The desire to address the critical need for water, sanitation and hygiene (WASH) in schools is gaining momentum worldwide. The lack of clean drinking water, toilet facilities for girls and boys and good hygiene practices in schools has a negative impact on the health and cognitive abilities of the entire school population, leads to absenteeism and affects girls especially hard.
This webinar highlights HIP's experience fostering a supportive environment and models for WASH-Friendly Schools in Madagascar and Ethiopia and materials developed to help schools become WASH-friendly.
Presentation by Sarah Fry, USAID-HIP Senior Hygiene Programming Advisor, followed by a Q&A with Sarah and Julia Rosenbaum, USAID-HIP Deputy Director. Moderated by Patricia Mantey, USAID-HIP Knowledge Management Specialist.
More information on USAID-HIP is available at http://www.hip.watsan.net
The document discusses key considerations for designing water, sanitation and hygiene facilities in schools that are child-friendly and promote hygienic behavior. Facilities should be designed with children's input and specific needs in mind, including appropriate dimensions, capacity to accommodate student populations, and special accommodations for children with disabilities. Proper location, operation and maintenance plans, and financial sustainability are also important to ensure clean, functional facilities.
2015 WASH e-Summit (Part 1): An Introduction to Water, Sanitation, and Hygien...Rotary International
View the recording: https://vimeo.com/142525709
Brought to you by Rotary and the Water and Sanitation Rotarian Action Group, this first of three webinars provides an overview of WASH (water, sanitation, and hygiene education) in Schools programs.
New to WASH in Schools? Join sector experts to learn about the importance of WASH in Schools efforts and the various hardware and software components that make these club and district-led projects impactful and sustainable.
Hygiene & Sanitation - Overview of ApproachesJonathan Wiles
Delivered by Janet Ausel of Samaritan's Purse, this presentation is an overview of seven different approaches to hygiene and sanitation promotion that can be used in international development programs
The document summarizes research from the SWASH+ project in Kenya which aimed to identify effective approaches to school-based water, sanitation and hygiene. The research found that (1) interventions improved educational outcomes, with girls' attendance increasing; (2) interventions reduced worm infection rates, especially for girls; and (3) providing water, sanitation, and hygiene together was most effective at reducing diarrhea. Advocacy efforts based on this evidence led the government to increase funding for school WASH programs.
This document outlines a research protocol to study hygiene behaviors among school children in rural Vietnam and the role of school-based hygiene promotion programs. The study aims to understand children's hygiene perceptions and practices, factors motivating their behaviors, and how they respond to hygiene promotion activities. It will involve surveys of children, parents, and school staff in Lao Cai province to assess hygiene knowledge and behaviors both at home and school. The goal is to generate insights on improving school-based hygiene promotion programs.
Over the past decade, the child-friendly schools (CFS) model has emerged as UNICEF’s signature means to advocate for and promote quality education for every girl and boy. Child-friendly schools enable all children to achieve their full potential. As a part of a Global Capacity Development Programme on CFS, UNICEF has developed the Child Friendly Schools Manual, a reference document and practical guidebook to help countries implement CFS models appropriate to their specific circumstances.
Empowering Student Voice in Education - OrientationJennifer Corriero
This document discusses student voice and why it should be embedded in classrooms and schools. It provides examples of how student voice has been incorporated in various areas, including the learning environment, school culture, policy, leadership, and student-centered learning. It also discusses how collaborative inquiry can support professional learning on student voice and lists top technology tools that can help document the process, such as images, video, mind mapping, note capture, and presentation platforms. The overall document makes the case for giving students more autonomy and engagement in their education.
The desire to address the critical need for water, sanitation and hygiene (WASH) in schools is gaining momentum worldwide. The lack of clean drinking water, toilet facilities for girls and boys and good hygiene practices in schools has a negative impact on the health and cognitive abilities of the entire school population, leads to absenteeism and affects girls especially hard.
This webinar highlights HIP's experience fostering a supportive environment and models for WASH-Friendly Schools in Madagascar and Ethiopia and materials developed to help schools become WASH-friendly.
Presentation by Sarah Fry, USAID-HIP Senior Hygiene Programming Advisor, followed by a Q&A with Sarah and Julia Rosenbaum, USAID-HIP Deputy Director. Moderated by Patricia Mantey, USAID-HIP Knowledge Management Specialist.
More information on USAID-HIP is available at http://www.hip.watsan.net
The document discusses key considerations for designing water, sanitation and hygiene facilities in schools that are child-friendly and promote hygienic behavior. Facilities should be designed with children's input and specific needs in mind, including appropriate dimensions, capacity to accommodate student populations, and special accommodations for children with disabilities. Proper location, operation and maintenance plans, and financial sustainability are also important to ensure clean, functional facilities.
2015 WASH e-Summit (Part 1): An Introduction to Water, Sanitation, and Hygien...Rotary International
View the recording: https://vimeo.com/142525709
Brought to you by Rotary and the Water and Sanitation Rotarian Action Group, this first of three webinars provides an overview of WASH (water, sanitation, and hygiene education) in Schools programs.
New to WASH in Schools? Join sector experts to learn about the importance of WASH in Schools efforts and the various hardware and software components that make these club and district-led projects impactful and sustainable.
Hygiene & Sanitation - Overview of ApproachesJonathan Wiles
Delivered by Janet Ausel of Samaritan's Purse, this presentation is an overview of seven different approaches to hygiene and sanitation promotion that can be used in international development programs
The document summarizes research from the SWASH+ project in Kenya which aimed to identify effective approaches to school-based water, sanitation and hygiene. The research found that (1) interventions improved educational outcomes, with girls' attendance increasing; (2) interventions reduced worm infection rates, especially for girls; and (3) providing water, sanitation, and hygiene together was most effective at reducing diarrhea. Advocacy efforts based on this evidence led the government to increase funding for school WASH programs.
This document outlines a research protocol to study hygiene behaviors among school children in rural Vietnam and the role of school-based hygiene promotion programs. The study aims to understand children's hygiene perceptions and practices, factors motivating their behaviors, and how they respond to hygiene promotion activities. It will involve surveys of children, parents, and school staff in Lao Cai province to assess hygiene knowledge and behaviors both at home and school. The goal is to generate insights on improving school-based hygiene promotion programs.
