National School Water, Sanitation and Hygiene

(SWASH) Implementation Guideline

Federal Democratic Republic of

Ethiopia
Ministry of Education

October, 2017
Addis Ababa, Ethiopia
Acronyms
BCC Behavioral Change Communication
CBOs Community Based Organizations
CHAST Children’s Hygiene and Sanitation Training
EMIS Education Management Information System
GTP Growth and Transformation Plan
HEP Health Extension Program
IEC Information Education and Communication
IRC International water and sanitation center
MHM Menstrual Hygiene Management
NGOs Non-governmental organizations
O&M Operation and Maintenance
PTSAs Parent-Teacher-Students Associations
SDG Sustainable Development Goals
SMC School Management Committee
SLTSH School Led Total Sanitation and Hygiene
SWASH School Water, Sanitation and Hygiene
UN United Nations
UNICEF United Nation Children’s Fund
WASH Water, Sanitation and Hygiene
WHO World Health Organization

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Foreword

The Ministry of Education through unwavering commitment and leadership of the federal
government has been registered impressive results nationwide in creating and expanding
equitable access to education and training. However, there are still unfinished agendas in the
achievement of quality education. Several compounding factors such as school organization
and management; teachers’ training; school supplies, availability of materials and other
enabling environments impede the quality of education. An essential enabling factor for quality
education is having access to child- friendly WASH services. It is however, a handful of schools
who offer access to such facilities. This is due to financial constraints, low implementation
capacity of WASH facilities and lack of coordination among actors. Improvements in educational
outcomes will be limited without expanding and improving WASH services in schools.

There is an opportunity for the Ministry of Education, Health and Water, Irrigation and
Electricity as well as the Ministry of Finance and Economic Cooperation to join forces and
pursue an integrated approach to improve health outcomes and unleash the educational
potential of the country. A Memorandum of Understanding (MoU) has been signed by these
ministries which were subsequently followed by the launch of the One WASH National Program
which particularly enforced WASH facilities in schools. The goal of this inter-ministerial program
is to expedite efforts to bring improved WASH facilities to all students and augment their
learning capacity.

WASH integration in schools is a proven mechanism that contributes to improve educational

outcomes and fostering bright and healthy students. It also helps to increase attendance rates
and prevents disease proliferation.

This guideline serves as a tool for the proper implementation of the national school WASH
program. It highlights the importance of school WASH, minimum standards, implementation
strategies, detail planning and indicators required for the school WASH program and inter-
sectoral linkages and coordination.

Tilaye Gete (PhD)

Minister of Education

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Acknowledgements

The Federal Ministry of Education would like to express its appreciation to the sector Ministries,
Development Partners, International and Local Non-Governmental Organizations that are
participating in the development of the national school WASH implementation guideline.
The Ministry of Education would also like to express its sincere thanks to WaterAid Ethiopia for
their technical and financial support in preparation of the guideline.

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Table of Contents
Acronyms ....................................................................................................................................................... i
Foreword ...................................................................................................................................................... ii
Acknowledgements ...................................................................................................................................... ii
Definition of terms ....................................................................................................................................... 1
Rational for the guideline ............................................................................................................................ 1
Target audience and the use of this guideline ............................................................................................ 2
1. Introduction .......................................................................................................................................... 3
2. Importance of School WASH ................................................................................................................ 4
3. Minimum School WASH Program Packages and Standards ............................................................... 6
3.1.1. Water supply schemes .......................................................................................................... 6
3.1.2. Sanitation Facilities ............................................................................................................... 7
3.1.3. Hand Washing Facilities ........................................................................................................ 9
3.2. Software Components (Hygiene Promotion) ............................................................................ 10
3.3. Sanitation and Hygiene Promotion Approaches ....................................................................... 12
3.3.1. School Led Total Sanitation and Hygiene (SLTSH)............................................................... 12
3.3.2. School WASH club establishment ....................................................................................... 12
3.3.3. Children’s Hygiene And Sanitation Training (CHAST).......................................................... 13
3.4. School WASH in emergency situations ...................................................................................... 13
4. SWASH Program Implementation Framework...................................................................................... 16
4.1. The SWASH Program Management ................................................................................................ 16
5. School WASH Sustainability ............................................................................................................... 20
5.1. Management, Operation and Maintenance.............................................................................. 20
5.2. School WASH Financing.............................................................................................................. 21
5.2.1. Capital Investment .............................................................................................................. 21
5.2.2. Operation and maintenance cost ....................................................................................... 21
6. Institutionalizing of school WASH ......................................................................................................... 22
7. School WASH implementation strategies ......................................................................................... 22
8. Summary of School WASH indicators ................................................................................................ 24
9. SWASH Club Establishment and Management ................................................................................. 26
10. School WASH roles, responsibilities and inter-sectoral linkages at all levels .................................... 32
Annex .......................................................................................................................................................... 36

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Definition of terms
Community Led Total Sanitation and Hygiene (CLTSH) is an approach to achieve sustained
behaviour change of people to achieve open defecation free (ODF) status within the
community.
Hand washing is the action of rubbing together all surfaces of lathered hands, followed by
rinsing under a stream of water.
Hygiene is the conditions and practices that help to maintain health and prevent the spread of
disease.
Hygiene promotion is a systematic and planned approach to encourage the widespread
adoption of safe hygiene practices to reduce diarrheal and other water and sanitation related
disease. Hygiene promotion focuses on determinants of behaviour change.
Menstrual hygiene management is defined as the articulation, awareness, information and
confidence to manage menstruation with safety and dignity. This process involves using safe
hygienic materials and sufficient water to ensure cleanliness.
Open Defecation Free (ODF) is a phrase used to refer to the use of sanitation systems rather
than practicing open defecation.
Sanitation refers to safe disposal of excreta, solid and other liquid waste management.

Rational for the guideline

The legal basis for the right to water in Ethiopia emanates from the 1994 constitution which
states that ‘all persons have the right to clean and healthy environment’ (Article 44) and ‘to the
extent the country’s resources permit, policies shall aim to provide all Ethiopians access to
public health, education, clean water, housing, food and social security’ (Article 90). As an
Ethiopian citizen, every child has the right to a safe and healthy learning environment, including
WASH services. While this issue is increasingly gaining traction, fulfilling every child’s right to
WASH continues to be a challenge.

In September 2013, the ONE WASH National Program (OWNP) was launched in a bid to
modernize the way water and sanitation services are delivered, and to increase the number of
people in rural and small/medium towns using improved sources of water and sanitation
facilities. The rate of progress to achieve the stated objectives of this program within the five-
year period has been slow. The Ministry of Education and WaterAid have evaluated this
program and have identified both policy and practice level bottlenecks in the ONE WASH
National Program. Specifically, their analysis revealed a lack of standardized approach between
the different actors involved, and have articulated the challenges involved in harmonizing the
WASH program to bring transformational change and achieve the Growth and Transformation
plan II (GTP II) and SDGs.

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Purpose & scope of the guideline
Purpose
This guideline is designed to implement the School WASH (SWASH) strategy and five-year
strategic action plan (2016-2020). It is developed based on the minimum conditions required
for providing quality education in a healthy and sanitary environment, particularly focusing on
boys and girls attending school. This guideline targets both public and private schools and other
partners engaged in SWASH activities, and details out simple, affordable and replicable options
to improve water, sanitation and hygiene conditions in schools.

Scope

From providing an assessment to monitoring and evaluation, to creating an enabling condition

for SWASH; this document is far reaching in scope. Its contents are applicable for pre-primary,
primary and secondary public and private schools regardless of geographic and livelihood
situation (highland / lowland / urban, rural, semi-urban/ agrarian, pastoralist, agro-pastoralist)
In addition, this guideline provides a minimum standard for school WASH interventions,
identifies a clear SWASH implementation strategy, sets a clear and appropriate management
guideline and identifies ways to sustain and scale up SWASH.

