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Strengthening Water, Sanitation and Hygiene in Schools Strengthening Water, Sanitation and Hygiene in Schools Strengthening Water, Sanitation and Hygiene in Schools Strengthening Water, Sanitation and Hygiene in Schools Water, sanitation and hygiene (WASH) in schools programmes are globally recognised as essential to promoting children’s right to health. WASH in schools influences a A WASH guidance manual with a focus on South Asia generational change in health promotion behaviour and attitudes. If schoolchildren have access to clean and appropriate toilets, functioning handwashing facilities with soap, sufficient and safe drinking water and have developed adequate hygiene skills, they are more likely to be healthier and to positively influence hygiene practices among family members and the wider community. This book is meant for managers and trainers involved in water, sanitation and Strengthening Sanitation Water, and Hygiene in Schools hygiene programmes in schools, whether operating at state, district or block level. It provides information on a number of essential topics related to WASH in schools and contains relevant activity sheets. Within that context, this book can be used: • For planning new WASH in schools programmes and setting strategies, • For district training and planning workshops, • To train trainers from NGOs and other institutions focusing on WASH in schools. • For orientation of district and department officials, education officers and headteachers, public health engineering staff and contractors, and leaders of other institutions such as NGOs & CBOs, • For setting up monitoring activities in the district, block, cluster and community, • For training field workers to work with communities on group mobilisation, technology selection and design. A. Mooijman, M. Snel, S. Ganguly and K. Shordt Strengthening Water, Sanitation and Hygiene in Schools A WASH guidance manual with a focus on South Asia A. Mooijman, M. Snel, S. Ganguly and K. Shordt. (2010). Strengthening Water, Sanita- tion and Hygiene in Schools – A WASH guidance manual with a focus on South Asia. The Hague, The Netherlands, IRC International Water and Sanitation Centre. (TP Series 53). 308 pages Key words: WASH in schools, school sanitation, hygiene education, handwashing, training, water supply. Originally published as Mariëlle Snel, Sumita Ganguly and Kathleen Shordt (2002). School Sanitation and Hygiene Education – India: Manual. Revision and update in 2009 by Mariëlle Snel and Annemarieke Mooijman. Reviewed by Sumita Ganguly. This is a joint publication by IRC, UNICEF and the Water Supply and Sanitation Collaborative Council (WSSCC). Copyright © IRC International Water and Sanitation Centre (2010) IRC enjoys copyright under Protocol 2 of the Universal Copyright Convention. Nevertheless, permission is hereby granted for reproduction of this material, in whole or in part, for educational, scientific, or development related purposes except those involving commercial sale, provided that (a) full citation of the source is given and (b) notification is given in writing to IRC, P.O. Box 82327, 2508 EH The Hague, The Netherlands, Tel: +31 (0)70 3044000, Fax: +31 (0)70 3044044, e-mail: publications@ irc.nl ISBN: 978-90-6687-070-3 Editing: Nikki van der Gaag, UK, and Sascha de Graaf, Netherlands Layout and printing: ORO Grafisch Project Management, Koekange, The Netherlands You can download a free copy of this publication from www.irc.nl/publications. IRC International Water and Sanitation Centre P.O. Box 82327, 2508 EH, The Hague, The Netherlands Tel: +31 (0)70 3044000, Fax: +31 (0)70 3044044 E-mail: [email protected] Strengthening Water, Sanitation and Hygiene in Schools A WASH guidance manual with a focus on South Asia A. Mooijman, M. Snel, S. Ganguly and K. Shordt IRC International Water and Sanitation Centre Delft, the Netherlands 2010 Table of contents List of abbreviations 8 Glossary of terms 9 Foreword 10 Introduction 11 Chapter 1 Introduction and WASH in schools overview 13 1.1 Using this Manual 13 1.2 Defining ASHW in Schools 15 1.3 The provision of safe water, sanitation and handwashing facilities 17 1.4 Improving hygiene practices 17 Chapter 2 Training for teachers in WASH in schools 21 2.1 Objectives and participants 21 2.2 Training plans for different occasions 23 2.3 Training methods and tools 25 2.4 Overview of methods and tools 28 2.5 Organising the training 31 2.6 Assessing the training 35 Activity 2.1: Introduction to WASH in schools 37 Activity 2.2: Poster presentations 38 Chapter 3 National/regional policy development and cooperation 41 3.1 Education for All 41 3.2 National policies on WASH in schools 42 3.3 WASH in schools: global commitments 43 3.4 What are the constraints to greater progress? 