Over the past decade, the child-friendly schools (CFS) model has emerged as UNICEF’s signature means to advocate for and promote quality education for every girl and boy. Child-friendly schools enable all children to achieve their full potential. As a part of a Global Capacity Development Programme on CFS, UNICEF has developed the Child Friendly Schools Manual, a reference document and practical guidebook to help countries implement CFS models appropriate to their specific circumstances.
Empowering Student Voice in Education - OrientationJennifer Corriero
This document discusses student voice and why it should be embedded in classrooms and schools. It provides examples of how student voice has been incorporated in various areas, including the learning environment, school culture, policy, leadership, and student-centered learning. It also discusses how collaborative inquiry can support professional learning on student voice and lists top technology tools that can help document the process, such as images, video, mind mapping, note capture, and presentation platforms. The overall document makes the case for giving students more autonomy and engagement in their education.
Through a series of participatory workshops, the project aimed to build awareness around water and sanitation issues, particularly fluoride contamination, among high school students in rural Karnataka, India. The workshops used hands-on activities to demonstrate drinking rainwater is the only way to prevent fluorosis from contaminated groundwater. A toolkit was created to facilitate similar programs elsewhere. The goal was to empower students as "agents of change" to spread this knowledge within their communities.
A short presentation on Agents of Change, a project on awareness workshops on fluoride and water quality, undertaken by Aajwanthi Baradwaj, who was an intern with Biome Environmental Trust
School water, sanitation & hygiene (wash) clubs; indicators of an active club...Dr. Joshua Zake
This presentation was made and delivered during an engagement with school leadership of 5 selected Kampala Capital City Authority (KCCA) schools in Kampala - with an objective of strengthening School Water, Sanitation and Hygiene (WASH) Clubs based on their role and contributions for advancing inclusive and sustainable WASH in schools. This is part of an initiative by Environmental Alert in collaboration with KCCA and Water Aid Uganda through the framework of the Sustainable WASH project. WASH project.
Presentation in the school clubs training -background n context of shc--fwd-...ENVIRONMENTALALERTEA1
SCHOOL WATER, SANITATION & HYGIENE (WASH) CLUBS; INDICATORS OF AN ACTIVE CLUB, ROLES AND RESPONSIBILITIES FOR EFFECTIVE WASH IMPROVEMENT
IN SCHOOLS.
Presented by Dr. Joshua Zake (PhD)—Executive Director, Environmental Alert;
Co-Author—Mr. Kizito Charles—Program Assistant (ENR)
Presentation in the school clubs training -background n context of shc--fwd-...ENVIRONMENTALALERTEA1
SCHOOL WATER, SANITATION & HYGIENE (WASH) CLUBS; INDICATORS OF AN ACTIVE CLUB, ROLES AND
RESPONSIBILITIES FOR EFFECTIVE WASH IMPROVEMENT IN SCHOOLS
Presented by Dr. Joshua Zake (PhD)—Executive Director, Environmental Alert;
Co-Author—Mr. Kizito Charles—Program Assistant (ENR)
Introduction to school environment and multi-team role.pptxdrmehreenjamshed
The document discusses improving school environment through a multi-team approach. It outlines key aspects of a healthy school environment including physical, social, and policy factors. Current situations show many schools do not meet standards for water access, sanitation facilities, and hygiene. A multi-team approach involves administrators, teachers, students, parents, and the community working together to improve the school environment through strategies like developing health partnerships, teaching practical skills, and ensuring resources support teachers. The goal is to facilitate learning through a safe, healthy setting.
The document outlines plans for a school orientation program in Kathmandu Valley, Nepal to promote water, sanitation, and hygiene (WASH) facilities and rainwater harvesting. The goal is to improve health for urban and extremely poor children. 10 schools will be selected to improve their WASH facilities, install rainwater harvesting and groundwater recharge systems, and sports facilities. Practical WASH training will be provided to schools, and schools will lead rainwater harvesting campaigns in surrounding communities to stimulate behavior change. The program aims to support national strategies and frameworks for WASH in schools.
Sanitation and Hygiene in Public Boarding Schools in Chongwe, Zambia: What do...Annie Musonda
Annie Musonda-Mubanga, Wanga Weluzani Chakanika & Kabwe Harnadih Mubanga
Abstract
This study investigated the state of sanitation facilities, and knowledge on sanitation and hygiene practices among pupils at Chongwe Secondary School (CSS) and Mukamambo II Girls Secondary School (MGSS). Reported communicable diseases among pupils which might affect their ability to attend classes regularly and better school performance necessitated the need for this study. Data collection was conducted using questionnaires administered to 121 randomly sampled pupils from the two schools. Stratification of the sample was such that 74 and 47 were randomly sampled from CSS and MGSS, respectively. Data was analysed using thematic analysis, descriptive statistics and chi-square test of association. Results indicated that sanitary utensils such as toilets, hand washing facilities and drinking water points were highly inadequate for the population of students catered. Majority of learners had knowledge of sanitation and hygiene issues experienced at the school, however, some felt that toilets were too dirty and lacked adequate water and that cleanliness of the classrooms and surroundings was unsanitary. The safety and cleanliness of water used by pupils was also a source of concern. Most girls attested to having missed classes during menstruation periods as sanitary pads were not readily available and water was inadequate. Some pupils from CSS cited incidences when a leakage in the sewer line supposedly led to the contents of the sewer pipes finding their way into the water. It was concluded that pupils perceived the sanitation of their schools as of low quality. The lack of pupil satisfaction as regards the provided sanitation facilities could be a factor in pupils adopting unhygienic practices, decreased class attendance and low academic performance. In order for boarding schools in Chongwe District to attract and retain healthy learners, it is recommended that schools need to prioritise sanitation issues and teachers need to educate pupils on good hygiene practices. There is also need for regular inspections of sanitation facilities by the teachers-on-duty, health environment personnel and officers-in-charge of standards in secondary education at Ministry of General Education.
Full article available: Subscribe to Chalimbana University Multi-disciplinary Journal of Research: http://journal.chalimbanauniversity.net
WASH in Schools Target Challenge in India OverviewRamesh Aggarwal
Presentation made by PDG Ramesh Aggarwal, Member Secretary, Rotary India WinS Committee at Rotary - UNICEF High level advocacy workshop on Oct 1, 2016 in New Delhi
This document presents information on hygiene problems in schools and proposed solutions. It discusses issues with drinking water quality and access, insufficient and unclean sanitation facilities, poor classroom cleanliness and indoor air quality, and potential food contamination. Solutions proposed include increasing and properly maintaining water sources, providing sufficient and cleaned toilets/washrooms, daily sweeping of classrooms, instructing students on cleanliness, and ensuring food handlers and storage areas are clean. The overall goal is to educate students on hygiene and create a clean school environment to prevent disease.