Target audience and the use of this guideline

The school WASH implementation guideline shall be used by anyone who implements the
school WASH program in Ethiopia. This manual specifically targets the following:

▪ Federal Ministries, including but not limited to the Ministry of Education, Health, Water,
Irrigation and Electricity
▪ Regional Bureaus and Woreda/Town Administration education offices who are involved
in planning and management of school WASH programs
▪ NGOs and CBOs engaged in school WASH implementation activities
▪ Bi-lateral and multilateral WASH programs and projects
▪ School directors, PTSAs and public employees engaged in school WASH (cluster
supervisors, health extension workers, environmental health officer, water supply
officers, water utility staff, water and sewerage enterprise workers)

This guideline can be used during assessment, planning, implementation and the monitoring
and evaluation phase of the school WASH program.

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 1. Introduction
Ethiopia is currently implementing the second phase of its Growth and Transformation Plan
whose strategic vision is to achieve rapid, broad-based, sustained and equitable economic
growth to eradicate poverty. GTP II is set to be achieved through increased investment in
infrastructure, human development and institution building. Strengthening human resource
capacity and achievement of the SDGS, of which education is a key element, further serves as a
cornerstone of the Government’s development strategy. The main objective of the education
component of the development plan strives to ensure an effective and efficient education and
training system that enhances quality, relevance, equity & access by all at all levels.

Achieving quality education is a tremendous undertaking, for which the Government is

implementing numerous programs. One such notable program is the School Improvement
Program which focuses on teaching & learning, school leadership, community participation and
overall learning environment. An adequate learning environment is treated as one that
provides essential facilities such as fully equipped classrooms, playing area for students, skilled
teachers and sufficient teaching materials, fully stocked library, clean toilets and sanitation
facilities, clean potable water and provision of hygiene education for all students.

As such, this guideline is prepared to improve the WASH facilities and their use and
management of schools by implementing WASH as part of the overall educational improvement
program.

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 2. Importance of School WASH
Evidence suggests that WASH in schools has a positive impact on a child’s health, wellbeing and
school performance.

Disease prevention and health promotion: Increasing access to WASH can contribute
significantly to improving health outcomes, and is particularly important to efforts aimed at
reducing the burden of disease and malnutrition, as well as relieving pressure on the healthcare
system. Disease related to inadequate water, sanitation and hygiene are predominant in
developing countries. It is estimated that 88% of diarrheal disease is caused by unsafe water
supply, and inadequate sanitation and hygiene (WHO, 2004).

Improved learning ability: Poor environmental conditions in the classroom make both teaching
and learning very difficult. Helminthic infections, which affect hundreds of millions of school-
age boys and girls can impair their physical development and reduce their cognitive
development through pain and discomfort, nutrient deficiencies, anaemia, and damage to
tissues and organs. Long-term exposure to chemical contaminants in water (e.g. lead and
arsenic) may further impair learning ability. Rates of school absenteeism increase with the
prevalence of diarrheal diseases, malaria and helminthic infections, and because of poor MHM
practices. Thus, improvements in WASH ensure attendance of school boys and girls and can
incentivize teachers to foster a collaborative and positive learning environment.

Gender equality and inclusive accessibility: Girls and boys, including those with disabilities, are
likely to be affected in different ways by inadequate water, sanitation and hygiene conditions in
schools. Girls and boys with disability tend to avoid eating or drinking all day as they are unable
to access functional toilets. This leads to health problems and eventually serves as a reason to
drop out of school. Therefore, all schools should be accessible to children with disability.

Moreover, the lack of access to WASH facilities particularly hinders girl’s education, sexual and
reproductive health, and dignity. Menstruation is considered a taboo within the Ethiopian
context; creating stigma, shame and silence among young girls. Without adequate sanitation
facilities, girls are unable to manage their menstruation safely, hygienically, and with dignity
within school premises. As a result, many girls choose to stay at home during this period. Or
alternatively, they attend school but do so facing challenges such as leakage, odour, discomfort
and difficulty concentrating.

Improve the health of the wider community: Boys and girls who have access to water,
sanitation and hygiene facilities at school can integrate hygienic practices into their daily lives
and promote it to their families and community.

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Lifelong skills: Educating all boys and girls, especially girls, is one of the most important
investments any country can make in its future. It is critical to keep boys and girls healthy so
they can learn and fully participate in society; claim their rights and achieves a sound political
and economic recognition. Through participatory learning, boys and girls obtain lifelong
knowledge on hygiene promotion, develop positive attitudes and, critically gain skills that
enable them to improve their own lives and those of their families and communities. These
skills are likely to be maintained and passed on to future generations.
Environmental cleanliness: Properly maintained and used school WASH facilities as well as
proper management of wastes contributes to overall public health and environmental
protection.
Contribute to achievement of SDGs: The international community has devised the Sustainable
Development Goals (SDGs) which weave in economic, social and environment dimensions.
Intervention in SWASH can contribute to the achievement of the four SDG goals. These include:
Goal 3: Ensure healthy lives and promote well-being for all at all ages
Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all
Goal 5: Achieve gender equality and empower all women and girls
Goal 6: Ensure the availability and sustainable management of water and sanitation for all.

WASH in Schools (WinS) is implicitly and explicitly captured in the SDGs. Such that the terms
“universal” and “for all” in targets 6.1 and 6.2 implicitly highlight the need for expanding WASH
services and monitoring from the household level to non-household settings, i.e. schools.
Target 6.2 additionally calls for special attention to the needs of girls and those in vulnerable
situations. Target 4.a includes WinS, explicitly, with an associated indicator of the “proportion
of schools with access to :( e) basic drinking water; (f) single-sex basic sanitation; and (g) basic
hand washing facilities”.

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 3. Minimum School WASH Program Packages and Standards
Water, Sanitation and Hygiene (WASH) in Schools refers to a combination of technical
(hardware) and human development (software) components that are necessary to produce a
healthy school environment and develop appropriate health and hygiene behaviours. The
hardware components include inclusive drinking water, hand washing, latrine, urinals and
menstrual hygiene facilities as well as proper waste management in and around the school
compound. The software component includes creating of an enabling environment and hygiene
promotion. Minimum standard for school WASH program includes but is not limited to safe
water supply, sanitation facilities, good hygiene practice, menstrual hygiene management and
solid and liquid waste management. Setting these minimum standards help frame the planning
and implementation of school WASH program.

3.1. Hardware Component

3.1.1. Water supply schemes

Water is essential for both drinking and sanitary use in schools. Without adequate and reliable
water supply, it is difficult to sustain a healthy and learning environment for boys and girls.

Water Access: The water supply facility should be in the school compound or not more than
100mts away from the compound with smooth and clear path. To allow convenient access and
use of water, the school should have sufficient and standardized storage and distribution points
that is cognizant to age, gender and disability.

Quality: Water quality is commonly defined by its physical, chemical, biological and aesthetic
(appearance and smell) characteristics. Water should be free from pathogens and elevated
level of toxic chemicals at all times. To ensure water quality, it should be stored in a clean
reservoir that shall be cleaned and disinfected every three months. Any water that is intended
for drinking purpose should meet the national water quality standard. To maintain water
quality, it is pertinent to conduct sanitary survey, water quality test (biological, chemical and
physical) and on-site treatment. Schools need to put in place a system to continuously test and
monitor water quality, and take remedial action. This can be done in collaboration with health
offices and Woreda Water Offices, water utilities or water and sewerage enterprises.

Quantity: On average, school boys and girls and staff members require 5 litres of water per day
per person. The quantity of the water required may increase if schools uses pour flush latrines.
With the exception of weekends, holidays and school breaks, this basic requirement must be
met at all times. Schools need to put in place sufficient water-collection points/faucets to allow
convenient access to water for drinking. All in all, in an urban context, the minimum faucet to
student ratio should be 1:100 students; and for regional capital cities and city administration

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towns’ one faucet could serve for 50 students. All the faucets should be accessible for small
students and students with disabilities.

Functionality: The water supply should serve throughout the year and with a maximum down
time of 10 days for operation and maintenance.

3.1.2. Sanitation Facilities

Sanitation is one of the basic determinants of the quality of life, dignity and human
development index. The availability of inclusive sanitary facilities is mandatory to ensure a safe
and friendly learning environment. Despite its importance, the right to sanitation is a less
popular discourse than the right to water.

Latrine and urinals: Safe disposal of human excreta creates the first barrier to excreta-related
diseases; helping to reduce disease transmission through direct and indirect routes. The
provision of improved facilities for defecation is among the essential responses for people’s
dignity, safety, health and well-being. Schools should have sufficient, accessible, secure, clean,
gender specific, private and culturally appropriate latrines that are also accessible by the
persons with disability. All the sanitation facilities should hygienically separate excreta from
human contact as well as maintain the safe transport, treatment and disposal of excreta.

