions and rebuild trust.

SMC President executed work 56.6 125 53.2 117

Contractor executed work 43.4 95 46.8 103

SMC was involved in quality check 9.0 20 5.7 13

SMC was involved in handing over process 24.6 54 32.6 72

* A Sarpanch is the elected head of a Gram Panchayat

26 FANSA, WIN, Arghyam, 2015 FANSA, WIN, Arghyam, 2015 27

5 6 forward Moving Lessons Learned from Using AWIS Moving Forward: Addressing Key Integrity Gaps School WASH Integrity Assessment Assessment Integrity School WASH

The AWIS-based methodology used in this project In addition, project implementers noted that: Participants of district and State-level workshops ∙ Functional task forces constituted by made it possible to take integrity as a key dimension of outlined paths for action and ways to enhance integrity government » AWIS-based analyses -using anonymous scoring school WASH to be considered and discussed openly. in school WASH. These are focused on addressing and open discussions- go beyond status studies Local fund mobilization from old students, The methodology has the advantage of providing a the repeated and underlying concerns related to ∙  focused on governance. The new evidence and NGOs and local philanthropists workable assessment of integrity levels, while acting Transparency, Accountability and Participation. conclusions found through the AWIS processes as a first stepping stone to improve integrity, and above Organization of activities to protect help build a more complete and collective ∙  all while opening up opportunities for participation school assets perspective on an issue. and dialogue. 6.1 Awareness and engagement Organization of activities to enable use of » AWIS is not yet another qualitative tool. It differs ∙  AWIS exercises conducted at the village/school level There is obvious lack of awareness across all premises during school holidays and at the from Focus Group Discussions by also emphasizing and multi-stakeholders workshops organized at the stakeholder groups on the state of existing WASH same time, to get users to take interest in the need to identify root causes and find solutions, district level sensitized and informed the community facilities and on required standards. Stakeholders are the upkeep and protection of the school within a governance framework. leaders, parents, and other key stakeholders on also poorly informed about whom to contact to resolve environment the existing provisions of the Right to Education Act » AWIS should also not be confused with a workshop issues. This is partly a capacity issue and partly a Teachers’ unions involved in the promotion of and other Government Orders issued for ensuring or social audit. While social audit looks into communication issue. Clearly evaluating the limits, ∙  the WASH in schools agenda. WASH in schools. During the AWIS process, these facts, AWIS is an intensive process of building a capabilities and opportunities for each stakeholder stakeholders had an opportunity to check the claims perspective on the diagnosis, gradually enriching group is essential to making sure they play their » Local self-management mechanisms are also of service delivery against the actual realities on the understanding from one level to another (i.e. due role. to be promoted. The capacities of different ground. This was an eye-opener for many participants school to district and State) and working towards stakeholders are to be built, in particular on and is essential to engage stakeholders in acting on acceptable solutions. It is not a one-stop process maintenance and use of created facilities. The Priorities for action: improvements. The approach was effective in fostering and should be pursued. It requires follow up capacities of SMCs and local NGOs should also demand generation and capacity building awareness, motivation and the development of to channel awareness and motivation into be built to hold stakeholders to account. capacities of the Rights Holders. real changes. » There is a need to generate clearer demand for services and to address demand and supply side The project also created opportunities for dialogue The AWIS focus on finding solutions rather than issues. Advocacy by the community and Village 6.2 Equity and inclusion among stakeholders from all sectors (community, finding fault was particularly helpful in this pilot Water and Sanitation Committees using the Right schools, government, research, CSO). Stakeholders project. During the process of diagnosis and risk Primary stakeholders, including the children to Information (RTI*) and Right to Education (RTE) actively participated, were enthusiastic and showed identification, the stakeholders initially demonstrated themselves but also their parents and communities, laws to demand WASH facilities and services could interest in learning about AWIS. The multi-stakeholder the tendency to blame each other. In subsequent are rarely consulted or included in the planning and be a first step. workshops contributed to a rich discussion on integrity dialogues they were more honest, and less biased decision-making for WASH at school, partly from in school WASH. They served as a platform to gather in their identification of the real forces causing » Mechanisms for making the community vigilant lack of awareness of their roles and responsibilities. more input and perspectives (including from other integrity issues. and engaged must be explored, for example: This has consequences on the timing, quality and research projects and initiatives) on the observations, sustainability of WASH at school. The adaptations of the methodology to the specific Annual meetings on sanitation with parents, comments and analysis of participants. All workshops ∙  context of school WASH were crucial to the relevance previous students and other stakeholders Girls are particularly affected by poor sanitation in were helpful in obtaining stakeholder buy-in for the and success of the project. Adapting the indicators schools and the lack of facilities for their menstrual process and made all stakeholders think and reflect Field visits and awareness meetings for parents and risk areas made the results more specific ∙  needs. Poor quality service can have a strong impact on their respective roles. AWIS especially developed conducted by village health workers followed by and understandable for the stakeholders involved. on girls’ absenteeism and well-being at school. the motivation and confidence of the communities to a meeting to discuss learning Triangulation with surveys and policy reviews helped There are too few schools without facilities or without question governance lapses and demand improved validate findings, bring objectivity to the processes, and Vision building of SMCs and school management separate facilities for boys and girls. levels of transparency, accountability and participation ∙  build momentum for the discussion as it evolved from to help them appreciate the critical importance in the implementation of programmes related to Children with special needs are rarely accounted for in one stage to another. of WASH facilities in the larger scheme of things WASH in schools. the planning and development of facilities. Many view and how corruption stymies that vision. At project level, the methodology was also toilets for disabled children as a special category which useful in building awareness for integrity among requires little attention. FANSA partners, and encouraged discussion with * the Right to Information Act (RTI) is an Act of the Parliament outside partners. of India “to provide for setting out the practical regime of right to Priorities for action: increased participation information for citizens”. Under the provisions of the Act, any Using this first pilot adaptation for inspiration, the citizen may request information from a “public authority” (a body » Constitution of watch committees at different AWIS tools could also be adapted to watershed of Government or “instrumentality of State”) which is required to levels programmes for example, again with reduced focus reply expeditiously or within thirty days. Information disclosure in on the policy dimension. India was restricted by the Official Secrets Act 1923 and various other special laws, which the new RTI Act relaxes. It codifies a fundamental right of citizens.