Key consideration on advancing improvement of Water, Sanitation and Hygiene (...Dr. Joshua Zake
This presentation was made to during a joint reflection meeting that targeted key leaders of selected Kampala City Council Authority (KCCA) schools involved in Sustainable Water, Sanitation and Hygiene Project. It implemented in Kansanga and Kamwokya Parishes by Environmental Alert in Collaboration with KCCA and Water Aid – Uganda with Financial Support from the H&M Foundation.
The engagement provided an opportunity for the respective schools leadership to validate the results of the assessment of the status of WASH in the respective schools.
The document discusses conducting a community assessment for a WASH in Schools project. It provides an overview of key tools and guidelines for assessments, including community meetings, asset inventories, surveys, interviews, focus groups, and community mapping. It emphasizes that community assessments seek to empower community members by allowing them to identify their own health needs rather than being prescribed solutions. The document also provides examples of information that should be collected during a school assessment, such as water sources, sanitation infrastructure, hygiene practices, and management committees.
Some schools have limited access to water, requiring students to walk to local sources or bring water from home. A study showed that providing water, hygiene promotion, treatment and sanitation reduced diarrhea prevalence by 66% in water-scarce schools. However, many schools also lack supplies like containers and soap. Only 2% of schools in a project had soap. Insufficient funds and theft were barriers. Providing soapy water in bottles improved availability and reduced theft. But use decreased by 60% after monitoring stopped, possibly due to lack of funds and monitoring. Improved access requires dedicated school WASH funding for infrastructure and consumables.
2015 WASH E-Summit (Part 2): WASH in Schools Beyond Toilets and Tap: Behavior...Rotary International
This document summarizes a webinar on behavior change through hygiene education in schools. It discusses how the SPLASH program in Zambia used habit formation strategies like daily group handwashing to improve hygiene behaviors. Small doable actions and reminders paired with facilities helped establish new habits. Schools also influenced household practices through community mobilization. Challenges include advocacy, access to resources, and sustainability, but multi-year programming can help ensure lasting impact. Rotary clubs can support behavior change by forming community corps and making follow-up visits after projects.
Changing Behavior What Does It Mean and How Do We Do It (2 of 3)Rotary International
Wells, toilets, water towers, and pipelines. Even the
well-designed elements of Rotary water, sanitation, and
hygiene (WASH) projects can fail if people don’t use
them. There are many reasons people might hesitate
to use a communal toilet. It’s important to understand
the reasons before you build the toilet. Learn about
behavior change and its role in WASH programs, how it’s
connected with culture and community values, and how
to incorporate it into your WASH projects and measure
the outcomes.
Moderator: F. Ronald Denham, Water and Sanitation
Rotarian Action Group Chair Emeritus, Rotary Club of
Toronto Eglinton, Ontario, Canada
Hygiene promotion in Schools after the cholera outbreak in Haiti, 2010IRC
This document summarizes a WASH project in Haiti following the 2010 earthquake and subsequent cholera outbreak. The project targeted 42 schools serving 25,000 students and 1,600 teachers. It aimed to improve water, sanitation, and hygiene through building and repairing facilities and hygiene promotion campaigns. Coordination with local authorities and clusters helped disseminate prevention messages to over 5,000 people. A follow-up survey found high awareness of cholera prevention among teachers and students, with only one suspected case reported at the project schools.
The document describes Speak Africa's Clean Learning Competition in Ethiopia that aims to improve hygiene and sanitation in schools. The competition encourages schools to create a clean environment and proper hygiene practices. Winning schools will be judged on cleanliness and student participation in hand washing and waste disposal. Speak Africa will provide media materials for students to document hygiene issues and high quality entries will be publicized internationally to bring awareness to water, sanitation, and hygiene issues in schools. The competition aims to incentivize behavior change and create lasting hygiene clubs in schools that will continue educating students.
Through a series of participatory workshops, the project aimed to build awareness around water and sanitation issues, particularly fluoride contamination, among high school students in rural Karnataka, India. The workshops used hands-on activities to demonstrate drinking rainwater is the only way to prevent fluorosis from contaminated groundwater. A toolkit was created to facilitate similar programs elsewhere. The goal was to empower students as "agents of change" to spread this knowledge within their communities.
A short presentation on Agents of Change, a project on awareness workshops on fluoride and water quality, undertaken by Aajwanthi Baradwaj, who was an intern with Biome Environmental Trust
School water, sanitation & hygiene (wash) clubs; indicators of an active club...Dr. Joshua Zake
This presentation was made and delivered during an engagement with school leadership of 5 selected Kampala Capital City Authority (KCCA) schools in Kampala - with an objective of strengthening School Water, Sanitation and Hygiene (WASH) Clubs based on their role and contributions for advancing inclusive and sustainable WASH in schools. This is part of an initiative by Environmental Alert in collaboration with KCCA and Water Aid Uganda through the framework of the Sustainable WASH project. WASH project.
Presentation in the school clubs training -background n context of shc--fwd-...ENVIRONMENTALALERTEA1
SCHOOL WATER, SANITATION & HYGIENE (WASH) CLUBS; INDICATORS OF AN ACTIVE CLUB, ROLES AND RESPONSIBILITIES FOR EFFECTIVE WASH IMPROVEMENT
IN SCHOOLS.
Presented by Dr. Joshua Zake (PhD)—Executive Director, Environmental Alert;
Co-Author—Mr. Kizito Charles—Program Assistant (ENR)
Presentation in the school clubs training -background n context of shc--fwd-...ENVIRONMENTALALERTEA1
SCHOOL WATER, SANITATION & HYGIENE (WASH) CLUBS; INDICATORS OF AN ACTIVE CLUB, ROLES AND
RESPONSIBILITIES FOR EFFECTIVE WASH IMPROVEMENT IN SCHOOLS
Presented by Dr. Joshua Zake (PhD)—Executive Director, Environmental Alert;
Co-Author—Mr. Kizito Charles—Program Assistant (ENR)
Introduction to school environment and multi-team role.pptxdrmehreenjamshed
The document discusses improving school environment through a multi-team approach. It outlines key aspects of a healthy school environment including physical, social, and policy factors. Current situations show many schools do not meet standards for water access, sanitation facilities, and hygiene. A multi-team approach involves administrators, teachers, students, parents, and the community working together to improve the school environment through strategies like developing health partnerships, teaching practical skills, and ensuring resources support teachers. The goal is to facilitate learning through a safe, healthy setting.