Access: The school latrine should be within the school compound and not more than 30m from
the class rooms. The path to the latrine should be smooth and easy to use also by the persons with
disability. It is possible to have latrines inside classrooms if the system is water carriage. The
girl’s and boy’s blocks should face opposite directions with 20m distance between the blocks
and be accessible to all ages, including students and staffs with disabilities. The latrine blocks
for teachers and staff should be separated from the student blocks. The school latrines should
always be clean, odour free and open at all times of the school day.

Latrine to stance ratio: Often, students have a limited time window for their breaks in which
they can use latrine facilities. Thus, the latrine seats should be equivalent to the number of
students. The general recommended ratio is as follows:

▪ one stand/cubicle per 50 girls and one toilet for female staffs in rural schools
▪ one stand and one urinal per 75 boys and one toilet for male staffs in rural schools
▪ In the case of regional capital cities and city administration towns, the number of seat to
student ratio should be one stand for every 25 girls and one toilet for female staffs and
one stand plus one urinal for every 50 boys and one toilet for male staffs

At least one toilet cubicle should be accessible for staff and boys and girls with disabilities,
preferably one for females and one for males. This includes level or ramped access, wide door

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and sufficient space inside for a wheelchair user or helper to manoeuvre, and the provision of
support structures such as a handrail and toilet seat.

Urinals: Urinals are low cost solutions that can be offered for schools with large number of
students. The urinals should be built in the side wall of the toilet and should ensure privacy,
prevent accident and be free from unpleasant odour. Urinals can help reduce load on the toilets
at peak times. Since urinals require continuous access to water, its use is highly dependent on
the availability of water. Therefore, urinals would be constructed only if there is water available
for urinal flushing.

3.1.2.1. Waste management (solid waste and waste water disposal)

Solid waste management is the process of handling and disposing of solid waste which, if
unattended appropriately, can pose public health risks to the school and can have a negative
impact on the environment. Accumulation of waste particularly organic waste is not only
nuisance but leads to the breading of insects such as flies, which aids in disease transmission.
Thus, schools need to integrate solid waste management which includes comprehensive waste
prevention, recycling, composting and safe disposal.
Source reduction: Involves reducing or avoiding the amount of waste that is generated in a
school compound by reusing waste materials, using less packaging material and recycling of
paper.

Onsite storage: A variety of facilities are used for storage of solid waste. Temporary containers
such as cardboard boxes, plastic containers and a range of different types of containers are
often used in schools. The container used should be fly-proof, corrosive resistant, robust and a
low-cost storage solution. Dustbins should be placed in the school compound to collect litters.

Recycling and composting: Recycling is the process of transforming materials into raw
materials for manufacturing new products. This involves collecting, reprocessing, and/or
recovering certain waste materials (e.g. glass, metal, plastics and paper) to make new materials
or products. Currently recycling of paper is practiced in some areas. Schools especially found in
urban areas can utilize the opportunity to recycle paper.

In addition to reduction, minimization, reuse of waste schools can also use composting.
Composting is cost effective and an environmentally friendly means to dispose solid waste such
as leaves, grass, and other organics. Composting requires proper planning, one where the
inorganic and organic part of the waste is collected separately. Thus, schools can work in
partnership with other offices like agriculture and natural resources or environmental
protection offices to implement proper composting. The compost produced can be used for
school gardening and vegetable production. Moreover, the composting process and its

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application can be used as a practical demonstration site for students, who can use this
knowledge and skill to produce compost in their homes.

Disposal: Solid waste should be collected daily within the school premises and disposed safely.
A disposal method of solid waste depends on the type and amount of waste generated per day
from schools. Suggestions for management of waste and disposal could include:

▪ Paper waste can be collected separately and buried in a pit or burned in an incinerator
made from an oil drum
▪ Plastic waste can be collected and buried/recycled
▪ Organic boxes/containers can be used to collect waste to be used as fertilizers for trees
and plants in the school compound
▪ In urban areas, schools can have agreements with micro and small enterprises or
municipalities to collect waste
Schools able to construct their own pits should adhere to several factors that include:
characteristics of the subsoil, ground water conditions, topography, prevailing winds and the
adjacent patterns of settlement and land-use.

Liquid waste disposal: liquid waste should be managed in a safe seepage pit that is specifically
prepared for this purpose. This will help to avoid fly breading and reduce pollution. Schools
should work in partnership with other government offices or private companies to emptying
full pit latrines. For urban context, liquid waste should be emptied using vacuum truck and in
case rural areas the superstructure for the latrine needs to be shifted to other areas.

3.1.3. Hand Washing Facilities

Availing hand washing facilitates is integral to ensuring overall health and wellbeing. The
following should be considered when constructing hand washing facilities:

▪ Location: For older boys and girls, the hand washing facility should be located close to
defecation sites. For younger boys, girls and teachers may prefer the facilities be
located in or near the classroom so that they can supervise hand washing
▪ Materials: Hand washing facilities should have soap or other hand washing agents. The
hand washing facility can be made from either local or purchased materials or
constructed in connection with latrines. The size should consider the number of
students it caters with consideration of 1 faucet for 100 students for rural schools and 1
faucet for 50 students for regional capital cities.
▪ Access: Hand washing facilities should always be accessible to young and disabled
students

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 ▪ Use: Many hand washing facilities are also used for drinking water, in that case jerry
can cleaning and water quality should be considered. Attention should be given to
water wastage, focusing on the closure of taps (consider inclusive) after use and the
avoidance of unnecessary emptying of water basins and containers. In addition to this,
the water that is intended for hand washing should be also used for school gardening.

3.2. Software Components (Hygiene Promotion)

Social behaviour and personal practices serve to prevent infection and keep people and the
environment clean. Often boys and girls learn their most important hygiene skills at school, and
for many this is where they are first introduced to hygiene practices. Teachers can be effective
advocates and champions of hygiene promotion. In this guide hygiene includes the following
practices:

Hand Washing: Hand washing is one of the most effective means of preventing communicable
disease along with safe disposal of human waste and safe water supply. Hand washing with
soap can prevent disease by minimizing the transmission of harmful pathogens found in faecal
matter. Hygiene programs can become a potentially effective way to improve public health, and
the health of boys and girls in particular.

Although hand washing must be practiced all times, the five critical hand washing times should
be given due emphasis. A latrine is not complete without a hand washing point with
soap/substitute, adequate water and adequate drainage. All toilet designs should include
convenient hand washing facilities so that hand washing after using the toilet can become a
routine activity for school boys, girls and teachers. Effective hand washing facilities may be built
at little cost, with locally available materials. Hand washing should not be compromised by lack
of water or lack of access to hand washing basins or suitable alternatives. Simple and low-cost
hand washing points can be made in various ways, including the following:
▪ A pitcher of water and a basin (one person can pour the water for another to wash
their hands; the wastewater falls into the basin)
▪ A small tank (e.g. an oil drum) fitted with a tap, set on a stand and filled using a
bucket, with a small soak away or a basin under the tap to catch the wastewater; and
▪ A “tippy-tap” made from a hollow gourd or plastic bottle that is hung on a rope and
that pours a small stream of water when it is tipped
▪ A jerry can be lifted a bit higher linked to a pipe. The pipe can be 5 m long in
horizontal position with holes in it and 5 kids can wash their hands at the same time
in a more organized manner.
For effective hand washing promotion, understanding of the current habits, motivations and
factors constraining local hand washing practices are essential.
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Menstrual Hygiene Management (MHM): Menstruation is a biological process just like
defecation or urination. Maintaining hygiene during menses is important for women’s well-
being, mobility, and dignity. Menstrual hygiene is too often a taboo, sensitive and has many
negative cultural attitudes associated with it- such as the idea that menstruating women and
girls are ‘contaminated’ and ‘dirty’. Depending on the cultural context, girls might be unaware
of changes occurring during puberty, hence unable to manage their menstrual hygiene
properly. Inadequate menstrual management can not only lead to reduction of learning
capacities and absenteeism, but also to disease.