28 FANSA, WIN, Arghyam, 2015 FANSA, WIN, Arghyam, 2015 29

Addressing Key Integrity Gaps Integrity Key Addressing School WASH Integrity Assessment Assessment Integrity School WASH

» A Citizen Report Card* could be developed and 6.3 Stakeholder coordination shared with the District Collector and Rajiv Vidya The unclear roles of responsibilities of different Mission to advocate for prioritization of funding. stakeholders are especially contributing to making the » Strengthened children committees and SMCs. sub-sector vulnerable to corruption and can be linked SMCs could be reconstituted with old students, to cases of possible collusion, conflicts of interest and Village Water and Sanitation Committee members pressure that have come to light through discussions. and others volunteers for improving WASH. The poor coordination among institutions is of specific concern. » Development of more effective SMC trainings should be considered. There is for example a coordination issue in providing tap connections to schools. Overhead storage » Systems to eliminate corruption and enable reservoirs are normally created by the Rural Water participation should be promoted. These can Supply Department and managed by the GP. The exact include social audits, finance monitoring, etc. responsibilities remain unclear. In many places, the AWIS finding and workshop recommendations GP has no obligation to provide the tap connection to could be used for State-level advocacy. school and does not appear to be involved. Workshop participants suggested that it should be made Photo 10 and Photo 11: Poor state of WASH resources in schools mandatory for GPs to provide tap connection to schools wherever overhead storage reservoirs and direct piped water supply exists. 6.4 Planning and monitoring » There should be coordinated monitoring systems at different levels. A committee should be Budgets are most often allocated for the creation of constituted including the Head Masters, SMCs as WASH facilities without prior consideration of ground Priorities for action: political support, well as interested teachers, children and parents realities and with minimal planning. Assessments of clarified responsibilities and accountability, to monitor the condition of facilities and oversee water availability, water safety and sufficiency issues anti-corruption measures maintenance, and to make relevant information are generally overlooked. Facilities are not planned available at different levels. » WASH should be included in the District Collector’s with a clear timeline or an integrated view including reviews. Mandal-level convergence meetings could electricity, compound walls and maintenance issues. » Independent monitoring should also be carried out also be organized. for school WASH every five years. The AWIS tool could be used again for this purpose. » The roles and responsibilities of different Priorities for action: stakeholders should be defined. In particular, the funding prioritization, coordinated monitoring and » Repair and maintenance should be prioritized. responsibility to address the problems related to maintenance systems’ development During the project workshops, it was suggested quality, disuse/damage of created infrastructure that exclusive budgets for sanitation could » Schools should develop an integrated plan for and proper use of toilets must be clarified. The be created; with a provision for staff for the creation, rehabilitation and maintenance of Head Teachers should be made responsible maintenance. Rajiv Vidya Mission did not agree WASH facilities, which should serve as a basis for ensuring adequacy of WASH facilities and with this proposal. In response, it was agreed for resource allocation. The financial allocation should be able to count on the support from that outsourcing and resource mobilization from should be differentiated and made based on need, teachers, SMCs, Panchayati Raj Institutions and communities should be explored. the community. including maintenance costs. Schools without water facilities should have priority. » There should be an action component for behaviour change with regard to maintenance, focusing for » Provisions should be made for the purchase example on hygiene education, parent motivation of water in schools where water has excessive and general awareness. fluoride content. This is not yet part of government policy.