The document outlines plans for a school orientation program in Kathmandu Valley, Nepal to promote water, sanitation, and hygiene (WASH) facilities and rainwater harvesting. The goal is to improve health for urban and extremely poor children. 10 schools will be selected to improve their WASH facilities, install rainwater harvesting and groundwater recharge systems, and sports facilities. Practical WASH training will be provided to schools, and schools will lead rainwater harvesting campaigns in surrounding communities to stimulate behavior change. The program aims to support national strategies and frameworks for WASH in schools.
Sanitation and Hygiene in Public Boarding Schools in Chongwe, Zambia: What do...Annie Musonda
Annie Musonda-Mubanga, Wanga Weluzani Chakanika & Kabwe Harnadih Mubanga
Abstract
This study investigated the state of sanitation facilities, and knowledge on sanitation and hygiene practices among pupils at Chongwe Secondary School (CSS) and Mukamambo II Girls Secondary School (MGSS). Reported communicable diseases among pupils which might affect their ability to attend classes regularly and better school performance necessitated the need for this study. Data collection was conducted using questionnaires administered to 121 randomly sampled pupils from the two schools. Stratification of the sample was such that 74 and 47 were randomly sampled from CSS and MGSS, respectively. Data was analysed using thematic analysis, descriptive statistics and chi-square test of association. Results indicated that sanitary utensils such as toilets, hand washing facilities and drinking water points were highly inadequate for the population of students catered. Majority of learners had knowledge of sanitation and hygiene issues experienced at the school, however, some felt that toilets were too dirty and lacked adequate water and that cleanliness of the classrooms and surroundings was unsanitary. The safety and cleanliness of water used by pupils was also a source of concern. Most girls attested to having missed classes during menstruation periods as sanitary pads were not readily available and water was inadequate. Some pupils from CSS cited incidences when a leakage in the sewer line supposedly led to the contents of the sewer pipes finding their way into the water. It was concluded that pupils perceived the sanitation of their schools as of low quality. The lack of pupil satisfaction as regards the provided sanitation facilities could be a factor in pupils adopting unhygienic practices, decreased class attendance and low academic performance. In order for boarding schools in Chongwe District to attract and retain healthy learners, it is recommended that schools need to prioritise sanitation issues and teachers need to educate pupils on good hygiene practices. There is also need for regular inspections of sanitation facilities by the teachers-on-duty, health environment personnel and officers-in-charge of standards in secondary education at Ministry of General Education.
Full article available: Subscribe to Chalimbana University Multi-disciplinary Journal of Research: http://journal.chalimbanauniversity.net
WASH in Schools Target Challenge in India OverviewRamesh Aggarwal
Presentation made by PDG Ramesh Aggarwal, Member Secretary, Rotary India WinS Committee at Rotary - UNICEF High level advocacy workshop on Oct 1, 2016 in New Delhi
This document presents information on hygiene problems in schools and proposed solutions. It discusses issues with drinking water quality and access, insufficient and unclean sanitation facilities, poor classroom cleanliness and indoor air quality, and potential food contamination. Solutions proposed include increasing and properly maintaining water sources, providing sufficient and cleaned toilets/washrooms, daily sweeping of classrooms, instructing students on cleanliness, and ensuring food handlers and storage areas are clean. The overall goal is to educate students on hygiene and create a clean school environment to prevent disease.
Key consideration on advancing improvement of Water, Sanitation and Hygiene (...Dr. Joshua Zake
This presentation was made to during a joint reflection meeting that targeted key leaders of selected Kampala City Council Authority (KCCA) schools involved in Sustainable Water, Sanitation and Hygiene Project. It implemented in Kansanga and Kamwokya Parishes by Environmental Alert in Collaboration with KCCA and Water Aid – Uganda with Financial Support from the H&M Foundation.
The engagement provided an opportunity for the respective schools leadership to validate the results of the assessment of the status of WASH in the respective schools.
The document discusses conducting a community assessment for a WASH in Schools project. It provides an overview of key tools and guidelines for assessments, including community meetings, asset inventories, surveys, interviews, focus groups, and community mapping. It emphasizes that community assessments seek to empower community members by allowing them to identify their own health needs rather than being prescribed solutions. The document also provides examples of information that should be collected during a school assessment, such as water sources, sanitation infrastructure, hygiene practices, and management committees.
Some schools have limited access to water, requiring students to walk to local sources or bring water from home. A study showed that providing water, hygiene promotion, treatment and sanitation reduced diarrhea prevalence by 66% in water-scarce schools. However, many schools also lack supplies like containers and soap. Only 2% of schools in a project had soap. Insufficient funds and theft were barriers. Providing soapy water in bottles improved availability and reduced theft. But use decreased by 60% after monitoring stopped, possibly due to lack of funds and monitoring. Improved access requires dedicated school WASH funding for infrastructure and consumables.
2015 WASH E-Summit (Part 2): WASH in Schools Beyond Toilets and Tap: Behavior...Rotary International
This document summarizes a webinar on behavior change through hygiene education in schools. It discusses how the SPLASH program in Zambia used habit formation strategies like daily group handwashing to improve hygiene behaviors. Small doable actions and reminders paired with facilities helped establish new habits. Schools also influenced household practices through community mobilization. Challenges include advocacy, access to resources, and sustainability, but multi-year programming can help ensure lasting impact. Rotary clubs can support behavior change by forming community corps and making follow-up visits after projects.
Changing Behavior What Does It Mean and How Do We Do It (2 of 3)Rotary International
Wells, toilets, water towers, and pipelines. Even the
well-designed elements of Rotary water, sanitation, and
hygiene (WASH) projects can fail if people don’t use
them. There are many reasons people might hesitate
to use a communal toilet. It’s important to understand
the reasons before you build the toilet. Learn about
behavior change and its role in WASH programs, how it’s
connected with culture and community values, and how
to incorporate it into your WASH projects and measure
the outcomes.