The production and distribution of sanitary pads, hygiene promotion and availability of WASH
services are all essential for ensuring that girls and women are able to break taboos and
demand adequate facilities for MHM that suit their needs.

Awareness creation is one of the primary interventions to improve MHM. The promotion
should focus on understanding that menstruation is a fact of life, and a distinct biological
female attribute that women should be proud of, rather than ashamed by. Girls should be
encouraged to talk and discuss this biological phenomenon in an informed and positive manner
to prepare them emotionally and physically for the onset of menstruation and their monthly
menstrual periods thereafter. The promotion should be based on critical analysis of the existing
believes taboos and cultures of the local community.

Access to girl’s friendly WASH facilities becomes effective if schools have adequate water
supply, sanitation and hygiene practices. The school should be built inconsideration of MHM
services to accommodate menstruating girls’ specific needs for privacy, space for washing,
washing facilities and appropriate disposal of menstrual pads. The MHM facilities that have
soap, adequate water with proper waste management should be constructed on the basis of
the design and construction manual.

Access to affordable sanitary pads for girls at school promotes students to attend class during
the period of menstruating. To ensure the accessibility of sanitary pad, identification of suitable
local materials for making safe, affordable, and disposable pads is essential. In addition, schools
must avail emergency pads for instances that girls have not come prepared.

Lastly, assigning specific resting rooms and anti-pains allows for a more comprehensive
menstrual hygiene management.

Cleanliness of Latrines: Latrines should be designed and built so that they are hygienic to use
and do not become centres for disease transmission. Surfaces that may be soiled should be
easily washable/cleanable. In terms of cleaning, the slab is the most important part of a toilet; it
should be made of concrete or other smooth material. Other parts of the toilet, such as the
superstructure can be made with cheaper local materials. The design of the toilet should

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include measures to minimize odours, and control the breeding of flies and mosquitoes. In this
situation, different types of latrine technology options that are easy applicable shall be
developed for different contexts (urban, rural, pastoralist etc) and also should follow the design
and construction manual developed for this purpose. The woreda/town environmental health
officers can offer advice on how to construct latrines without creating health risks. Schools
should develop a functioning system to clean the latrines daily either by cleaners or students.

Hygienic use of water: Drinking water is susceptible to contamination during collection,

transportation, storage and unsafe handling. It is also very essential to make regular cleaning of
water storage tanks/jerry cans so as to keep safe water. In schools although water is delivered
from safe sources, it can be contaminated during handling and use. Thus, students should use a
clean cup to drink water instead of drink water from their hands.

Personal hygiene: Students should develop and practice other hygiene behaviours such as oral
health, hair, hand and foot nails, foot etc. Regular check-up should be done by teachers to
maintain the personal hygiene of students.

3.3. Sanitation and Hygiene Promotion Approaches

3.3.1. School Led Total Sanitation and Hygiene (SLTSH)
In rural settings, SLTSH is a popular approach whereas for urban settings a mixed approach
could be applicable. SLTSH is an effective approach for mobilization of child clubs to motivate
the student body to make their school and its catchment free from open defecation. In
addition, it mobilizes the community to build and use latrines. SLTSH is a complete package
designed for school and community sanitation. It comprises of the basic elements of HEP,
capacity development activities as identified in the Basic Sanitation Package and the Ignition
Participatory Rural Appraisal (IPRA) tools being used in Community Led Total Sanitation and
Hygiene.
3.3.2. School WASH club establishment
The main objective of establishing a WASH Club is to offer school boys and girls opportunities to
raise their awareness about and develop skills related to water, hygiene, and sanitation through
fun and practical activities. The WASH Club can support students in changing conditions in their
schools as well as in becoming agents of change for their families and communities. To meet
such broad objectives, WASH Club membership should represent students from all grades with
teacher guidance. The WASH Club can organize itself into committees according to the various
WASH elements and appoint committee leaders or chairs.
As a general principle, the club will have a chairperson who will be responsible to guide, plan,
and harmonize club activities and a secretary who will keep records and correspondence. If

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needed, a treasurer will collect, account for, and keep funds in a safe place or if possible in a
nearby bank and MFI office, and committee members will have different tasks and
responsibilities.

WASH Clubs often meet after school and develop a program of action with guidance from
willing teachers. The club will train and mobilize students and at the same time work in
harmony with the school administration and PTSA. The WASH Club should therefore consider
all the necessary activities in its action plan and should empower students to carry them out.
3.3.3. Children’s Hygiene And Sanitation Training (CHAST)

CHAST is based on the proven premise that personal hygiene practices are usually acquired
during childhood – and that it is much easier to change the habits of boys and girls than those
of adults. CHAST encourages boys and girls to actively participate in open discussions and,
wherever possible, to share their experiences and ideas with their peers. In the CHAST
exercises, boys and girls are encouraged to work independently in pairs or in small groups, and
then present their thoughts and findings to the larger group. Above all else, CHAST tools are
meant to be fun – involving games, exercises and role-plays that prompt boys and girls to
discuss and genuinely understand the key issues related to personal cleanliness and hygiene.

3.4. School WASH in emergency situations

Emergencies are traumatic for everyone, especially boys and girls. When surrounded by chaos,
schools can provide boys and girls with a sense of normalcy and personal safety; helping them
to recover psychologically. In these situations, boys and girls remain open to new ideas and
often want to be involved in their community’s recovery. They may want to help other boys and
girls and share WASH messages with adults. Water, sanitation and hygiene are central to
recovery and the quality of a child’s life during and after an emergency. The practices and
behaviours adopted during the emergency will serve boys and girls for a lifetime.

Water and sanitation are critical determinants for survival in the initial stages of a disaster.
People affected by emergency are generally much more susceptible to illness and death from
disease, which is related to inadequate sanitation, inadequate water supplies and inability to
maintain good hygiene. The most prominent disease that often spreads during emergencies is
diarrheal and other infectious diseases transmitted by the faeco-oral route. Other water and
sanitation related diseases include those carried by vectors associated with solid waste and
water.

The main objective of WASH programs in emergency situations is to reduce the transmission of
faeco-oral disease and exposure to disease-bearing vectors through the promotion of:

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 ▪ Good hygiene practices
▪ The provision of safe drinking water
▪ The reduction of environmental health risks
▪ The conditions that allow people to live with good health, dignity, comfort and security

Simply providing sufficient water and sanitation facilities will not solely ensure optimal use or
positively impact public health. In order to achieve the maximum benefit from a response, it is
imperative that disaster affected people have the necessary information, knowledge and
understanding to prevent water and sanitation-related diseases and to mobilize their
involvement in the design and maintenance of those facilities.

In any assessment related to WASH and education in emergencies, it is essential that WASH and
education staff coordinate their activities from the very beginning of the crisis and throughout
the planning process. It is imperative to have a sound understanding of the context and to be
mindful of the following points:

▪ Assessments must be conducted with the agencies and organizations responsible for
coordinating education, in consultation with community members and local government
counterparts
▪ Gender and protection considerations are paramount, particularly to maximize girls’
school attendance; consultation with education and protection specialists is highly
recommended
▪ Plans for facilities need to assess the overall site and school layout, considering such
factors as access, protection, drainage and wind
▪ Even temporary infrastructure must be built and designed well; a thorough technical
assessment of water sources, soil conditions and other environmental features is vital to
providing a sanitary and safe environment
▪ Location-specific hygiene and health issues need to be understood so that WASH
interventions address the primary health concerns of the recipients

WASH interventions immediately following a crisis must prioritize sufficient and safe water
supplies, latrines and hand-washing facilities with frequent and follow-up sanitation and
hygiene promotion activities. The following provides a comprehensive list of requirements to
fully meet the facilities and services standard.

1. Water supply: Along with providing sufficient quantities; water quality must be
consistently adhered to. Where post-source contamination is likely, school-level water
treatment is a good practice and can encourage better water hygiene awareness

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 among learners. Different water supply technology options can be used in schools and
temporary learning spaces. These often focus on overhead tanks that are filled by
rainwater or by pump from the main water source, pipe connection or using water
trucking system for emergency cases. These options provide a quick fix to school
communities.

2. Latrines facilities: Safe excreta disposal and menstrual hygiene management require
providing latrines or toilets to serve the needs of all users. Safe and comfortable
menstrual hygiene management friendly latrine facilities are a crucial factor in
ensuring girls’ attendance in schools or at temporary learning spaces.

