Learning to Grow up with a Sanitation Culture

A

Case Study

Of

The Nepal School Sanitation and Hygiene Education Programme

Shree Banganga High School Kapilvastu

September 2001

Prepared by
UNICEF, Nepal

ABBREVIATIONS

CBOCommunity Based Organization

CDOChief District Officer

DACAWDecentralized Action for Children and Women

DEDistrict Engineer

DEODistrict Education Office

DSCDistrict Steering Committee

DWSODistrict Water Supply Office

DWSSDepartment of Water Supply and Sewerage

HMG/NHis Majesty’s Government of Nepal

IECInformation, Education and Communication

INGOInternational Non-Governmental Organization

LDOLocal Development Officer

NEWAHNepal Water and Health

NGONon Governmental Organization

SMCSchool Management Committee

SSHESchool Sanitation and Hygiene Education

UNICEFUnited Nations Children’s Fund

VDCVillage Development Committee

WHOWorld Health Organization

CONTENT

Executive Summary4-5

  1. Introduction6-9

a) Why School Sanitation and Hygiene Education Programme?

b) The Importance of SSHE Programme

c) Objectives

d) Methodology

  1. The Project School10-11

3.Outlook of the Students12

  1. Key Players for the Success of SSHE13-16

4.1.District Steering Committee

4.2.School Management Committee

4.3.Headmaster/Teachers

4.4.Child Club

5.The Enabling Factors for the Success17

  1. Recommendations18

7.Conclusion19

  1. The Case Story20-23
  2. A Rolling Success Story
  3. How Shameful She Was

9.Annex24

9.1.List of the People Visited

Executive Summary

In 1999 UNICEF in cooperation with Line Agencies and (I)NGOs reactivated the Nepal School Sanitation and Hygiene Education (SSHE) after numerous of such programme had been going on in isolation in the years before. The efforts were this year united and a national strategy was developed, adopted by HMG/N, UNICEF and other organizations. In 2000 UNICEF and HMG/N selected eight of the 75 districts, and four of these were (Dadeldhura, Kapilvastu, Sunsari and Chitwan) identified for focused implementation as lead districts for the newly developed SSHE programme. The main purpose of the programme is to contribute to reduction of the large-scale prevalence of diarrhea disease in the country, which claim 28,000 lives each year.

The case study of the Shree Banganga High School Sidhipur in Kaplivastu District seeks to assess whether the programme activities have been followed as per the steps identified in the guideline and to document the sanitation status in the study area. Positive changes were observed in the school environment and behavior of school pupils, adopting better sanitary practices and positive changes in the role of the School Management Committee (SMC), Child Club, Steering Committee and Teachers.

As part of the first phase of this programme 132 schools, 55% of total number of schools in the district were selected. The case study presents a detailed sanitation status report of one school the Shree Banganga High School Sidhipur, which has a total of 1182 students in grades 1-10. A Child Club has been formed with 50 members from class four to ten (25 boys and 25 girls) to drive the sanitation/hygiene and other health related programme. Other important partners in the school sanitation movement are SMC, VDC members with teachers, who received necessary orientation and training to implement and support the SSHE programme activities. The school building is a well-built structure though every classroom is filled to capacity of available seats. The school has a block of 10 latrines built with a septic tank, and is maintained well by the students/teachers and 4 latrines built especially for use during examinations. Moreover 12 urinal places are under construction with financial support of UNICEF. Four hand-pumps exist in the compound and a newly built one especially for primary level students, to provide water for washing and cleaning. Well-plastered platforms around the hand-pumps & drainage facilities allow the area to remain clean. A garbage pit, constructed by the school after the programme was launched, has made the disposal of the solid wastes easier and the greenery in and around the school compound has helped to make pleasant environment. Due to constant care shown by the Child Club Members, the classrooms/compounds and sanitation facilities are cleaned daily by the students themselves as per the schedule and norms that they developed, and there is good rapport between the students and teachers.

Students are now exposed to better sanitation at their own village school. SSHE brings out a "Yearly Plan of Action" for regular propagation of the benefits and to help up process to bring about of good sanitation and hygiene practices, for students and local communities to adopt good habits. Given due focus and priority to this school programme, there is ample reason to believe that the school sanitation programme in Banganga High School will produce positive results, which on its own will have spontaneous replication to all adjoining schools. Better monitoring and follow up practices have to be developed and adopted by all concerned authorities so that the programme will get the necessary input and support. Better assessment of the lessons learned from the programme should be a step forward in the enhancement of the hygiene and sanitation programme inNepal.