Moderator: F. Ronald Denham, Water and Sanitation
Rotarian Action Group Chair Emeritus, Rotary Club of
Toronto Eglinton, Ontario, Canada
Hygiene promotion in Schools after the cholera outbreak in Haiti, 2010IRC
This document summarizes a WASH project in Haiti following the 2010 earthquake and subsequent cholera outbreak. The project targeted 42 schools serving 25,000 students and 1,600 teachers. It aimed to improve water, sanitation, and hygiene through building and repairing facilities and hygiene promotion campaigns. Coordination with local authorities and clusters helped disseminate prevention messages to over 5,000 people. A follow-up survey found high awareness of cholera prevention among teachers and students, with only one suspected case reported at the project schools.
The document describes Speak Africa's Clean Learning Competition in Ethiopia that aims to improve hygiene and sanitation in schools. The competition encourages schools to create a clean environment and proper hygiene practices. Winning schools will be judged on cleanliness and student participation in hand washing and waste disposal. Speak Africa will provide media materials for students to document hygiene issues and high quality entries will be publicized internationally to bring awareness to water, sanitation, and hygiene issues in schools. The competition aims to incentivize behavior change and create lasting hygiene clubs in schools that will continue educating students.
Pictorial and detailed description of patellar instability with sign and symptoms and how to diagnose , what investigations you should go with and how to approach with treatment options . I have presented this slide in my 2nd year junior residency in orthopedics at LLRM medical college Meerut and got good reviews for it
After getting it read you will definitely understand the topic.
Giloy in Ayurveda - Classical Categorization and SynonymsPlanet Ayurveda
Giloy, also known as Guduchi or Amrita in classical Ayurvedic texts, is a revered herb renowned for its myriad health benefits. It is categorized as a Rasayana, meaning it has rejuvenating properties that enhance vitality and longevity. Giloy is celebrated for its ability to boost the immune system, detoxify the body, and promote overall wellness. Its anti-inflammatory, antipyretic, and antioxidant properties make it a staple in managing conditions like fever, diabetes, and stress. The versatility and efficacy of Giloy in supporting health naturally highlight its importance in Ayurveda. At Planet Ayurveda, we provide a comprehensive range of health services and 100% herbal supplements that harness the power of natural ingredients like Giloy. Our products are globally available and affordable, ensuring that everyone can benefit from the ancient wisdom of Ayurveda. If you or your loved ones are dealing with health issues, contact Planet Ayurveda at 01725214040 to book an online video consultation with our professional doctors. Let us help you achieve optimal health and wellness naturally.
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14...Donc Test
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
Spontaneous Bacterial Peritonitis - Pathogenesis , Clinical Features & Manage...Jim Jacob Roy
In this presentation , SBP ( spontaneous bacterial peritonitis ) , which is a common complication in patients with cirrhosis and ascites is described in detail.
The reference for this presentation is Sleisenger and Fordtran's Gastrointestinal and Liver Disease Textbook ( 11th edition ).
Nano-gold for Cancer Therapy chemistry investigatory projectSIVAVINAYAKPK
chemistry investigatory project
The development of nanogold-based cancer therapy could revolutionize oncology by providing a more targeted, less invasive treatment option. This project contributes to the growing body of research aimed at harnessing nanotechnology for medical applications, paving the way for future clinical trials and potential commercial applications.
Cancer remains one of the leading causes of death worldwide, prompting the need for innovative treatment methods. Nanotechnology offers promising new approaches, including the use of gold nanoparticles (nanogold) for targeted cancer therapy. Nanogold particles possess unique physical and chemical properties that make them suitable for drug delivery, imaging, and photothermal therapy.
STUDIES IN SUPPORT OF SPECIAL POPULATIONS: GERIATRICS E7shruti jagirdar
Unit 4: MRA 103T Regulatory affairs
This guideline is directed principally toward new Molecular Entities that are
likely to have significant use in the elderly, either because the disease intended
to be treated is characteristically a disease of aging ( e.g., Alzheimer's disease) or
because the population to be treated is known to include substantial numbers of
geriatric patients (e.g., hypertension).
- Video recording of this lecture in English language: https://youtu.be/Pt1nA32sdHQ
- Video recording of this lecture in Arabic language: https://youtu.be/uFdc9F0rlP0
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
“Psychiatry and the Humanities”: An Innovative Course at the University of Mo...Université de Montréal
“Psychiatry and the Humanities”: An Innovative Course at the University of Montreal Expanding the medical model to embrace the humanities. Link: https://www.psychiatrictimes.com/view/-psychiatry-and-the-humanities-an-innovative-course-at-the-university-of-montreal
The biomechanics of running involves the study of the mechanical principles underlying running movements. It includes the analysis of the running gait cycle, which consists of the stance phase (foot contact to push-off) and the swing phase (foot lift-off to next contact). Key aspects include kinematics (joint angles and movements, stride length and frequency) and kinetics (forces involved in running, including ground reaction and muscle forces). Understanding these factors helps in improving running performance, optimizing technique, and preventing injuries.
2. Why WASH (Water, Sanitation and Hygiene)
Matters
• Most diarrhea and worm infestation is caused
by unsafe water, inadequate sanitation and
poor hygiene
• Simple hygiene
practices can
dramatically
reduce diarrhea
and worms
3. Treatment and safe storage of drinking
water at point of use reduces the risk of
diarrhea by 30–40% (USAID 2004)
4. Hand washing with soap can reduce the
risk of diarrhea by
42-44%
(Curtis et al. 2003)
Hand Washing
5. Latrine use/safe feces disposal can reduce
the risk of diarrhea by 32% (Fewtrell et al. 2005)