In the instance of latrine unavailability; government and non-governmental

organizations can help by providing temporary solutions such as defecation fields,
trench latrines (dedicated hand-dug and screened pits) and soak away pits for urine
(hand-dug, stone-filled holes for boys and trenches for girls). Separate trench latrines
for male and female students can be dug with dug out earth piled nearby. The dug out
earth should be used to cover the excreta after defecation to discourage fly
propagation. In situations where external help is limited and the ground conditions
allow, schools can ask local community members and parents to assist in the routine
digging and filling of these temporary facilities. In extreme situations, buckets lined
with plastic bags that are later buried can also be used.

3. Hand-washing facilities: Hand-washing facilities along with reliable water points

should be located near latrines or toilets and areas where food is prepared or eaten.
Soap should be provided as part of a hygiene package to schools and temporary
learning spaces in addition to distribution among the general population.

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 4. SWASH Program Implementation Framework
4.1. The SWASH Program Management

The promotion of WASH in schools will be rolled out on a district-wide (Woreda and Town) basis.
Delivery of school WASH services follows typical steps.
i. Need assessment
The objective of a school WASH assessment is to identify critical gaps in the current school
WASH situation, as well as to identify the level of intervention needed in individual schools in a
district. This assessment should be carried out once a year by the school administration.
Schools can use the outcomes of this exercise to prepare their annual plan and budget for
WASH facilities. Outcomes from the assessment will help the Federal, Regional and
Woreda/town government to prioritize planning and budget allocation.

A participatory needs assessment must be undertaken, including assessment of the health

condition of the boys and girls, their hygiene behaviour, the existing facilities, the
mainstreaming of WASH in curriculum, the knowledge and skills of the teachers on WASH, the
available teaching materials and the available budget. The involvement of boys and girls in this
stage is crucial. Experience shows that boys and girls involvement may be the first step towards
their active participation in the program.

A useful tool for this analysis is the problem–solution tree (see Box 1). Objectives should be
understandable and motivating to all those concerned, and progress towards achieving set
objectives should be coherent and measurable.
Critical points for sanitation assessment include:
▪ Presence of latrines as per the required ratio
▪ Cleanliness of the latrines and presence of cleaning materials
▪ Drainage of wastewater
▪ Garbage disposal
▪ Accessibility of the latrines for the entire school population
▪ Appropriateness of the design
Critical points for water supply assessment include:
▪ Presence of sources, tap, pump or tank
▪ Appropriateness or the design and accessibility for small boys and girls
▪ Condition of the source
▪ Availability of water for flushing latrines, hand washing and drinking water
▪ Maintenance arrangements, including availability of spare parts

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 Critical points for girls and boy’s hygiene behaviour assessment include:
▪ Knowledge, attitudes and practice towards hygiene
▪ Washing hands after defecation and after handling food
▪ Safe water handling and storage
▪ Proper utilization of latrines for defecation
▪ Regular cleaning of facilities
▪ Availability of appropriate hygiene promotion programs and teaching aids
Assessment of the implementation of the school WASH curriculum includes:
▪ Hygiene education is addressed properly as indicated in the curriculum
▪ Capacity of the teachers to conduct hygiene education
▪ Uses of participatory methods including demonstration
▪ Hygiene education is based on living conditions and daily behaviour

Assessment methods include discussions with teachers, students, parents and community
members, direct observation and participatory exercises such as: drawing of maps of the
neighbourhood, indicating water sources, latrines, solid waste collection points and possibly
indicating areas which constitute health risks.

Box 1 The problem–solution tree

The problem–solution tree is a simple method for identifying problems, their causes and effects, and then
defining objectives for improvement that are achievable and appropriate for the specific conditions of
each school. The problem–solution tree is performed as a group activity through the following steps:
1. Discuss any major aspects of the current situation where water supply, sanitation and hygiene
targets defined for the school are not met. Write each one in large letters on a small piece of paper
(about the size of a postcard).
2. For each major problem, discuss its causes by asking the question “Why?” For each of the
contributing problems identified, ask “Why?” again, and so on until root causes for each problem
have been revealed and agreed. Write all the contributing problems in large letters on a small piece
of paper or postcard and stick them all on a wall, arranged in a way that reflects their relation to
each other and to the major problem. This creates the “problem tree”.
3. Having developed the problem tree, the next step is to determine the solutions. For each of the
contributing problems noted, discuss possible solutions. Check that suggested solutions contribute
to solving the major problems identified by asking the question “What?” to identify what will happen
if a particular solution is implemented. Some solutions proposed will probably have to be abandoned
because they are unrealistic or because they will not have sufficient impact on the major problems.
4. Once a number of feasible solutions have been agreed upon, phrase them as objectives. For each
objective, the group can then discuss and agree on a strategy (i.e. how the objectives can be
reached), responsibilities (i.e. who will do what), timing, resources and requirements.

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 ii. Planning
SWASH involves participatory planning and implementation at schools’ and community levels
as well as at the general programme level. The purpose of this exercise is to allow the
implementers to have a clear picture of activities to be implemented, responsible actors per
activity and human and financial resources to be allocated for each school. Several stakeholders
active in School WASH (within a district) should collaborate and coordinate their activities. Once
objectives have been decided, an overall action plan can be produced. It is imperative that a
participatory approach is used in the planning phase.

During the planning stage, it is crucial to formulate clear objectives, ensuring a proper mix of
objectives related to hardware (water, sanitation and hand washing facilities) and software
(their use, and behaviour changes). Objectives need to be Specific, Measurable, Applicable,
Realistic and Time-bound (SMART). They should consider the available or expected budget and
manpower. To stimulate collaboration with other stakeholders, the objectives should whenever
possible and useful, match with the pre-existing objectives these stakeholders have in the field
of school WASH.

After setting objectives, action plans can be made with all parties involved; i.e students,
teachers, parents, community members and others. The involvement of students and teachers
is particularly important since they have a crucial role to play in implementing the programme.
Should budget and manpower not be available, the action plan should include activities geared
towards obtaining them. It is advisable to have a substantial financial or manpower
contribution from both the school and community as this will enhance the sense of ownership
and responsibility provided.
iii. Financing agreement between the school PTSA and WWT

The financial source is also important to be agreed and decided for instance borehole drilling with water
budget, water installations with water budget, latrine budget from the MoE and some part of work or
some local materials for instance from the PTSA. If the infrastructure is going to be made from locally
available materials then the PTSA can handle it etc….

iv. Capacity building of the school community.

All the school communities including PTSA need to be trained for the implementation and/or they
should know and understand their roles and responsibilities in the implementation process and beyond.
Capacity building is very pivotal to bring the intended behavioural change in the school.

v. Implementation
Many schools are currently far from achieving acceptable levels of water, sanitation and
hygiene. Many have no suitable facilities at all because they lack resources, skills or adequate
institutional support. Achieving appropriate targets will often not be possible in the short term.

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Therefore, it is necessary to both prioritize required improvements and work with a phased
approach so that the most urgent problems (or those that can be addressed rapidly) can be
identified and targeted immediately, and other changes can subsequently be made. School
WASH programs can be implemented in partnership with other stakeholders.

vi. Monitoring
Monitoring is the continuous assessment of the intervention and its progress with regards to
the planned objectives, results, activities and means. Monitoring enables a stakeholder to
review progress and to propose actions to be taken to achieve the set objectives. Monitoring
identifies actual or potential successes or failures as early as possible and facilitates timely
adjustments to the operations. The effect of monitoring goes beyond collecting information
and is rather meant to improve programmes and activities over the long term. Monitoring
involves checking, understanding the results and then acting to improve a situation.

The use of monitoring results:

▪ Develop an action list or follow-up plan in response to foreseen problems
▪ Results from the monitoring and inspection can also form the basis for the annual planning
and budgeting for SWASH improvement (e.g. rehabilitation of old/damaged facilities,
construction of new facilities, purchasing more IEC materials and teaching aid for hygiene
education, enrolling teachers for refresher training)
▪ Woredas/Towns can use the results as the performance-based criteria for funding
allocation or to reward good performing schools, teachers, SWASH clubs or individual
pupils as an incentive to encourage continuous efforts for SWASH improvement.
vii. Evaluation
Evaluation is a systematic process of collecting and analysing school WASH information to
assess the effectiveness of the school WASH program. Analysing consequences, outcomes and
results helps the WASH program to assess the efficiency, effectiveness, impact, relevance and
sustainability. The evaluation process should follow the school WASH indicators and
outcomes/impacts.