» In order to raise adequate funds, advocating for the * The National Rural Employment Guarantee Act 2005, also known inclusion of school WASH under the National Rural as the “Mahatma Gandhi National Rural Employment Guarantee Employment Guarantee Scheme (NREGS*) could Act”, and abbreviated to MGNREGA, is an Indian labour law and be an option. social security measure that aims to guarantee the ‘right to work’ and ensure livelihood security in rural areas by providing at least * the citizen report card (CRC) is a social audit tool to assess, 100 days of guaranteed wage employment in a financial year to understand, report on a specific project/sector. every household whose adult members volunteer to do unskilled (see www.waterintegritynetwork.net for details on the tool) manual work.

30 FANSA, WIN, Arghyam, 2015 FANSA, WIN, Arghyam, 2015 31

7 Project Follow-Up: ANNEX 1: Schools where AWIS Workshops Experience Sharing and New Partnerships Were Conducted Workshops ANNEX 1: AWIS School WASH Integrity Assessment Assessment Integrity School WASH

As immediate follow-up, FANSA will take interventions Finally, the methodology and tools used for this project in selected schools (in project area), based on the will continued to be refined and contextualized with a # School/ Village Mandal Date # of recommendation and solutions that emerged from the view on expanding their use to other sectors (irrigation, participants workshops at different levels. In this way, the relevance urban water utilities, Nirmal Bharat Abhiyan*, and of AWIS in building action will be tested. watershed programmes) possibly in alliances with Kurnool district large government programmes or as complementary As a result of the State-level workshop, it was processes to social audits under the National Rural agreed that community empowerment approaches Employment Guarantee Scheme (NREGS). 1 Zilla Parishad High School, Mallempalli Dhone Dec 3, 2103 14 to address governance issues, such as the one used for this project should be up scaled. It was further 2 Zilla Parishad High School for girls, Dhone Dhone Dec 3, 2013 33 agreed that the capacities and experience of different CSOs and initiatives should be consolidated and shared among all interested partners in an informal 3 Zilla Parishad High School, Kothaceruvu Dhone Dec 4, 2013 25 forum of individuals and organizations, including interested agencies and government officials. FANSA 4 Zilla Parishad High School, Eddupenta Dhone Dec 4, 2013 18 was designated as an anchor point for knowledge management and sharing on integrity in WASH 5 Zilla Parishad High School for girls, Peapally Peapally Dec 5, 2013 22 governance and was given the task to proactively work with more CSOs in expanding the application of the AWIS methodology. 6 Zilla Parishad High School, Vegarampalli Peapally Dec 5, 2013 12 Dr K. Tirupataiah, IFS (Additional Director General, MCR HRD) pointed out the strategic importance of 7 Zilla Parishad High School, Jaladurgam Peapally Dec 27, 2013 18 engaging the Government in the learning process on integrity. To this end, and for wider sharing 8 Zilla Parishad High School, T.R. Palli Peapally Dec 27, 2013 24 purposes, another State-level integrity workshop will be organized with more CSOs and the government, in Warangal District collaboration with the Dr Marri Channa Reddy Human Resource Development Institute (MCR HRD), possibly in February 2015. This report, the conclusions of the 1 Zilla Parishad High School, Katapur Thadvai 25.10.12 15 AWIS pilot project, and further developments in school WASH integrity would be shared at this workshop. * The total sanitation campaign (TSC) to ensure sanitation facilities 2 Zilla Parishad High School, Ayodhyapuram Gudur 30.11.13 16 in rural areas with broader goal to eradicate the practice of open FANSA will also focus on capacity building and defecation has now been renamed as ‘Nirmal Bharat Abiyan’ dissemination workshops to spread the message at (NBA), which has recently been renamed again as Swachh Bharat 3 Zilla Parishad High School, Macherla Gudur 10.12.13 17 various other levels. Abiyan (SBA).