6. Why is WASH in SCHOOLS important?
• The school community is healthier
• Students perform better
• Excellent opportunity for parent involvement
• Promotes gender equity
• Invests in life-long positive skills
8. FACT: WASH in schools improves children’s health
• WASH reduces diarrhea
and worm infestation
• 40% of diarrhea
transmission happens in
school
• 400 million school
children have worms
• Worms affect growth and
intellectual development
Source: UNICEF Raising Clean Hands
and Children Without Worms, www.childrenwithoutworms.org
(2010)
9. FACT: WASH in Schools increases attendance and
achievement
• In western Kenya schools,
worms contributed to 25% of
absenteeism and
• Improved WASH led to 50%
reduction in ascaris infection
• In China, school
handwashing with soap
program reduced absentee
days by 54%
Source: UNICEF Raising Clean Hands (2010)
10. FACT: WASH in Schools promotes gender equality
• Clean, safe toilets encourage
girls to stay in schools when
menstruation starts
• In Kenya, WASH reduced
girls’ absenteeism by 39%
• For every 10% increase in
female literacy, economy can
grow by 0.3%
Source: UNICEF Raising Clean Hands (2010)
11. FACT: WASH involves parents and community
• Children are effective change
agents
• Parents are an untapped
resource
• PTAs can get involved in
school WASH improvements
• School WASH clubs can host
school-community WASH
activities
12. HIP offers 2 new Guides for WASH Friendly Schools
13. The Model for WASH Friendly Schools emerged from
HIP’s work in:
Madagascar Ethiopia
14. What is a WASH Friendly School?
• Provides sustainable, child friendly latrine and
handwashing facilities and adequate safe
drinking water
• Offers hygiene education on using latrines,
washing hands with soap and drinking safe
water
• Organizes school to home and community
outreach activities for improved WASH
15. BASIC GUIDE
13 Steps to Becoming WASH Friendly
Each step in the pathway is accompanied by
tools found in the annexes…
16. PHASE 1: LAUNCH, CATALYZING, PLANNING
Step 1: Survey or rapid assessment of area schools
Step 2: Stakeholders meeting at district or local
level to prepare for action
Step 3: WASH training for teachers, parents, and
student leaders identified as potential
school WASH champions
17. PHASE 2: ACTION
Step 4: School ignition—bringing the school
community to awareness and a commitment
to action
Uses CLTS ignition tools:
• “Walk of Shame” – where is
open defecation practiced?
• School mapping
• Feces calculation
• Feces Flow Diagram
• Glass of water exercise
RESULT: “Oh NO!!! We’re eating and drinking each other’s poop!”
18. WASH-Friendly School Pledge
We the undersigned have assessed the hygiene and sanitation
conditions at
Name and Location of School______________________
and we agree to participate in the WASH-Friendly School
Initiative. We understand that we must assure adequate hygienic
toilets for all, a place or places to wash hands with soap, a safe
drinking water supply for the school community, and a clean and
welcoming school environment; and carry out in-class and after-
school activities to teach and practice improved hygiene.
Start date:
End date:
School Year:
Signed:
School Director_____________________
Education Official___________________
PTA Head_________________________
Health Official______________________
Date_____________________________
Place_____________________________
Step 5:
19. Step 6: “Where are we now?”
The school conducts a more complete
baseline assessment of their current
WASH-friendly status, if required
Annex E of the Guide is a School WASH Survey Form
20. • Step 7: Director, teachers, parents, and
students vet the Wash-Friendly Action
Plan that the school representatives made
during training
• Step 8: Improve water, sanitation, hand
washing facilities
21. Checklist for Minimum Standards for
School Sanitation and Hygiene Facilities
Separate latrines for boys and girls
“Child-friendly” facilities
Latrines for male and female teachers
1 latrine per 25 girls and 1 for female staff
1 latrine + 1 urinal per 50 boys and 1 for
male staff
Hand washing stations next to latrines
Latrines should have:
Walls and roof
Ventilation
Doors that lock from the inside, not the
outside
Washable slabs
Anal cleansing material (paper, leaves,
water)
Wastebasket for used wiping material
A place to wash hands after use
Cleaning items such as broom, scrub
brush, etc.
Hand washing stations should have (at
least):
Source of running water for rinsing (tap,
jug)
Soap, ash, clean sand, or mud
Soak pit to avoid standing water
See: Water, Sanitation and Hygiene
Standards for Schools in Low-cost
Settings (WHO, UNICEF 2009)
22. Simple low-cost handwashing and water treatment
methods
A Tippy Tap “yoke” for multiple users
A stand for SODIS bottles
32. WASH in Schools Resources
You can find the WASH-Friendly School guides and
other resources at:
http://www.hip.watsan.net/page/4086
33. Question 1:
Regarding the baseline survey, and I imagine
several participants are from other NGOs, and
many of us work in the same regions, for example
in Ethiopia. I’d like to know if HIP baseline surveys
or other NGOs are left with the local district
governments, so that we aren’t duplicating
resources for conducting these assessments,
which are part of the key process outlined in the
guide here.
34. Question 2:
I have a question for you about access to the
latrines. Are they available for use when school is
closed?
38. Question 6:
How do you build the second water station you
told us about? [NOTE: the second one is the
tippy-tap with the gored and the straw]
39. Question 7:
How can the national commitment be made a
reality and not a mere paperwork?
40. Question 8:
How many schools were involved? What was the
failure rate as compared to the success?
41. Question 9:
How does wash in schools address the need to
empty the latrines when they fill up? When you
say funding ends, who in practice ends up paying
for this expense?
42. Question 10:
Question about designs for younger children.
Have you seen in low income countries school
latrines with designs adapted for younger
children, especially below 7, for whom privacy is
not an issue, and who rather fear being alone in a
closed super structure? If yes, what did it look
like? And do you know where to find technical
resources on designing school latrines that target
younger children?
43. Question 11:
What has been learned about specific changes in
the school systems that facilitate girls menstrual
management in school?
44. Question 12:
The CLTS approach defines feces as a disgusting
product in order to promote the end of open
defecation and the establishment of sanitary
latrines and sanitary hygenic practices. However,
some approaches, primarily ecological sanitation
methods, promote fecal matter as a valuable
agricultural resources. Are there studies or other
sources of evidence that show that feces as a
disgusting product is better or worse as a method
of sanitation promotion than feces as a valuable
resource?
45. Question 13:
Do you keep statistics of the sanitation solutions
and how successful are they? How do you
measure success?
46. Question 14:
I am sure, other aspects such as barriers related
to Water and Sanitation are also largely addressed
in the WASH friendly school Initiatives. Barriers
are largely includes 'Individual, Environmental,
Institutional, Social'. Sometimes, even if the
facilities available they are not inclusive (gender,
disability), facilities are not hygienic due to lack of
maintenance, structure are narrow which become
difficult for the care givers to assist (for those
who needs special support).
47. Question 15:
Is there any experience of behavior change
communication strategy for schools? And also
does any one members have any study done on
the impact of school children on the community?