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 5. School WASH Sustainability
5.1. Management, Operation and Maintenance
The management, operation and maintenance of school WASH facilities is critical in ensuring
the sustainable and hygienic use of the facilities provided for each school. Badly maintained
sanitation facilities often cause an even bigger health risk than scattered defecation. It is
important that arrangements for cleaning and maintenance of WASH facilitates is considered
before construction starts.

A good cleaning and maintenance system requires funds, spare parts, people and equipment,
and a clear division of roles and responsibilities among the actors involved. A well thought out
operation and maintenance plan involving all stakeholders has a better chance of being
accepted and being impactful. Lessons learned from previous experiences indicate the
following:

Operation and maintenance plan: It is important to start thinking about operation and
maintenance at an early stage. School management staff, teachers, parents and students
should be made aware of the maintenance implications during the design phase of WASH
facilitates. This includes the availability and affordability of spare parts and cleaning supplies
needed for the chosen solution.

Defined roles and responsibilities: The division of responsibilities among the different
stakeholders should be clear and complete, covering all the necessary activities from filling up
water containers for hand washing and keeping the surroundings tidy, to purchasing spare
parts and supplies and supervising maintenance activities. Allocation of one toilet for each class
or a few classes helps to improve the use, cleanliness and maintenance because the
responsibility is with a small clearly defined group. It is preferred to have a pre-existing
committee representing students, teachers, parents and the community to be responsible for
the final coordination. The plan also defines monitoring and actions in the event of non-
compliance.

Linked to other school improvement efforts: A child-friendly, health-promoting and truly

community-based school requires more than a clean and well-maintained hygiene and
sanitation facility. The operation and maintenance plan for the hygiene and sanitation facilities
can be part of an overall plan to improve the entire school.

Ensures an open and ongoing dialogue: Problems related to operation and maintenance can be
discovered before they can negatively affect the sanitation and hygiene situation at the school.

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The operation and maintenance plan should allow for easy diagnosis and reporting of problems.
In addition, it should be reviewed periodically as deemed appropriate.
5.2. School WASH Financing
5.2.1. Capital Investment
School WASH can be financed by a combination of different financing mechanisms. Some of
these include:

i. Treasury: School WASH should be considered as a component in construction of

school buildings. Thus, the budget allocated during construction should also consider
these facilities. The necessary budget should also be allocated for schools without
WASH facilities
ii. School grant: Lack of WASH facilities can impact the quality of education. It should
therefore be adequately budgeted.
iii. Internal incomes: There are various sources of income for a school. These can include
leasing the compound for agriculture in rural areas, selling of different old items and
plants, renting the class for distance education and night schools. Thus budget should
be allocated to WASH based on the financial guideline applied to these incomes.
iv. Parents’ and student contribution: Communities that build class rooms and teacher
residence should also be able to construct and maintain school WASH facilities.
v. Development partners: Support from development partners can be leveraged to
support the education sector via construction and maintenance of school
WASH facilities. This support may require the development of proposals.
vi. Private contributors: Individuals or industries with the capacity and interest can
contribute for the construction and maintenance of school WASH facilities.

5.2.2. Operation and maintenance cost

Often times, the cost of construction and maintenance is not included in a school’s annual plan
and consequently does not appear in the budget. It is important in this regard to distinguish
between capital costs and operation and maintenance costs. Schools and communities may get
some donor support to cover the capital cost, but the later receives little support. To make
school sanitation programs sustainable, all operation and maintenance costs should be covered
by schools and communities. To avoid any misunderstanding, it is best to make this clear in
advance. Possible funding includes:
▪ Contributions from parents or students
▪ Contribution from communities
▪ Allocation from school general budget
▪ Organization of income-generating activities or internal incomes
▪ Mobilization of funds

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 6. Institutionalizing of school WASH
Given the variety of activities brought under School WASH (construction of facilities that need
approval and finance, hygiene promotion which need skill etc.), the involvement of various line
agencies and possibly NGOs is needed to cover the entire spectrum in a comprehensive way
when implementing school WASH. The coordination mechanisms and the sectors involved
should be in line with WASH implementation frame work (WIF) and Memorandum of
Understanding (MOU).

To establish an effective school WASH program, full time staff should be assigned at all levels.
Currently staffs were assigned at Federal and Regional level as part of one WASH program
implementation. However, this should be revised and include permanent government structure
at all levels.

Technical: The technologies used in schools should be appropriate and easy to maintain and
operate. When choosing technologies, the operation and maintenance should be considered
into account.
Environmental: WASH sector especially the water supply part is very vulnerable to the impact
of environmental degradation, and climate change and variability. When a school water supply
system is designed, site and technology are selected, constructed and operated; we have to
ensure that risks related to environmental degradation and climate change and variability are
identified and appropriate mitigation measures are planned for implementation. It is better to
consider technologies that are environmental friendly i.e. solar/wind and collaborate with
sectors that are in charge of environmental protection and resilience.
Social: The design of all school WASH facilities should consider the special needs of users i.e.
disability, age and sex.

7. School WASH implementation strategies

The strategies of school WASH implementation are denoted by an arbitrary group of English
letters “PPP-CAR” (P-Participation of Stakeholders, P-Partnership with Other Development
Program, P-Participatory Tools, C-Capacity Development, A-Advocacy and Awareness, and R-
Resource Mobilization) to remember them easily. These components are elaborated as follows:

P-Participation of Stakeholders

The participation and support of stakeholders is necessary when implementing SLTS program.
Identifying and strengthening partnership with the mapped stakeholders like communities,
schools, parents and other district level stakeholders is an important strategy for the effective
execution of school WASH.

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P-Partnership with other development partners/program
Schools and communities have limited resources and would need the support of development
actors. Micro credit programs, agriculture extension workers, development armies, health
extension workers, kebele leaders and cabinets, WASH committees etc. could be some of the
programs that the SLTS can partner with and fully mobilize.
P- Participatory tools
To effectively implement the SLTSH different participatory tools will be used to engage students
and schools in bringing about behavioural change among boys and girls. Participatory approach
is the backbone of development. It relies on the fact that development should emanate from
within as perceived by the communities themselves. Participatory approaches are essential to
empower schools and communities to identify their resources, formulate a plan, implement
programs and promote self-monitoring system. Participatory tools could include child to child,
child cabinet, role-play, storytelling, discussion, demonstration and experiment.
C- Capacity
It is essential to enhance the technical knowledge, skills and efficiency of stakeholders to make
them resourceful for action, In particular to identify their resources, roles and responsibilities.
Capacity building will empower stakeholders to assess the situation, identify the problems and
suggest solutions and promote innovative and creative activities for effective planning,
implementation, monitoring and follow up. The stakeholders should participate in orientation,
training, workshop and exposure visit to effectively facilitate the program and maintain its
standards. SLTS program has recognized schools as an entry point. Teachers, students, child
clubs’ members, parents and local authorities can be part of the orientation to help identify
their roles and responsibilities, mobilize resources, establish coordination with supporting
partners and formulate the effective implementation modality.
A- Advocacy and awareness
Activities on advocacy and awareness will strongly motivate the communities to promote
hygiene and sanitation collectively. Proper awareness creation and dialogue should be
conducted to get priority assistance for school WASH programs. School mini-media has served
as one of the most powerful tools used to entertain and inform students at about issues
directly impacting their lives.
R-Resource mobilization
Given resource constrains; optimum mobilization of community resources is crucial to
implement WASH in schools. Resource mapping should be done to identify the available
resources in schools and the community at large. This process requires schools to adopt and
innovative and creative set of activities to source support i.e school events, income generating
activities etc.