1.Introduction

His Majesty's Government of Nepal (HMG/N) has prioritized improved hygiene and sanitation programme as one of the key components of the national development taking into consideration the high incidence of water and sanitation borne diseases like diarrhea, which has resulted to the high percentage of mortality and morbidity among children. With the financial and technical support from UNICEF Nepal, HMG/N and other organizations have accelerated interventions in hygiene and sanitation related activities in selected districts and schools. With the basic motto that well-motivated and educated children can bring effective changes in the community, with emphasis on the rural and semi-urban areas, the hygiene and sanitation programmes are being implemented in selected schools. Based on the guidelines developed by UNICEF, the school children are exposed to different learning processes and possibilities within the school time. School children are viewed as real frontline actors in the drive of improving personal hygiene among students and creating better environmental sanitation within the school premises. The school sanitation guidelines have been developed, based on experiences in Nepal and in many of the countries of the developing world and these have allowed the school sanitation in Nepal.

The School Sanitation and Hygiene Education (SSHE) in Nepal has been implemented intensively in four districts (Dadeldhura, Sunsari, Kapilvastu and Chitwan) and Kapilvastu is the focus of this case study. As per the guideline, 132 schools of the district have been selected for this programme. The District Education Office (DEO) and a District Steering Committee headed by the DDC Chairperson is the overall body for regular supervision and monitoring apart from the periodic supervision and guidance provided by UNICEF.

This case study on SSHE programme has been conducted in one of the schools the Shree Banganga High School Sidhipur of Kapilvastu District located in the Western Development Region.

This particular school has been selected as one of the model schools for the assessment of the success or failure of the set objectives and processes being adopted as per the guideline. The programme started in early 2000 and has gone through different stages e.g. the formation of the School Management Committee (SMC), Training of Teachers, Formation of Child Clubs etc.

a)Why School Sanitation and Hygiene Education Programme?

  • For the last 30 years, the government has included health education in the curriculum and textbooks. But no substantial changes have been observed in improved health among the majority of the school children in rural areas.
  • School and school children have been identified as one of the effective channels for improving and enhancing the habits of health, hygiene and sanitation practices in society as a whole. Since 1997, the child to child approach has been used as a model approach for the enhancement of the health and hygiene status of the school children. This has been demonstrated by NRCS & NEWAH have received technical and financial support from UNICEF.
  • There are more than 23,300 primary schools in Nepal and most of these schools have poor sanitary facilities. The majority of the schools has not given priority to health, sanitation and hygiene that has created a barrier for physical, mental and emotional growth of the children.
  • "Prevention is better than cure" has been adopted as a slogan that is seen as key to the sustainable development of health and hygiene programmes in Nepal, and this is clearly one of the SSHE programme also.

b)The Importance of the SSHE Programme.

Children are very eager to learn and to help others through their active, energetic, enthusiastic and curious behaviour. So childhood is the best time to learn about hygiene and sanitation. Early childhood experience of pupils would help address the following:

  • High rate of mortality and morbidity among young children in Nepal are mainly due to poor personal hygiene practices, unsanitary environment as well as unsafe drinking water.
  • After the family, the school is the most important place where children learn. The knowledge they gain at school is obviously transmitted to other family members and the community as well.
  • Teachers play a vital role in disseminating knowledge and skill to the children, so the SSHE programme focuses on these possibilities to accelerate the programme
  • Children spend most of the active day time in schools. Therefore, it is important that the school environment is kept clean and good, workable sanitary facilities are provided in order to safeguard their health.
  • It is not sufficient to create awareness and impart knowledge to the children, rather they should be motivated for bringing into practice by adopting better sanitary practices.

c)Objectives of the Study


The objectives of the case study are to determine the following:

d)Methodology/Field Visit

  • The Shree Banganga High School was selected as object of the case study to assess the impact of SSHE programme.
  • During the field visit to the school the required information was gathered through interview and physical verification.
  • Meetings were conducted with the members of School Management Committee, VDC, Schoolteachers and Child Club Members.
  • Interaction was done with the surrounding village dwellers regarding the impact of the programme on their school-going children and on the communities as a whole.
  • Interviews were held with one boy and one girl form among the school children, as recommended by the club members.
  • Thorough checklist on the procedures was followed throughout the study in consultation with the school management committee.