4 Zilla Parishad High School, Gudur Gudur 10.12.13 20

5 Zilla Parishad High School, Narlapur Tadvai 11.12.13 17

6 Upper Primary School, Kamaram Tadvai 11.12.13 15

7 Zilla Parishad High School, Mateevada Gudur 19.12.13 18

8 Zilla Parishad High School, Teegalaveni Gudur 19.12.13 15

[Table continued on next page]

32 FANSA, WIN, Arghyam, 2015 FANSA, WIN, Arghyam, 2015 33

ANNEX 2: Risk Areas by Pillars of Integrity ANNEX 2: Risk Areas and Indicators for Scoring in Standard AWIS School WASH Integrity Assessment Assessment Integrity School WASH

# School/ Village Mandal Date # of Transparency Accountability Participation participants Policy and 1 = PL very limited 1 = PL is hardly applied with 1 = Stakeholders have very limited Visakhapatnam District legislation and lacks clarity. a few a institutions fulfilling access to information on PL. (PL) their role. 1 Zilla Parishad High School, Anakapalle 06.12.2013 12 2 = PL partly 2 = PL applied to a fair 2 = Stakeholders have access to Dibbapalem developed with extent but with some information, are informed and can important gaps. limitations. Institutions are express. Access is biased towards 2 Zilla Parishad High School, Anakapalle 23.12.2013 11 weak. certain actors. Rangolivanipalem 3 = PL well 3 = PL applied to a large 3 = Stakeholders are actively established. Perhaps extent and institutions consulted and/or represented in 3 Zilla Parishad High School, Anakapalle 23.12.2013 12 few improvements are fit for their role. Few decision making bodies. Kunchangi needed. improvements needed.

4 Zilla Parishad High School, Madduru 21.12.2013 11 Regulation 1 = Regulation is 1 = Regulation is hardly 1 = Information about regulation Martur not in place or is applied and the institutions and the way it is developed and very limited and no that are supposed to applied is not available or is very or few regulatory implement it are very weak. difficult to obtain. 5 Zilla Parishad High School, Rambilli 23.12.2013 17 institutions are Panchadarla in place.

6 Zilla Parishad High School, Rambilli 23.12.2013 13 2 = A good number of 2 = The existing regulation 2 = Information is available Rajakoduru regulations exist but is partly applied, but with about regulation and the way still have important important limitations in it is developed and applied. gaps. that the institutions are However it may not be sufficiently 7 Zilla Parishad High School, Kotapadu 26.12.2013 17 weak and have limited independent or verifiable. Gotlam internal controls. 3 = The existing 3 = The existing regulation is 3 = Stakeholders have good access 8 Zilla Parishad High School, Kotapadu 26.12.2013 15 regulation is well applied in a comprehensive to verifiable information and to Chawdulata established, only way. Institutional roles are adequate complain mechanisms. requires limited properly implemented and They are actively consulted improvement. have solid internal controls. and involved in decision- making bodies.

[Table continued on next page]

34 FANSA, WIN, Arghyam, 2015 FANSA, WIN, Arghyam, 2015 35 ANNEX 2: Risk Areas Assessment Integrity School WASH

Transparency Accountability Participation Transparency Accountability Participation