49. Question 17:
Do you have any guidance on communicating the
financial responsibilities of the school community
to maintain the school water and sanitation
facilities?
Notas del editor
BY WAY OF SETTING THE CONTEXT, LET’S REVIEW WHY WATER, SANITATION AND HYGIENE or WASH IS SO IMPORTANT
THE PUBLISHED RESULTS OF KEY STUDIES HAVE PROVEN THE IMPACT OF KEY WASH INTERVENTIONS ON HEALTH
VAL CURTIS AND COLLEAGUES AT THE LONDON SCHOOL OF HYGIENE AND TROPICAL MEDICINE SHOWED THAT HWS CAN CUT THE RISK OF HAVING DIARRHEA NEARLY IN HALF
getting to the subject of our presentation, we need to ask ourselves why wash in schools is important and why we should pay attention and invest time and resources in this area
the school community is healthier
schools tend to be densely populated and just as the flu can be contagious so can health improvements affect everyone
students perform better because
healthier children stay in school and are better learners
excellent opportunity for parent involvement
wash provides so many opportunities for parents to participate – from helping to build latrines to managing a clean water source to making sure that food is handled safely, and much more
promotes gender equity
girls who have access to safe, clean toilets or latrines are more likely to stay in school when menstruation starts
invests in life-long positive skills
wash skills are life skills that can be instilled at an early age and that is an investment in the current as well as future generations as the youngsters grow up and teach good wash habits such as using latrines and washing hands with soap to their own children
However, wash in schools is far from a reality across the world. unicef tried to compile data from 60 country reports on the state of water and sanitation in primary schools , and only 33 had any information.
This information is not good. under half of all schools have adequate water supply and even fewer have sanitation facilities.
We have to all join together and advocate for wash in schools. UNICEF has even issued a call to action for WASH IN SCHOOLS called “raising clean hands”. Here is information that we can use to advocate to decisionmakers
Change these covers to the newest ones
HIP’s NEWLY PUBLISHED GUIDES PRESENT A DETAILED HOW-TO FOR CREATING WASH FRIENDLY SCHOOLS USING A TOTAL SANITATION AND HYGIENE APPROACH
THE GUIDE SHOWN ON THE LEFT GIVES BASIC STEP BY STEP INFORMATION FOR SCHOOLS WITH TOOLS FOR EACH STEP INCLUDED IN ANNEXES
THE OTHER GUIDE SHOWN ON THE RIGHT IS A TRAINING GUIDE FOR GROUPS OF PARENTS, STUDENT LEADERS AND TEACHERS COMING TOGETHER FROM A SAME AREA WHERE A WASH FRIENDLY SCHOOLS PROGRAM IS BEING IMPLEMENTED. THE STRENGTH OF THIS TRAINING APPROACH IS THAT IT GROUPS ALL THREE TOGETHER RATHER THAN SEGREGATE THEM. THE ACTION DECISIONS MADE BY THE TRAINEES ARE MADE AND SHARED BY ALL.
HIP DID NOT INVENT THE “WASH FRIENDLY SCHOOLS” CONCEPT AND APPROACH,
BUT WE DID EXPAND AND TEST IT IN 2 COUNTRIES AND USED THESE EXPERIENCES AS THE BASIS FOR THE GUIDES
SO WE ARE ALL ON THE SAME PAGE ABOUT WASH FRIENDLY SCHOOLS HERE IS OUR DEFINITION
FROM HERE ON IN WE ARE GOING TO PRESENT AN OVERVIEW OF THE 13 STEPS FOR BECOMING WASH FRIENDLY THAT ARE DETAILED IN THE GUIDES
ASA MENTIONED, EACH STEP HAS ITS OWN ANNEX WITH THE RIGHT TOOL FOR THE JOB. WE WILL SHOW A FEW TOOLS BUT MANY ARE TOO LONG AND YOU CAN FIND THEM IN THE GUIDES THAT ARE POSTED ON THE HIOP WEBSITE. WE’LL GIVE YOU THE ADDRESS AT THE END.
BTW, ALL THE ILLUSTRATIONS IN THIS PRESENTATION ARE TAKEN FROM THE GUIDES
PHASE 1 IS A PREPARATORY PHASE FOR LAUNCHING THE INITIATIVE, CATALYZING PARTNERS AND PLANNING ACTION
Training CHAMPIONS of WASH –… awareness, skills, and commitment …., that they further develop later in the process
To do this,
Step One - quick and dirty survey
Would be carried out by local officials, NGO or other leaders of the initiative to provide a general idea of WASH conditions in local schools
Step Two ---- stakeholders can include local leadership from education, health, water, NGOs, religious groups, local businesses, school administrators, tourism groups, women’s groups and many more. This stakeholders meeting can result in a common action agenda for a wash friendly schools initiative where each stakeholder has a role and a job to do
Step Three -- is the training of WASH champions, namely students, teachers, parents from a cluster of schools learn and plan TOGETHER. The end Product is a plan of action for their school that they will share and refine once back home
PHASE 2 are Action Steps to be carried out at the school level after training
Step 4 is what we call the ignition step, where the school community goes through a process to identify defecation practices using these tools:
“Walk of Shame” – here we identify where open defecation is practiced. The whole group walks together, and the facilitator intentionally stands and engages conversation at the stinkiest, most fly infested spots… people hold their nose, they swat flies, they are embarrassed and horrified..
School Mapping –shows the school as a connected community… the open defecation points are mapped, by asking.. Where do boys go? Girls? How about the teachers?? any latrines, water sources, litter bins, classrooms and offices, animals, and so on.. All items are put on an informal map, either constructed together on the ground, on paper or other means
Feces calculation- the group continues to examine defecation practices at the school, and now they actually calculate how much feces the school generates… a day, then a week, and a month… it’s first measured in grams, then in donkey carts or wagon loads
Feces Flow Diagram – in this next exercise, the group starts to think about where all that feces goes, especially if not contained in a latrine… what happens when it rains, when the wind blows, when kids and animals step in it and track it all over … where do those 17 donkey carts full of feces go? The inevitable conclusion leads to … in our food and water… which leads to the final exercise …
Glass of water exercise …. The facilitator shows a glass of water that looks clean.. Then runs a broom straw or hair through a bit of feces and stirs it into the glass of water. The water stays clear looking, but when the facilitator asks who wants to drink this? Everyone is horrified and disgusted. The facilitator makes the point… well that’s what we are doing.. Eating and drinking each others feces even if we can’t actually see it.