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 8. Summary of School WASH indicators
School WASH indicators are sourced from the minimum standards for School WASH program.
These include:
Water
▪ Access to safe water: Access to safe water with a distance of up to 100 meters or up to
10 minutes’ round trip from the school. And the water facility should be accessible for
young boys and girls and disabled students/ staff members with disability.
▪ Water quantity: All in all, in an urban and rural context (except regional capital cities
and city administration towns), the minimum faucet to student ratio should be 1:100
students; and for regional capital cities and city administration towns one faucet could
serve for 50 students.
▪ Water quality: As per the national standard, the water supplied should meet the
minimum parameters of bacteriological, physical and chemical quality of drinking water.
▪ Scheme functionality: The water scheme provides enough (5lit/school boys and girls
and staff members/day) water including for drinking and hand washing. The system
should provide water throughout the year with maximum of 10 days down time for
maintenance.
Sanitation
▪ Access: Improved latrines are easily accessible to all, including students and staffs with
disabilities. These should be located at a maximum distance of 30 meters for schools
and the facilities should be split by gender that is 20 meters apart from one another.
Latrines should have privacy, safety and MHM facilitates.
▪ Number: The standard for urban context (regional capital cities and city administrations)
should be one cubicle for 25 girl students and female staffs, and one cubicle for 50 boys
and male staffs. Generally, the number of seat to student ratio should be one
stand/cubicleper50 girls and one toilet for female staffs, and also one stand and one
urinal per 75 boys and one toilet for male staffs.
▪ Urinals: One urinal caters for 150 girl students and female staffs and for 200 boys and
male staffs (this is compulsory on water availability in the school).
▪ Utilization: All facilities have to be clean and functional all year round and with a regular
de-sludging process when the latrines fill up (i.e when it is 50cm away from filling up).
▪ Solid waste: Availability of dust bins in the class room, laboratory, canteen and
compound. Availability of recycling and reuse facilities options and final disposal pit.
▪ Liquid waste: Availability of proper disposal areas/soak away pits.

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Hygiene
▪ Hand-washing facilities: Reliable hand washing facility, with soap or a suitable
alternative and water should be available in or near (3 meters) of school latrines. The
number of faucets for hand washing should be equivalent to the number of latrines. If
piped network is not available, a minimum 20litres Jerry can has to be placed
permanently.
▪ School WASH clubs for promotion: SWASH clubs would be formed and strengthened to
maintain cleanliness of latrines, classrooms, school compound and students’ hygiene.

▪ Menstrual Hygiene Management (MHM): Access to girl friendly latrines that is designed
to allow private washing areas and a place for disposal of solid sanitary pads. Availability
of low cost disposable pads and menstrual hygiene management promotion in the
schools. In addition, there should be adequate and affordable anti-pain drugs available.
Cleaning and waste disposals:
▪ School compound must be swept regularly (at least once a week)
▪ Outside and inside areas are maintained free of sharp objects and other physical
hazards
▪ Bins should be provided for the collection of solid waste
▪ Source separation and recycling of waste may be carried out. Special bins will be
provided for organics, paper and plastics separately
▪ Paper and plastics will be sent for recycling especially when collection agents or the
recycling agents are available in the district
▪ Where composting of organic fraction of waste is carried out, it should be done under
strict supervision of a teacher who has the technical know-how
▪ Solid waste is collected from classrooms/ laboratories and offices daily and is disposed
of safely
▪ Wastewater is disposed of quickly and safely

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 9. SWASH Club Establishment and Management
Schools are a respectable and permanent community institution serving as a key entry point for
the WASH program and WASH promotion. The school WASH program has emphasized the
effective mobilization of the school clubs and has envisioned making schools and its catchment
area free from open defecation. The program aims to achieve personal, school, households and
environmental sanitation. For this to occur, motivation of communities and students is key to
achieving behavioral transformation and latrine promotion.
Objectives of the School WASH Club
The formation of WASH clubs is intended to sensitize students, teachers, parents and
communities about health hazards caused by open defecation. In addition, it aims to:
• Enable students and the school at large to serve as role models for promoting safe
water handling, personal, household and environmental sanitation
• Development of open defecation free community within school catchments by ensuring
that every school and household has access to latrines
• Promotion of hand washing with soap in schools and communities
• Building leadership capacity of students
• Development of school and community partnership through WASH promotion
• Promotion of sustainable child friendly and gender friendly WASH facilities in schools
• Management of waste water and solid waste

Establishment of school WASH club

Establishing a WASH club involves a four-step process:

i. Awareness raising
ii. Develop students as a change agent
iii. Behavior change and empowerment
iv. Capacity building

The process of establishing a WASH Club also entails the following:

▪ Selection of two active teachers of both genders who are popular amongst students and
have interest in working for the improvement of environment
▪ Selection of club members (an average of 8 students per class)
▪ Register the WASH Club members and assign the duties to WASH club members as per
the TORs of the WASH Club
▪ The membership of the club should be voluntary and comprise of dedicated and
committed members who are committed and are willing to contribute to the
achievement of the objectives of the club

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 ▪ 10 students (5 boys and 5 girls) can serve as leaders for the clubs. Of which, one student
from each sexes should be representation of students with disabilities. An election
process could avail the following positions: Prime Minister and his/her deputy (2), Water
Minister and his/her deputy (2), Sanitation Minister and his/her deputy (2),Hygiene
Minister and his/her deputy(2) and SWASH fund and resource mobilization Minister(2).
This leads to a total of 10 Ministers.

Selection criteria for the WASH club members /trainees

▪ Active teachers who are popular amongst students and have interest in working for the
improvement of environment
▪ Members should be from grades4 to 8 from primary schools and from 9 to 12 in
secondary schools
▪ Members who are proactive and willing to volunteer their time to take up extra
responsibilities

Roles and responsibilities of school WASH club

Roles and responsibilities of a schools WASH club is fluid and is subject to change based on the
prevailing culture/context. The structure and formation of WASH clubs are flexible to allow
members to decide for themselves how they will carry out the club’s mandate. They will decide
what activities to focus on and how to run their meetings.

The teacher, SMC members and PTA members of the school could serve as honorary members
of the WASH club. They can provide their thoughts and opinions on the clubs and put forward
any advice that can help the club advance in its mission.

Roles and responsibilities of WASH club members

The school WASH club members should:
▪ Prepare the action plan to ensure that school students have access to safe latrines and
are using it properly and practicing hand washing practices at critical timings
▪ Ensure the soap availability at the hand washing stations. They provide soap by utilizing
school funds or WASH club funds
▪ Actively participate in the activity of hygiene promotion, as per the agreed strategy
▪ Engage with local representative of government in the community to support the WASH
club campaign
▪ Explore the alternative resources that could be generated through the disposal of solid
waste

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 ▪ Actively contribute in advocating the community to attain ODF status
▪ Actively engage in resource mobilization and fund management
▪ Manage the operation and functionality of School WASH facilities in collaboration with
school the management committee

It is important to understand that the roles and responsibilities of WASH club can be flexible
and should be finalized among the members of the WASH club. Each WASH club must address
the issues of social inclusion and disability while promoting hygiene practices. Addressing the
issues of equity, inclusion and disability will facilitate all students to get access to WASH
services and facilities.

The role of the WASH club also extends to the community. The following table will guide the
WASH members about their role at school and community level:

Role of SWASH club in the Community

Role of SWASH club in the School
Regular cleaning of school compound Construction of household latrines and
appropriate drainage system
Cleanliness of WASH facilities Cleanliness of WASH facilities

Follow-up schools and ensure that they Follow-up household and ensure that they
properly use and maintain the latrines properly use and maintain the latrines

Provision of garbage pits / bins in schools Provision of garbage pits / bins in schools

Display of key health & hygiene messages on Display of key health & hygiene messages on
prominent places in the community prominent places in the community

Participation in WASH and BCC activities Participation in WASH and BCC activities

Mobilize communities for early ODF status Mobilize communities for early ODF status

WASH Club formed and efficiently active WASH Club formed and efficiently active

Organize and participate in BCC campaigns Organize and participate in BCC campaigns

Participation of teachers Participation of teachers

Open Defecation Free status being Open Defecation Free status being
monitored and maintained monitored and maintained