Investment 1 = No or very few clear 1 = Design rules, 1 = Information about Service 1 = No or very few 1 = No or few rules are 1 = Stakeholders have nor or in projects rules are available procurement regulation investment projects and provision clear rules are applied; controlling very little access to information and in writing or they and technical and financial programmes, including the available in writing for institutions are very weak and about service provision, such programmes only apply to very few audits are not applied; way they are developed, the different service not independent; and ACM are as the technical and financial investment projects or controlling institutions procured and audited, is not providers and users. not really applied. performance of providers. programmes. are very weak and not available or is very difficult 2 = Rules for service 2 = Technical and financial 2 = Information is available about independent. to obtain. provision are fairly audits are applied but not service provision, including 2 = Rules for project 2 = Design rules, 2 = Information is available well established but by all providers; supervisory the technical and financial design, procurement procurement regulation about investment projects are not sufficiently bodies need strengthening; performance or providers. and technical and and technical and financial and programmes. However, clear, do not apply to and the application of ACM However, this information may financial audits are audits are implemented but this information may not be all providers or have can be more intensive. not be sufficiently independent fairly well established with limitations. sufficiently independent or important gaps. or verifiable, and access may but are not sufficiently verifiable, and access may not not be equal for all. clear or still have be equal for all. 3 = The existing rules 3 = Technical and financial 3 = Stakeholders have adequate important gaps. are well established audits are well applied to all complaint mechanisms and 3 = The existing 3 = Design rules, 3 = Stakeholders have adequate and are pro-poor and providers and are controlled have good access to information design rules are procurement regulation complaint mechanisms and gender sensitive; by independent institutions. that can be checked. They well established, and technical and financial good access to information procurement, ACM are applied in a may be involved in monitoring pro-poor and gender audits are well applied that can be checked. They may audit rules and comprehensive way by the performance, actively consulted sensitive, procurement and are controlled by be involved in monitoring the performance organizations involved. on important topics, taking regulations and ACM independent institutions, implementation of investment indicators are clear into account civil society and are solid; independent ACM are applied in a projects and programmes and organizations poverty and gender issues audits are requested comprehensive way by the and are actively consulted have established or properly represented in and comparative organizations involved. on important topics, taking written ACM. decision-making bodies. performance results into account civil society and will be analysed. poverty and gender issues. Anti- 1 = Anti-corruption 1 = Anti-corruption legislation 1 = Information about anti- corruption legislation does not is not, or barely, applied corruption legislation and the legislation exist or is very limited in the sub-sector. The way it is implemented is not and lacks clarity. institutions that are supposed available or is very difficult to implement the legislation to obtain. are very weak, are not independent and have no resources to do their work. 2 = Information is available on 2 = Anti-corruption 2 = The existing anti-corruption anti-corruption legislation and legislation is legislation is partly applied in the way it is implemented but developed but has the sub-sector, but still with has important gaps and is not important gaps. important limitations. sufficiently independent. 3 = The existing anti- 3 = The existing anti- 3 = Access to independent corruption legislation corruption legislation is information on anti-corruption is well established, applied in a comprehensive legislation is well established and includes freedom way, institutional roles are corruption cases are filed and of information and properly implemented, the properly deal with. Institutions protection of whistle press published cases, are active and work with civil blowers, and is relevant and whistle blowers have society. Press is free and whistle in terms of fines. reasonable protection. blowers are protected.

36 FANSA, WIN, Arghyam, 2015 FANSA, WIN, Arghyam, 2015 37

ANNEX 3: Modified AWIS Framework: Risk Areas ANNEX 3: Risk Areas by Pillar of Integrity and Scoring Indicators School WASH Integrity Assessment Assessment Integrity School WASH

Pillars of integrity for scoring Risk areas Indicators

Transparency (T=) Accountability (A=) Participation (P=) A. Enabling Environment

1-aware, 1-enforcing rules, 1-identifying problems, Legal Policy Framework » Whether equity, privacy and dignity for children is ensured by RTE 2-have information, 2-performing roles & 2-demanding services, and Supreme court order. 3-being monitored. responsibilities, 3-decision making. 3-dealing with complaints. Budget/expenditure » Adequate budget allocated for capital and recurrent costs » Regular funding for maintenance and cleanliness of toilets

Governance/Partnerships » Teachers, children and communities are involved in decisions » Improvements are demanded by community, teachers and SMC

B. Service provision

Availability of facilities » One toilet per 40 children » Separate toilets for boys and girls

Availability of human resources » Trained teachers on hygiene promotion in schools » Dedicated staff for operation and maintenance of WASH facilities

Access to services » Access to clean toilets at all times during school hours » Availability of cleaning material, brushes, brooms, soap, towels, etc.

