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WASH in Schools Distance-Learning Course Learnings from the Field 2012 Afghanistan Angola Bhutan Georgia WASH in Schools Distance-Learning Course Learnings from the Field 2012 India Kyrgyzstan Malawi Myanmar Nepal Nigeria Sierra Leone Sri Lanka Sudan West and Central Africa Region Acknowledgements UNICEF and Emory University thank the following participants in the WASH in Schools Distance-Learning Course for their contributions to this publication: Adane Bekele, Masahiro Kato and Stanekzai Zahida (UNICEF Afghanistan); Debora Bonucci and Edson Monteiro (UNICEF Angola), and Andrew Colin Parker, mentor (UNICEF New York); Kencho Namgyal (UNICEF Bhutan) and Emily Bamford (UNICEF New York); Nana Pruidze (UNICEF Georgia), Vilma Tyler (UNICEF Geneva) and Nia Giuashvili (National Center for Disease Control and Public Health, Georgia); Mamita Bora Thakkar, Pankaj Mathur, S. Nalli and Amit Mehrotra (UNICEF India); Galina Solodunova, Nurjamal Tashbolotova, Dzhamilia Abdynasyrova (UNICEF Kyrgyzstan), and Ramesh Bhusal, mentor (UNICEF Democratic People’s Republic of Korea); Blessius Tauzie (UNICEF Malawi); Aye Aye Than, Kyaw Lwin Latt, Khin Aung Thein and Mya Than Tun (UNICEF Myanmar); Nirmala Mainali (Department of Education, Nepal), Anna Uí Dhalaigh, Ilmari Saarilehto and Sita Bishwakarma (UNICEF Nepal), Mukti Pokharel (Nepal Red Cross Society), Kusum Bista and Narayan Shrestha (Japan International Cooperation Agency), and Timothy Grieve, mentor (UNICEF Philippines); Zakariyah Olabisi Agberemi, Monday Johnson and Lonis Abdu Salihu (UNICEF Nigeria); James Katta (Ministry of Health and Sanitation, Sierra Leone), and Gibril Bangura, John Paul Conteh and Kazumi Inden (UNICEF Sierra Leone); Gabriel Rozario, Anthonypillai Nimaladas, Amanullah Mohideen Hassan and Shakeela Jabbar (UNICEF Sri Lanka); Awatif Khalil, David Bikaba, Eisa Mustafa, Kedir Yasin Hassen, Mohammed Abdallah Idriss, Rashid Mudall, Said Ahmed Mohamed, Suliman Arabi and Widad Suliman (UNICEF Sudan); and Maria Bardolet and Daniel Spalthoff (UNICEF West and Central Africa Regional Office). The course was organized by Matthew Freeman and Murat Sahin. It was facilitated by a team from the Center for Global Safe Water at Emory University (Matthew Freeman, Shadi Saboori, Bethany Caruso, Leslie Greene, Sarah Porter and Robert Dreibelbis), CARE (Brooks Keene), and UNICEF (Murat Sahin, Therese Dooley, Peter van Maanen, Catherine Rutgers and Carlos Vasquez). December 2012 UNICEF Programme Division / WASH 3 United Nations Plaza New York, NY 10017 USA www.unicef.org/wash/schools Commentaries represent the personal views of the authors and do not necessarily reflect the positions of the United Nations Children’s Fund (UNICEF). The designations employed in this publication and the presentation of the material do not imply on the part of UNICEF the expression of any opinion whatsoever concerning the legal status of any country or territory, or of its authorities or the delimitations of its frontiers. This publication presents the work of students who successfully completed the WASH in Schools Distance- Learning Course. The material is included with their permission and has been edited for clarity and consistency. The scientific quality is not verified, but reflects that the authors met the course requirements and understand the basic principles of WASH in Schools programmes. Cover photo credits (from top left): © Case study team, UNICEF Afghanistan; © ADPP/UNICEF Angola 2011; © UNICEF Bhutan, 2011; © UNICEF Georgia; © UNICEF/Tom Sampson; © Andrew Mills, UNICEF Kyrgyzstan, 2011; © UNICEF/NYHQ2005-1393/Christine Nesbitt; © UNICEF Yangon/WASH; © UNICEF Nepal/Ilmari Saarilehto; © Zakariyah Olabisi Agberemi, UNICEF Nigeria, 2007; © UNICEF Sierra Leone, 2009; © Gabriel Rozario, UNICEF; © Rashid Mudal, 2009; and © UNICEF/NYHQ2011-0817/Jan Grarup. CONTENTS Introduction . 2 1. Afghanistan: Addressing the challenges of use and sustainability for school WASH facilities. .3 2. Angola: Application of the bottleneck analysis for WASH in Schools. 13 3. Bhutan: School-level bottleneck analysis of sanitation facilities. 22 4. Georgia: Effective engagement of stakeholders is key to WASH in Schools programme success . 31 5. India: Methodologies and challenges for monitoring WASH in Schools. 39 6. Kyrgyzstan: WASH in Schools stakeholders – observations and interviews. 50 7. Malawi: Improving school water, sanitation and hygiene data through the Education Management Information System . 56 8. Myanmar: Sustaining supplies of soap at primary-school latrines and hand-washing points . 62 9. Nepal: Linking WASH in Schools investment to reality . 68 10. Nigeria: Research on the status of accountability, policy and resources for WASH in Schools . 76 11. Sierra Leone: WASH in Schools programme status in rural target districts. 