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

John Brogan (Terre des hommes) 16 October 2017 Daya Moser (Helvetas Swiss Intercooperation) Water & Health-UNC Building on the WINS Experience Methods in Action…

With more time in a WINS project cycle, could we explore other SDG 6 targets with students?

2 3 «Blue Schools» ° Offers a healthy learning environment (WASH in Schools)

° Exposes students to environmentally-friendly technologies and learning good land, water & waste management

° Inspires students to be change agents in their communities the next generation of Water Sector Champions

4 Historique

° 2007-2010 Blue School Concept pioneered by the International Rainwater Harvesting Alliance and the Swiss Agency for Development & Cooperation – 52 schools (Asia, West Africa and Latin America).

° 2011-2017 Swiss Water and Sanitation Consortium organisations supported over 200 schools: Bangladesh–Benin–Ethiopia–Kenya–Madagascar–Nepal-Nicaragua

° 2017 «Blue Schools 2.0» Workshop (Nairobi) – Start defining the scope of intervention, Methods & Tools

5 WASH in Schools +

International Rainwater Harvesting Alliance, Mexico

Terre des hommes, Bangladesh

6 Prevention of Soil Erosion

Helvetas Swiss Intercooperation, Nepal

7 Learning from the Nairobi Workshop

Engage the Ministry of Education: -Find SDG6 entry points in existing curriculum (e.g. Water cycle) -Identify decrees mandating student bodies & organized activities -Model and pilot with local authorities, who present at national level

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

Action research on the effects of school activities in homes & communities

Highlight professionals: Real-life Water sector champions in countries

8 Proposed Blue School Topics 1. My Surrounding 6.5, 6.6 Environment 2. The Water Cycle 6.5, 6.6

3. The Watershed 6.5 around my School

4. My Drinking Water 6.1

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

8. From Waste to 6.3 Resources Inspiration and ideas 9 New Blue School Kit (in development)

1. Facilitator’s Guide (8 Topics)

2. Catalog of Technologies

3. Catalog of Practical exercises

4. Concept Brief (with Road Map)

10 Facilitator’s Guide Example (Flipchart )

∞ To understand the concept of watershed and where our water comes from.

∞ To realise that there are different water users in my environment and how this can impact the quantity and the quality of my water, including the risks of overuse and pollution

∞ To understand the importance of managing land and water resources Topic 3: The Watershed around my School well

Key Learning Objectives 11 Keyhole From Plant to Food

KITCHEN GARDEN WATER CONSERVING Description of Technology The Keyhole Garden model of homestead vegetable cultivation enhances the resilience of families living in areas with climate-related hazards, such as flooding and drought. Keyhole have been shown to increase vegetable production in all seasons, thereby improving household food autonomy and dietary diversity. (WOCAT)

Where Can It Work? Broadly Applicable in most parts of the world

How does It Work? A keyhole garden is typically a 2m wide circular raised garden with a keyhole-shaped indentation on one side. The indentation allows to add uncooked vegetable scraps, greywater, and manure into a composting basket that sits in the center of the bed. In this way, composting materials can be added to the basket throughout the growing season to provide nutrients for the . The upper layer of soil is hilled up against the center basket so the soil slopes gently down from the center to the sides. Most keyhole gardens rise about one meter above the ground and have walls made of stone. The stone wall not only gives the garden its form, but helps trap moisture within the bed. Keyhole gardens originated in Lesotho and are well adapted to dry arid lands and deserts. In Africa they are positioned close to the kitchen and used to Image Credit: raise leafy greens such as lettuce, kale, and spinach; herbs; and root such as onions, garlic, carrots, and beets. Keyhole gardens are ideal for intensive planting, a technique in which plants are placed close BENEFITS DRAWBACKS together to maximize production. Plants with wide reaching root systems °Facilitate year round vegetable °Raised Garden requires additional such as tomatoes and zucchini may not perform well in a keyhole production soil to build up height of plinth garden. °Increases quality and diversity of vegetables How much does it cost? °Can provide protection against The Cost is variable based on availability of plants, a supply of , flood water intrusion and materials necessary to define the perimeter form of the garden. (See WOCAT manual for more detailed cost breakdown)

Implementation Manual 12 (Technology Catalogue) See Blue School Technology Database Terra-Decomposition-Aqua Column From Plant to Food

MODEL MAKING LEVEL: SIMPLE

(Practical Exercise Catalogue example)