Clearly worked out systems for » Clarity on who is responsible for cleaning cleaning » Participation of children, SMC, Head Master and teachers in protection/maintenance of toilets facilities

Quality of services » Clean toilets, water point area and storage facility » Privacy measures, including lockable doors » Clean surroundings » Repairs are done quickly and efficiently » Children are taught good WASH behaviour through the curriculum and extracurricular activities » Regular use of toilets by children

38 FANSA, WIN, Arghyam, 2015 FANSA, WIN, Arghyam, 2015 39

ANNEX 4: Existing Policy and Major State Interventions for School WASH School WASH Integrity Assessment Assessment Integrity School WASH Policy and Interventions ANNEX 4: Policy

International law Government interventions School Sanitation and Hygiene Education programme Additional programmes and awards and programmes to promote sanitation in schools International Covenant on Economic, Social The School Sanitation and Hygiene Education (SSHE) programme was introduced in the National Rural and Cultural Rights Supreme Court intervention The Ministry of Human Resource Development Sanitation Programme in 1999, to ensure child-friendly launched the National School Sanitation Initiative While efforts to enact RTE were ongoing, a public The right to education according to the International water supply, toilets and hand washing facilities in in 2009, in collaboration with the Ministry of Urban interest litigation relating to the abysmal condition Covenant on Economic, Social and Cultural Rights rural schools, and to promote behavioural change by Development and the Deutsche Gesellschaft of schools across the country was filed by Advocate (ICESCR) includes the right to free, compulsory hygiene education. The goals of the SSHE programme für Internationale Zusammenarbeit (GIZ). The Ravindra Bana (a Supreme Court lawyer) of the primary education for all, and an obligation to develop are to: purpose of the initiative was to inculcate good Environment and Consumer Protection Foundation secondary education accessible to all. sanitation habits among school children in order in 2004 and was heard in the Supreme Court. Several » Cover schools and anganwadis* with sanitation to inspire them and celebrate excellence in school landmark orders by the Court relating to the availability facilities and promote hygiene education and sanitation at the national level. The Central Board of drinking water and separate toilets for boys and girls sanitary habits among students National law of Secondary Education set up the National School were passed in 2011 and 2012. The case was eventually » Provide separate toilet facilities for girls in Sanitation Awards to reward schools for having closed in December 2012. The Court then directed Constitution of India co-ed schools ensured cleanliness on the institution premises State governments to ensure that all schools meet the and for improving students’ attitude towards proper Various articles of the Indian Constitution guarantee RTE norms relating to drinking water and sanitation » Ensure proper Operation & Maintenance of the hygiene. In August 2012, the Minister of Human free and compulsory education for all children. The by March 2013, in line with the time frame proposed facilities created most significant is Article 21 A, which became part Resource Development launched, for school children, under the RTE. The Court also left a door open to hear SSHE has since become a programme under the Total of the Constitution by the 85th Amendment. This a Sanitation Pledge and online National School cases/appeals wherein the norms were not met. Sanitation Campaign, which was modified and later article states that “The State shall provide free and Sanitation ratings (www.schoolsanitation.com) renamed the Nirmal Bharat Abhiyan (See footnote compulsory education to all children of the age 12). The deadline for providing safe drinking water of 6-14 years in such manner as the State may by Letters and government circulars issued and toilets by SSHE in schools was postponed several law determine.” SACOSAN commitments on school WASH for improving school WASH times, from 2005 to 2006, 2007, 2008, 2012 and finally March 2013. An analysis of the funding released and The South Asian Conference on Sanitation Keeping in mind compliance with the Supreme the expenditure incurred in the programme indicates (SACOSAN), a government-led biennial convention Right to Free and Compulsory Education Act (RTE Act) Court directions, the Government of India and the huge under-spending. held on a rotational basis in different countries, The demand for legislation for universal education was Government of Andhra Pradesh have issued several provides a platform for interaction on sanitation. initiated by Gopal Krishna Gokhale (an Indian freedom letters and circulars (see Annex 5) over the past Countries engaged in SACOSAN include Afghanistan, fighter) during the British era, and bore fruit when the year. In particular, the Ministry of Drinking Water and Bangladesh, Bhutan, India, the Maldives, Nepal, Right to Free and Compulsory Education Act (RTE Act), Sanitation wrote the following letters to the State Pakistan and Sri Lanka. The objectives of SACOSAN bill was passed in 2009 after sustained efforts. This act government urging compliance: (i) the communication are to accelerate progress in sanitation and hygiene came into effect on April 1, 2010, making it mandatory dated May 2, 2013 urged the State governments to promotion in South Asia and to enhance the quality for the State to provide free and compulsory education prioritize water supply for drinking, hand washing and of people’s life. The SACOSAN has been instrumental to every child between 6 to 14 years of age. In addition, toilets in schools under the National Rural Drinking in generating political will towards better sanitation the Schedule of the RTE Act specifies seven mandatory Water Programme; and (ii) the communication dated in the region, especially in schools. Successive infrastructure norms and standards, with a three-year January 17, 2013 highlighted the monitoring of the SACOSAN conferences have strongly emphasized the time limit to address some of the long-pending gaps Supreme Court orders to provide drinking water and need for better hygiene education and the objective and to meet the norms in the schools (other than sanitation facilities in schools by March 31, 2013. of ensuring all existing school at every educational teacher training). The standards to be met include level have functioning, child-friendly toilets, separate barrier-free access to drinking water and toilets. The for girls and boys, with facilities for menstrual three-year period for meeting the standards ended hygiene management. in March 2013.