3.The Project School-
A Model Example

The Shree Bangagna High School-Sidhipur selected for this case study is one of the leading government schools located in Gajehada VDC of Kapilvastu District. The school is located some 70-km West from the Bhairahawa airport. The total area covered by the school is about 2 bighas. The school building is a permanent type structure having sufficient rooms for classes. The school has a total of 1182 students (602 girls and 502 boys) ranging from class 1 to class 10. A majority of the students is from Brahmin and Chettri communities, only 6% of the total students are from indigenous communities of Tharus. 55% of the students are girls and 10 students are handicapped. Out of a total of 25 teachers 5 are female.

During the field visit it was observed that the school has 14 latrines, the majority of which was constructed with the assistance of FINNIDA and DDC. All latrines with septic tank were observed to be properly used and well maintained by the students. Separate urinals for boys and girls are under construction with the financial support of UNICEF. There are five handpumps with concrete platforms with proper drainage facilities for the wastewater. As per the information received, before introducing the programme the school had only 20% of the required number of toilets but since the programme started it has been increased to 40%.

The overall school environment is attractive, due to a well-maintained garden and facilities. The school compound is relatively neat and clean and no dumping of solid waste was observed in the area. A garbage pit constructed within the premises has been used for dumping of waste. Greenery due to trees around the school compound has made the environment more appealing.





















  1. The Outlook of Students -

Small Steps-Big Results

The majority of the students were found to maintain a good personal hygiene. They appeared neat and clean and quite aware about the importance of health and sanitation, apparently as a result of the effective implementation of the SSHE programme. While questioned they answered that the knowledge they have gained in the subject matter was from the schoolteachers and the child club activities. According to them (from survey) and teachers, before the programme was implemented only 20% of the total students were aware of the hygiene and sanitation but now it has gone up to 90%. Even students from poor families are also concerned about the personnel hygiene and have adopted good sanitary practices. The students were knowledgeable and practice regular hand washing with soap and use of latrine properly. There was no evidence of any defecation in and around the school area.

Students not adapting the measures for better personal hygiene are singled out by other students and thus motivated to follow the practices required of a neat and clean child. The teachers and club members also maintain constant vigilance on the students who do not adopt proper personal hygiene. The students were having some kind of perception that in the reverse case, the teachers and the club members would punish them.Moreover students are curious on health, nutrition, child rights and first-aid related issues, because of the positive role of child clubs in the school.

During interaction with the students, it was noticed that the SSHE has brought dramatic changes in their sanitation and personal hygiene practices thanks to sanitation facilities and systematic approach. The students not only had shown deep concern about needs to change for better attitudes and practices but also they were keen on pressurizing the other family members to follow the same. While asked whether they were influenced by the family members in maintaininggood personnel hygiene, their reaction was negative.

4.Key Players for the Success of SSHE

Key for Success: Commitment and Desire

The UNICEF has classified the SSHE in Shree Banganga High School-Sidhipur as one of the focal activities that, if made successful, could be replicated in many other schools elsewhere in the country. Joint efforts and commitment from the VDC, local community leaders and members of the SMC together with the school club members were the key factors that brought noticeable results from this programme in the school. Not only UNICEF, but also other donors are extending support to this programme; this has proved catalytic to the motivation of the schoolteachers and students as well. The stepwise process and activity adopted as per the guideline ensured that all stakeholders and partners are trained and capable to launch and maintain the programme more effectively.

One of the motivating factors was a feeling of competition among the teaching staff; the school management had desired to stand in the front line among all other schools in the districts with regard to school sanitation and hygiene education programme.

Some of the Key Players in the Effective Functioning of the Programme are:

4.1District Level Steering Committee

Behind the success of the programme in Shree Banganga High school, the District Steering Committee (DSC) has played a vital role in providing all kinds of support and supervision. The financial backup support through UNICEF funding is channeled to the SMC through this steering committee on a regular basis. The SMC informed that the DSC members visited the school and given suggestions and recommendations to improve the programme functioning for which a monitoring format has been developed and used. As chief of the DEO is the coordinator of the DSC, it was felt easy and effective to develop better linkage and thus smooth functioning of the SSHE was ensured.

In spite of some delay in the disbursement of the required fund from the DSC, the SMC has shown not less interest in the programme implementation. The DSC has provided IEC materials, to the extent that fulfills the demand of the project school. Moreover the District Steering Committee has been supporting School level innovative activities such as lottery for fund District Steering Committee Members discussing on SSHE