STEP 5: ONCE THE PROBLEM HAS BEEN CLEARLY UNDERSTOOD BY ALL, THE SCHOOL MAKES A FORMAL COMMITMENT
THIS IS AN EXAMPLE OF A PLEDGE FORM INCLUDED IN THE GUIDE, BUT PLEDGING CAN TAKE MANY OTHER FORMS
THE SURVEY FORM IS QUITE COMPLETE AND COVERS ALL ASPECTS OF ENVIRONMENTAL HYGIENE TO ANSWER THE QUESTION “WHERE ARE WE NOW”?
IT CAN BE ADAPTED TO DIFFERENT SETTINGS AND NEEDS.
A KEY PRODUCT OF THE TRAINING LAID OUT IN THE OTHER GUIDE IS A SCHOOL LEVEL PLAN OF ACTION DEVELOPED BY THE REPRESENTATIVES FROM EACH SCHOOL. THIS PLAN SHOULD BE VETTED WITH OTHERS ONCE THE SMALL TRAINEE GROUP RETURNS HOME.
STEP EIGHT IS THE ACTUAL IMPROVEMENT WORK BUT IT DOES NOT REQUIRE HIGH FINANCE OR COMPLEX TECHNOLOGIES.
OUR APPROACH FOCUSES ON ‘SMALL DOABLE ACTIONS’… IMPROVEMENTS TO WASH THAT CAN HAPPEN TODAY OR TOMORROW WITH EXISTING RESOURCES. YOU DON’T NEED TO WAIT FOR THE GOVERNMENT OR UNICEF TO INSTALL A PUMP. YOU CAN SET UP A TIPPY TAP STAND, IMPROVE THE PRIVACY OF THE LATRINE BY HANGING A CURTAIN OR FIXING THE WALL. ADD A MIRROR AND INDOOR WASHING STATION FOR MENSTRUATING GIRLS. THESE ARE SMALL DOABLE ACTIONS…
THIS CHECKLIST BY WHO AND UNICEF HAS BEEN INCLUDED TO GUIDE ACTIONS AND MONITORING OF SCHOOL FACILITY IMPROVEMENTS
HERE ARE SOME EXAMPLES OF SIMPLE TECHNOLOGICAL SOLUTIONS TO WASH PROBLEMS IN SCHOOLS
THE TIPPY TAPS ARE MADE FROM EMPTY WATER BOTTLES STRUNG ONTO A YOKE WITH LITTLE SOAP HOLDERS – IDEAL FOR MULTIPLE USERS
SODIS STANDS FOR SOLAR DISINFECTION, A SIMPLE METHOD FOR TREATING DRINKING WATER BY EXPOSING CLEAR BUT UNSAFE WATER TO THE UNLTRAVIOLET RAYS OF THE SUN FOR 6 HOURS OR LONGER IF THE DAY IS CLOUDY
THIS IS A SODIS STAND MADE FOR MULTIPLE BOTTLES FOR CLASSROOM USE
THIS TIPPY TAP WAS MADE FROM A GOURD WITH A TUBE AS A FAUCET. THE TUPE CAN BE A HOLLOW STEM OR A BALLPOINT PEN CASING
ON THE RIGHT IS A CLEAN IMPORVED LATRINE WITH VENTILATION, DOORS THAT LOCK AND WIPING AND CLEANING SUPPLIES, WITH A TIPPY TAP HANDWASHING STATION NEXT TO IT. NOTE THE STONES FOR DRAINAGE TO PREVENT WATER FROM POOLING AND PUDDLING
BUILDING NEW WASH FACILITIES IS AN OPPORTUNITY FOR EVERYONE TO GET INVOLVED, STUDENTS AND PARENTS AND COMMUNITY MEMBERS ALIKE
EXAMPLES OF LESSONS ARE INCLUDED IN THE GUIDE. SOME OF THEM COME FROM THE EXERCISES IN THE TRAINING GUIDE AND FROM THE IGNITION PROCESS (FOR EXAMPLE, FECES CALCULATION IS A GREAT WASH EXERCISE FOR MATH CLASS)
THIS COMMITTEE CAN HAVE ANY NUMBER OF WASH-RELATED TASKS – BUILDING, OVERSIGHT, MAINTENANCE, MANAGEMENT, FUNDRAISING AND MORE
IN PLACES LIKE ETHIOPIA, THE PARENTS ACTUALLY BUILD THE SCHOOLS… NOW THEY ADD THE WASH FUNCTION TO THEIR RESPONSIBILITIES … AND ASSURE A LATRINE THAT MEETS MINIMUM STANDARDS, AVAILABILITY OF WATER FOR WASHING AND DRINKING AND MORE
HERE YOU CAN SEE THE WASH CLUB TEAM IN A SACK RACE CHEERED ON BY PARENTS AND COMMUNITY MEMBERS
SPORTS CLUBS ARE ESPECIALLY MOTIVATED BECAUSE PLAYIONG IN A FIELD WHERE PEOPLE DEFECATE IS GROSS
THIS IS JUST ONE EXAMPLE OF MANY WASH CLUB ACTIVITIES SPELLED OUT IN THE GUIDE
THESE CAN BE OBTAINED FROM UNICEF AND LOCAL NGOS, BUT WHY NOT MAKE IT AN ACTIVITY FOR WASH CLUBS OR CLASSROOMS TO PRODUCE NICE POSTERS OR CARTOONS OR OTHER CREATIVE ITEMS TO PROMOTE GOOD HYGIENE PRACTICES?
WASH FRIENDLY SCHOOLS SHOULD BE A NATIONAL OR REGIONAL UNDERTAKING FOR COVERAGE AND MOMENTUM.
PRIOR TO LAUNCHING, SCHOOL AND OTHER OFFICIALS SHOULD AGREE ON THE CRITERIA AND EVALUATION TOOLS FOR SCHOOLS WHO ASPIRE TO BE WASH FRIENDLY.
THERE IS A SAMPLE EVALUATION TOOL IN THE GUIDE
WHEN A SCHOOL IS CERTIFIED AS WASH FRIENDLY, IT’S TIME FOR A BIG CELEBRATION. SOME SCHOOLS PUT A PLAQUE IN FRONT OF THE SCHOOL. SOME FLY THE WASH FRIENDLY FLAG.