* these centres provide supplementary nutrition, non-formal pre- school education, nutrition and health education, immunization, health check-up and referral services of which later three services are provided in convergence with public health systems.

40 FANSA, WIN, Arghyam, 2015 FANSA, WIN, Arghyam, 2015 41

ANNEX 5: Important Government Guidelines on School WASH Government Guidelines ANNEX 5: Government School WASH Integrity Assessment Assessment Integrity School WASH

# Reference No. Description # Reference No. Description

1 DO No 25-2/2009-EE.16, Providing adequate number of toilets in schools and steps for 12 Gazette of India – Ministry Rural sanitation related works, such as, individual household dated 08-09-2009 ensuring functionality of the school toilets of Rural Development – latrines, school toilet units, Anganwadi toilets, solid and liquid Notification, waste management; 2 DO No: W 11042/15/2007-CRSP, Provision of adequate number and functional school toilets dated 04-05-2012 dated 06-11-2009 through convergence initiatives between SSA &TSC 13 Proceedings: 297/RVM/SSA/ Rs. 500/– per month for engaging a cleaner and 3 Lr.NO.2570/CW/DW& SF/2006, Construction of toilets and urinals in the schools – C8/2012, cleaning material. dated 24-11-2009 Communicating Gol Norms to all the districts in the State dated 04-05-2012

4 Lr.No.2570/CW/DW& SF/2006, Civil Works – Provision of adequate number and functional 14 Memo No.442/RVM(SSA)/CW/ All POs and EEs of RVM (SSA) are entrusted rectifying the dated 08-03-2010 schools through convergence initiatives between SSA&TSC– C10/2012, defunct toilets in Schools up to Rs. 10,000/– by EE. Instructions to all the POs of RVM to review the gaps with RWS dated 04-06-2012 Engineering Department 15 Memo No.462/RVM (SSA)/ Maintenance of Toilets in Schools CW/C/2012, 5 No. W-11013/3/2009-CRSP, Revision of unit costs of School Toilets and Anganwadi toilets Primary School Rs. 306/– per month dated 23-07-2010 under Total Sanitation Campaign (TSC) dated 15-06-2012 Upper Primary Schools Rs. 536/– 6 GO Rt. No.1257, Providing Drinking water supply to leftover 6803 schools in the dated 06-08-2011 State for the year 2011-12. 16 No. F.1-15/2009-Desk (MDM) – 50% funds earmarked for School Level Expenses can be spent Mid Day Meals, on forms, stationery, soaps, plates, glasses mats, training of dated 21-06-2012 cooks-cum-helpers and replacement / repair / maintenance of 7 NO.W.11042/15/2007/CRSP, Provision for providing school toilet units in all Government cooking devices, utensils, storage bean. dated 09-08-2010 Schools-Separate toilets for girls and boys in Co-Ed schools – Funding ration Central and State is 70:30 17 DO No. W11042/41/2011-CRSP, Ensuring Provision of toilets in all Government Schools in rural dated 12-07-2012 India through strengthening convergence of SSHE component of 8 Supreme Court Order – Provision of potable drinking water in all schools on or before NBA (formerly TSC) &SSA and Department of School Education Drinking Water in Schools, 15-10-2011 and Literacy (DSEL) dated 09-08-2011

18 DO No.13-2/2012-EE.5 Making available soap in all schools so that all children can 9 Supreme Court Order – School Provision for Toilets in all the schools (particularly girls) (MDM 1-2), wash their hands with soap – Hand washing with soap before Toilets, dated 09-08-2011 dated 19-07-2012 and after eating Mid-day Meal (MDM)

10 Circular No. 505/AEE3/DEE1/ Labour component for construction of School Toilet: 19 Jalamani Installation of Standalone drinking water purification systems in MNREGS/2011, Unskilled labour (up to 25 person days) and skilled labour Schools of Rural Areas of the Country dated 08-12-2011 (up to 8 person days, under material component) on construction of School Toilet Unit.