86 12. Sri Lanka: The impact of student brigades on sustainable hygiene promotion in Ampara District schools. 93 13. Sudan: Scaling up WASH in Schools. 102 14. West and Central Africa Region: WASH in Schools analysis and proposed monitoring tool . 111 Introduction Water, sanitation and hygiene education in schools – WASH in Schools – provides safe drinking water, improves access to clean sanitation facilities and promotes lifelong health. The demand for WASH in Schools programmes is continuously increasing, and concurrently, so is the need for knowledge and skills. To support UNICEF country office staff and partners in their efforts to promote WASH in Schools, the Center for Global Safe Water at Emory University and UNICEF collaborated to create a novel and cost-effective capacity-building programme: the WASH in Schools Distance-Learning Course. The course was introduced in November 2010 and aims to equip development professionals with enhanced skills to design and manage WASH in Schools programmes. On-the-job distance learning can be an excellent way to achieve this goal, as participants learn and practise at the same time. Across five regions, the country teams shared their experiences, learning from each other as they discussed how to improve health, education and equity for children. With the conclusion of the third roll-out, 143 professionals from UNICEF, government and NGO partners working in education, WASH and other sectors have completed the course and received certificates from Emory University and UNICEF. To complete the five-month distance-learning course, participants attended 13 WebEx sessions, contributed to an online discussion board and fulfilled their written assignments while handling their regular heavy workloads. Studies by the WASH in Schools Distance-Learning Course graduates from 13 countries and one regional office were selected for this compendium: 1. Afghanistan 8. Myanmar 2. Angola 9. Nepal 3. Bhutan 10. Nigeria 4. Georgia 11. Sierra Leone 5. India 12. Sri Lanka 6. Kyrgyzstan 13. Sudan 7. Malawi 14. West and Central Africa Documenting WASH in Schools learning and activities is an essential part of what we do. This publication offer hands-on research and analysis, conducted by the professionals who were working in each country. It is hoped that they will provide useful information for other countries and inspire them to conduct their own analysis in support of WASH in Schools. 2 Introduction 1. AFGHanistan: Addressing the challenges of use and sustainability for school WASH facilities Submitted by Adane Bekele, Masahiro Kato and Stanekzai Zahida, UNICEF Afghanistan Abstract This case study investigates the challenges of using and maintaining WASH facilities in Afghanistan’s schools. It acknowledges the significant actions already being taken to assess existing facilities and improve school environments, and recommends further actions that are needed to advance health and learning throughout the country. The authors observed use, operation and maintenance of WASH in Schools facilities, and conducted discussions with students and teachers, during fieldwork assisted by UNICEF. The case study team visited a total of 16 schools, located in Kabul City, Jalalabad (Nangarhar and Laghman Provinces) and Mazhaar-e-Sharif (Bulk Province). In addition, they reviewed previous school WASH assessments conducted in Afghanistan, as well as UNICEF officers’ field trip reports available at the country office in Kabul. Country context With support from UNICEF, Afghanistan’s Ministry of Education and the Ministry of Rural Rehabilitation and Development are promoting water, sanitation and hygiene (WASH) in schools across the country. These ministries have developed national-level guidelines for WASH in Schools programmes and are actively working towards improving facilities and sustaining healthy hygiene behaviours among children. According to Ministry of Education figures for 2011, Water point at Ayesh-e-Durani School, Kabul. provided by the Youth Welfare © Case study team, UNICEF Afghanistan and Planning Department, there are 12,891 schools in Afghanistan, and only 45% have basic water and sanitation facilities. Most of these facilities were constructed by UNICEF during the past three to four years and are not sufficient for schools with large student populations attending classes in shifts. Effective hygiene promotion is lacking in most schools, particularly affecting girls’ attendance and their education goals. WASH in Schools Distance-Learning Course: Learnings from the Field 2012 3 In a 2011 study based on data collected from of 7,769 schools in 24 provinces in 2009, 367% had safe drinking water, 22% had separate toilets for boys and girls, 98% had separate toilets for physically challenged students, and 13% had hand-washing facilities. Through its
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