44 Chapter 4 Lessons learnt from research and practice 47 4.1 Lessons learnt from research 47 4.2 Lessons from evaluations and programme experience 52 4.3 Key issues for policy makers 55 Activity 4.1: Brainstorming with participants on lessons learnt 57 Activity 4.2: Field trip and debriefing 59 Chapter 5 Hygiene and behavioural change 61 5.1 The link between hygiene promotion and hygiene education 61 5.2 What motivates people to improve hygiene? 63 Activity 5.1: Behavioural changes 65 Activity 5.2: Hygiene practices 66 Activity 5.3: Case study on children’s water-drinking practices 68 5 Activity 5.4: Identifying messages for key hygiene practices 69 Activity 5.5: Field trip: Identifying key hygiene practices and baseline information 70 Chapter 6 Education 73 6.1 The life-skills approach; knowing, feeling and doing 73 6.2 Methods for teaching and learning 79 6.3 Some case studies focusing on the life-skills approach 88 Activity 6.1: Planning for education and social mobilisation 92 Activity 6.2: School health clubs 94 Chapter 7 Key hygiene behaviours for school children 97 7.1 Key hygiene behaviours 97 7.2 Female and male hygiene 111 Chapter 8 Programme strategy in schools and in the community 117 8.1 Baseline studies 117 8.2 A gender- and poverty-sensitive approach 119 8.3 The actors and their roles 121 8.4 Making a micro-plan 126 Activity 8.1: Gender analysis and awareness quiz 131 Activity 8.2: Preparing indicative micro-plans 135 Activity 8.3: Identifying actors and their roles in the school programme 136 Activity 8.4: Defining and checking the roles of actors 139 Chapter 9 Programme planning and management 143 9.1 District planning and Plans of Action 143 9.2 Partnerships with others involved in WASH in schools 144 9.3 Selecting the schools 145 9.4 District management and organisation 146 9.5 Creating a WASH in schools environment 147 Activity 9.1: Preparing a district or block work plan (Alternative 1) 150 Activity 9.2: Developing a district or block work plan (Alternative 2) 152 Activity 9.3: Work tasks of WASH in schools coordinating committees 154 Activity 9.4: Adapting the strategy and work plan to solve problems 155 Chapter 10 Starting up and social mobilisation 157 10.1 Mobilisation, training and orientation 157 10.2 Training 160 10.3 Programme communication 164 10.4 What is ‘social marketing’? 167 Activity 10.1: Activity plan for community mobilisation 169 6 Chapter 11 Water, sanitation and hygiene facilities 173 11.1 Child-friendly, gender-sensitive, demand-based design of school WASH facilities 173 11.2 Design and technology for school toilets 193 11.3 Ecological Sanitation 204 11.4 Water supply facilities 208 11.5 Handwashing facilities 220 11.6 Anal cleansing 221 11.7 Financial planning and management 224 Activity 11.1: Choosing water and sanitation facilities 231 Activity 11.2: Role play: the most suitable type of facilities 232 Activity 11.3: Making an implementation plan 234 Activity 11.4: Estimating construction cost of toilets 242 Chapter 12 Ongoing activities 245 12.1 Community-Led Total Sanitation (CLTS) linked in with School-Led Total Sanitation (SLTS) 245 12.2 School health and hygiene clubs 248 12.3 Monitoring and evaluation 252 Activity 12.1: Materials and supporting actions to maintain school facilities 262 Activity 12.2: Enabling factors in using and taking care of facilities 263 Activity 12.3: Developing monitoring lists 264 Chapter 13 Key hygiene behaviour of pre-school children 267 13.1 Early childhood counts 267 13.2 WASH in the pre-school 269 13.3 Parent and caregiver education 272 Activity 13.1: Developing socio-behavioural norms for children at the pre-school level 275 Activity 13.2: Educating mothers and fathers 276 Activity 13.3: Case study on water drinking and food practices of toddlers 277 Bibliography 281 Appendices 289 Credits photographs and figures 305 About IRC 306 About the Water Supply and Sanitation Collaborative Council 307 About UNICEF in South Asia 308 7 List of abbreviations AEE Assistant Executive Engineer ARWSP Accelerated Rural Water Supply Programme CBO Community-Based Organisation CHAST Children’s Hygiene And Sanitation Training CI Corrugated Iron C/N Carbon/Nitrogen CRSP Central Rural Sanitation Programme CSO Civil Society Organisation DIET District Institute for Education and Training DPEP District Primary Education Project EO Education Officer EE Executive Engineer FAO Food and Agriculture Organization FRESH Focusing Resources on Effective School Health ICDS Integrated Child Development Services IEC Information, Education and Communication IFPRI International Food Policy Research Institute IMR Infant Mortality Rate IRC IRC International Water and Sanitation Centre NCERT National Council of Educational Research and Training NGO Non-Governmental Organisation PoA Plan of Action PHAST Participatory Hygiene And Sanitation Transformation PHED Public Health Engineering Department PTA Parent
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