11 Letter from Shri Kapil Sibal to Ensuring appropriate infrastructure under SSA expeditiously; Chief Minister, provide drinking water and toilets in Schools as per Supreme dated 17-04-2012 Court Order

42 FANSA, WIN, Arghyam, 2015 FANSA, WIN, Arghyam, 2015 43 Arghyam Arghyam grants funds to organizations, which implement and manage groundwater and sanitation projects in References India. Arghyam has made grants to recipients in 22 states of India since 2005, the year of its founding. Arghyam supports sustainable water management towards meeting the basic water needs of all citizens, especially those from vulnerable communities. While the focus is on domestic water, Arghyam’s activities are contextualized around the broader issues of the water sector and take into consideration agricultural, industrial WIN (2011). Visscher, Hermann-Friede, Annotated Water Integrity Scans - A manual to help and environmental aspects. assess integrity levels in specific sub-sectors of the water sector, Water Integrity Network, 2011 Arghyam funded this project on integrity assessments of WASH interventions in schools. National University of Educational Planning and Administration and Department of School Education and Literacy, Ministry of Human Resource Development, Government of India (2012). DISE 2010-11. New Delhi. 2012, available online at http://www.dise.in/Downloads/ Publications/Publications%202010-11/Flash%20Statistics-2010-11.pdf Water Integrity Network (WIN) UNICEF and IRC (2005). Water, Sanitation and Hygiene Education for Schools Roundtable The Water Integrity Network (WIN) is a network of organizations and individuals promoting water integrity Meeting: Oxford, UK24-26 January 2005. (Roundtable Proceedings and Framework for Action). to reduce and prevent corruption in the water sector, with a pro-poor and pro-equity focus. WIN’s vision is a Available online at http://esa.un.org/iys/docs/san_lib_docs/SSHE_OxfordRoundTable.pdf world with equitable and sustained access to water and a clean environment, which is no longer threatened World Health Organization (2013b). The world health report 2013: research for universal by corruption, greed, dishonesty and wilful malpractice. WIN works with partners and facilitates active multi- health coverage (http://apps.who.int/iris/bitstream/10665/85761/2/9789240690837_eng.pdf) stakeholder coalitions to influence decision-makers and build capacities to practically enhance integrity at all levels. World Health Organization (2013a). Fact sheet N°330: Diarrhoeal Disease, April 2013, http://www.who.int/mediacentre/factsheets/fs330/en/ WIN developed the Annotated Water Integrity Scan (AWIS) methodology to enable quick, multi-stakeholder assessments of integrity in the water sector and identify steps for improvement. To enable the tool to be used in the context of school WASH in India, WIN provided technical and content support for this pilot project and adaptation.

Freshwater Action Network-South Asia (FANSA) FANSA aims to strengthen the engagement of Civil Society Organizations (CSO) in policy-making and development initiatives to achieve the international targets on water and sanitation, improve regional co-operation between CSOs of differing perspectives, priorities and skills, and increase the number of NGOs to advocate and communicate clearly on water policy issues and the broader agenda. FANSA is a key facilitator addressing the core challenge of water integrity in Andhra Pradesh. Along with this project and through its network of CSOs in the region, FANSA is actively engaged with the state Government to improve governance in the WASH sector, especially for schools. FANSA also has participated in the Governance & Transparency Fund (GTF) programme, the Swachchata Utsav campaign and various advocacy projects with the Department of Education of Andhra Pradesh to accelerate school WASH coverage in the State.

This project was carried out with

Awakening People’s Action for Modern Architects for Rural India Sarada Valley Development Samithi Rural Development (APARD) (MARI) (SVDS)

44 FANSA, WIN, Arghyam, 2015 FANSA, WIN, Arghyam, 2015 45 www.waterintegritynetwork.net www.freshwateraction.net www.arghyam.org