Exercise An Aqua-column is a self-sustaining ecosystem on a small scale, made of plastic soda bottles. This eco-column has 3 chambers: the terrestrial chamber, the decomposition chamber, and the aquatic chamber. The terrestrial layer represents the land habitat including plants and insects (if desired). The bottle caps are perforated to allow fluid to move from one chamber to another. The decomposition chamber represents a leaf litter habitat, much like a compost pile. The aquatic chamber is a mini freshwater habitat for aquatic plants and even small fish. All three of these chambers make a “mini-ecosystem” within a classroom setting. A student can see the interactions between the chambers as the student waters the plants that grow in the terrestrial chamber and observe how the water travels through the decomposition layer all the way to the aquatic habitat below.

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

Materials Needed 3 PET bottles, scissors, soils and organic materials from local environment and water and aquatic materials for aquatic chamber 13 Other Technology / Exercise examples

14 It doesn’t have to be «Blue School»… Sign-in Sheet Are you…

Interested to receive more information?

Interested to be a Reviewer? Blue because (SLM technologies+learning exercises) Water is common to all aspects: Interested to Pilot some tools in your WINS projects? Watershed, Waste & WASH Kit eventually available: www.waterconsortium.ch

15 Blue School 2.0 Workshop - July 2017 Nairobi

Contact: Lucie Leclert ([email protected]) John Brogan ([email protected]) Daya Moser ([email protected]) 16 Component JMP WINS examples Water Drinking Water from an The school has clear mechanisms in place improved source is available at for O&M of the water source. the school when needed, There is special container for drinking accessible to all, and free from water, and, if necessary, water is treated. faecal and priority chemical contamination. (JMP) Students are involved in the monitoring of the functionality status of the water source and treatment technology. Minimum quantity: 5L/person/ day. (WHO)

17 Component JMP WINS examples Sanitation Improved facilities which are Hygiene and sanitation promotion activities single sex and useable at the are taking place in the school. school, accessible and used by The school has mechanisms in place for all, of sufficient quantity, & maintaining cleanliness of the latrines. inspected for cleanliness; appropriate facilities for Students are involved in the monitoring of menstrual hygiene management the cleanliness of the latrines. are provided. (JMP)

18 Component JMP WINS examples Hygiene Functional hand washing Hygiene and sanitation promotion activities facilities with soap or ash at are taking place in the school. each latrine block are accessible The school has mechanisms to refurnish and used by all students at soap/ashes and refill handwashing water. critical times; provision of menstrual hygiene education Students practice washing their hands with and products for urgent needs soap or ashes at critical times. Students monitor the functionality of the (JMP) handwashing facilities. There is an active student club with a patron, that organizes special activities in the school as well as reach out campaigns. There is a cleaning roster displayed in the school that is followed by the students and caretakers.

19 Component Recommended What is needed Gardening Students maintain a A school garden is used by teachers to demonstrate what is learned in the classroom. with nutritious crops, practicing Gardening activities for students are among principles of low external input approved activities during the school day. (LEISA). Waste Organic and non-organic waste are There are garbage bins in the classrooms and in the schoolyard. Management collected and separated Measures are implemented to reduce waste Plastic waste is not burnt and generation at the school. organic waste is recycled. Compost is used in the school garden Students recognize the different types of waste and apply the concept of reduce, reuse, recycle.

20 Component Recommended What is needed Land & water Sustainable land and water Students plant/maintain trees in the schoolyard or surrounding areas. management management practices are Forestry campaigns/erosion control are demonstrated in the school yard (Depending on organized with the community. and/or surrounding areas the context) Rainwater is collected for the school garden Water efficient irrigation and soil conservation techniques are used.

21 Nepal Himalayan Forest Midwestern Hill Region Dailekh District

Himalayan subtropical broadleaf forests between 500 and 1,000 meters Himalayan subtropical pine forests between 1,000 and 2,000 meters

ENVIRONMENTAL THREATS ENVIRONMENTAL General Statement •Deforestation OPPORTUNITIES Environmental issues in Nepal are numerous. Non-timber forests are •Landslides •Tree Planting threatened by deforestation, habitat degradation and unsustainable and •Soil Erosion and Degradation •Soil Stabilizing illegal harvesting. Rangelands are suffering from enormous year round •Flooding linked to Climate Change •Soil Nutrient Building grazing pressure and wetland biodiversity is threatened by the •Surface Water Pollution from •Rain Harvesting encroachment of wetland habitats by the unsustainable harvesting of Sewage •Cultivating Biodiversity wetland resources, industrial pollution, agricultural runoff, siltation and the •Arsenic Contamination •Water Purification introduction of invasive species into the wetland ecosystem. Mountain •Waterlogged Farmland •Well Recharging biodiversity is suffering due to the ecological fragility and instability of high •Eco Sanitation mountain environments, deforestation, poor management or natural •Sustainable Fuel Producing resources and inappropriate farming practices. (extract from MFSC 2000)22 Madagascar_Coastal Mangroves Northwest Region

General Statement Protected from monsoon winds by the central mountains, Madagascar mangroves occupy a wide range of environmental and climatic conditions along the western coastline in. Although the ecoregion’s species richness is low, it is unusual in supporting some endemic tree species. The mangroves also shelter highly diverse mollusk and crustacean communities while capturing sediment that threatens reefs and seagrass beds. Birds, sea turtles, and dugongs all utilize mangroves, as do the Malagasy people. Rice farming, shrimp aquaculture and construction materials are all obtained from these mangroves. Mangroves are threatened by development of urban areas, overfishing, and erosion ENVIRONMENTAL THREATS ENVIRONMENTAL caused by tree-cutting in the highlands. Some mangrove areas have been •Deforestation OPPORTUNITIES converted to rice farming and salt production. Malagasy Government •Erosion •Tree Planting encourages development of shrimp aquaculture and this habitat type is •Soil depletion •Soil Stabilizing being increasingly used by the private business sector. Because of •Water Access •Soil Nutrient Building relatively low population densities and availability of wood from other •Household Air Pollution •Rain Harvesting sources, direct harvesting of the mangrove trees has been relatively low •Over Fishing •Cultivating Biodiversity with the exception of some areas, particularly Mahajanga and Toliara •Water Purification (Rasolofo 1993). However, demographic trends suggest this situation •Well Recharging could change in the future. Household air pollution is the second leading •Eco Sanitation cause of disease in Madagascar, where more than 99 percent of •Sustainable Fuel Producing households rely on solid biomass, such as charcoal, wood, and crop23 waste, as the main cooking fuel. (WWF) Ethiopia_Savanna Guji Region

Himalayan subtropical broadleaf forests between 500 and 1,000 meters Himalayan subtropical pine forests between 1,000 and 2,000 meters

ENVIRONMENTAL THREATS ENVIRONMENTAL •Deforestation OPPORTUNITIES •Soil Erosion and Degradation •Tree Planting General Statement •Falling Water Table •Soil Stabilizing Ethiopia has one of the highest rates of soil nutrient depletion in sub-Saharan •Over grazing •Soil Nutrient Building Africa. Nearly 20 per cent of all households use dung cakes as a source of •Rain Harvesting fuel for cooking. Estimates suggest that the annual phosphorus and nitrogen •Cultivating Biodiversity loss nationwide, from the use of dung for fuel, is equivalent to the total amount •Water Purification of commercial fertilizer applied annually. Land degradation is further •Well Recharging exacerbated by overgrazing, deforestation, population pressure, perceived •Eco Sanitation land tenure insecurity and lack of land use planning. •Sustainable Fuel Producing 24 South Sudan Saharan Steppe & Woodlands

Eastern Equatoria region - Ikotos District

General Statement South Sudan experiences a wide variety of environmental ENVIRONMENTAL THREATS ENVIRONMENTAL problems, including soil degradation due to the widespread deforestation •Deforestation OPPORTUNITIES with consequent loss of biodiversity and wildlife habitats, pollution of rivers •Desertification •Tree Planting and the environmental due to oil drilling in the wetlands, over-exploitation •Soil Erosion and Degradation •Soil Stabilizing of fisheries and conflicts over diminishing resources such as rangelands •Surface Water Pollution from •Soil Nutrient Building and water sources for livestock. Environmental factors impact on Sewage •Rain Harvesting health. There has been an increase in environment-related diseases such •Loss of Biodiversity •Cultivating Biodiversity as malaria, typhoid and watery diarrhoeal diseases. This situation is •Pollution from Urbanisation •Water Purification largely due to widespread water contamination by urban surface runoff and •Well Recharging poor environmental sanitation. This is the result of inadequate disposal of •Eco Sanitation both solid and liquid wastes on open ground. •Sustainable Fuel Producing 25 Image source:bbc.co.uk