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Roles of SWASH club coordinators and members
1. School WASH club coordinator (2 teachers and 10 students)
▪ Lead the development of work plans for the term, which will include all other
members of staff as appropriate and secure the budget by mapping resources to
implement the work plan
▪ Coordinate and provide technical support for School Health Committees and Clubs.
▪ Facilitate the planning and execution of WASH activities such as talks, quizzes and
competitions, etc.
▪ Make input into the school end of term report by preparing the component on
SWASH.
2. School WASH club members (school WASH ambassadors)
▪ Promote students to use school WASH facilities in the appropriate manner
▪ Ensure the cleanliness of the sanitation and water facilities by students
▪ Maintain school WASH facilities
▪ Organize school sanitation campaigns
▪ Organize school WASH tournament and awarding system for best performing
students
▪ Serve as peer educators and monitor colleagues to ensure various WASH messages
are practiced.
▪ Work to link the school wash activity with community WASH
▪ Lead the development of work plans for the term and secure budgets, which will
include all other members of staff as appropriate
▪ Coordinate and provide technical support for School Health Committees and Clubs.
▪ Facilitate the planning and execution of WASH activities such as talks, quizzes and
competitions, etc.
▪ Make input into the school end of term report by preparing the component

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The following diagram illustrates School WASH club Organogram that can be considered for the
mobilization and management of school WASH club

SCHOOL WASH CLUB ORGANOGRAM

School WASH Prime Minister

& Deputy

Hygiene Minister Fund & RM Minister

Water Minister Sanitation Minister
& &
& &
Deputy Deputy
Deputy Deputy

School WASH Club Ambassadors

Students and Teachers

Fig 1. School WASH Club Organogram

WASH Club Management

The following are some of the suggested guidelines for School WASH club management:
▪ Good working relationship between the teacher or club leader and the club members
▪ Judgment free atmosphere to allow members to freely discuss their issues
▪ Trained teachers’/ club leaders
▪ Provision of materials such as paper, books and training guides
▪ Inclusive and equitable working environment between club members of both genders
▪ A mechanism to disband clubs that are not operating as intended, or are shown to take
advantage of members
▪ Provision of cleaning materials, waste, and soak pits that make the process of cleaning
safe and as easy as possible

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Resource Mobilization and Sustainability of WASH Club

Resource mobilization is crucial to be able to carry out WASH activities. The sources for fund
generation depend upon the internal and external stakeholders of the school WASH programs.
Internal stakeholders
▪ School students
▪ WASH club
▪ School Administration
▪ SMC
▪ PTSA
External stakeholders
▪ Community Members
▪ Village Organization
▪ District authorities
▪ Private sector
▪ Influential people
▪ Religious leaders

Out of these stakeholders, the SMC and PTSA’s serve as major sources of funds. A close working
relationship between the WASH club and these school level bodies will aid in generating
resources via recycling of paper waste, school events, water and sanitation meals/exhibitions
and nominal registration fees.

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 10. School WASH roles, responsibilities and inter-sectoral linkages at all levels
This section lists stakeholders at Federal, Regional, Woreda and town as well as school levels.
Although the role and responsibility of school WASH are included in WIF and the MoU, the
specific roles and responsibilities are listed here to help achieve and maintain adequate water
supply, sanitation and hygiene in schools.

Federal Ministry of Education

▪ Provide trainings on school WASH strategy, guideline and tool kits

▪ Mobilize resources for school WASH program
▪ Facilitate the development and production of relevant Behaviour Change Communication
(BCC) and Information Education and Communication (IEC) material
▪ Co-ordinate and monitor all school WASH activities among partners at all levels
▪ Develop monitoring checklists and monitor national coverage
▪ Establish a database for programme monitoring and evaluation using the Education
Management Information System (EMIS)
▪ Initiate research, documentation and knowledge management of school WASH activities
▪ Organize annual celebrations of School WASH week

Regional Education Bureaus

▪ Plan and collaborate with all relevant stakeholders on school WASH implementation
▪ Undertake resource mobilization for school WASH program
▪ Facilitate the development and production of relevant Behaviour Change Communication
(BCC) and Information Education and Communication (IEC) material
▪ Co-ordinate and monitor all school WASH activities among partners at all levels
▪ Capacitate the Woredas/Town health offices to implement school WASH program
▪ Ensure effective dissemination of relevant information within the region
▪ Prepare and submit timely reports to the national office
▪ Supportive supervision and monitoring
▪ Prepare guidelines for capacity building
▪ Translate guidelines into local languages
▪ Prepare technical standards for school WASH

Woreda/Town Education offices

▪ Develop comprehensive Woreda/Town-wide work plan to guide and supervise the activities
of school WASH and develop designs
▪ Organize training programmes for cluster coordinators, teachers and other stakeholders
▪ Support capacity building of relevant stakeholders

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▪ Organize relevant stakeholder forums for school WASH implementation
▪ Co-ordinate the preparation of relevant reports on school WASH for the region
▪ Mobilize schools and communities for School WASH activities
▪ Undertake budgeting for school WASH activities as appropriate
▪ Co-ordinate and collaborate with all relevant stakeholders on School WASH implementation
within the Woreda/Town
▪ Ensure effective dissemination of relevant school WASH information within the
Woreda/Town
▪ Conduct annual competitions and give recognitions to best performers
▪ Contract construction and rehabilitation
▪ Assist in de-slugging

Parent Teacher Student Association

▪ Ensure the adequate inclusion of school WASH in the school development plan
▪ Raise funds and help plan improvements with school directors and teachers
▪ Support maintenance of school WASH facilities
▪ Support provision of consumables, such as soap and cleaning materials
▪ Ensure the school participates actively in School WASH week
▪ Monitor the implementation of school WASH activities
▪ Organise local materials and labour contribution from parents for construction
▪ Participate in planning and design and in the capacity building programs/trainings
School Directors
▪ Liaise with Woreda/Town, PTSA and other stakeholders for implementation of School WASH
Program
▪ Plan and Budget for School WASH activities and ensure WASH activities are prioritized in the
allocation of budgets
▪ Ensure the school participates actively in School WASH Week
▪ Develop work plans for School WASH activities each term in collaboration with the School
WASH club coordinator
▪ Ensure school WASH activities are incorporated in school end of term report
▪ Ensure health activities such as talks, quizzes and competitions, etc are incorporated in
school activities each term
▪ Ensure teachers incorporate School WASH activities and use School WASH manuals as
supplementary materials in preparation of session plans in relevant subjects
▪ Ensure WASH messages are delivered during morning assembly and mini-media
▪ Ensure the establishment and proper function of school WASH clubs

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▪ Report performance of School WASH Club for the communities during the annual school
closing event (Parents’ day)
School cluster supervisors
▪ Ensure all the schools have the facilities and proper school WASH plans
▪ Ensure the availability of plans and implementation of school hygiene promotion regularly
▪ Support the schools in development of school WASH plans
▪ Coordinate and provide technical support for schools and clubs
▪ Facilitate experience sharing between the clustered schools and beyond
▪ Liaise with relevant stakeholders in the delivery of school WASH services
▪ Develop and enforce rules when required

School WASH club coordinator

▪ Lead the development of work plans for the term, which will include all other members of
staff as appropriate
▪ Recruit more club members
▪ Coordinate and provide technical support for School Health Committees and Clubs
▪ Facilitate the planning and execution of health activities such as talks, quizzes and
competitions, etc.
▪ Make input into the school end of term report by preparing the component on SHEP
▪ Liaise with relevant stakeholders in the delivery of school based services
▪ Integrate school WASH messages into classroom teaching and other class activities
▪ Supervise and monitor students in the use of school WASH facilities
▪ Ensure hand washing with soap at critical times is practiced by all
▪ Inspect school WASH facilities when on duty to ensure they are properly used and
maintained
Teachers
▪ Integrate school WASH messages into classroom teaching and other class activities
▪ Supervise and monitor students in the use of school WASH facilities
▪ Ensure hand washing with soap at critical times is practiced by all students
▪ Inspect school WASH facilities when on duty to ensure they are properly used and
maintained
School WASH club members
▪ Promote students to use school WASH facilities in the appropriate manner
▪ Ensure the cleanliness of the sanitation and water facilities by students
▪ Maintain school WASH facilities
▪ Organize school sanitation campaigns
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▪ Organize school WASH tournament and awarding system for best students in WASH
▪ Serve as peer educators and monitor colleagues to ensure various WASH messages are
practiced
▪ Work to link the school WASH activity with community WASH
Students
▪ Use school WASH facilities in the appropriate manner
▪ Play an active role in the cleaning and maintenance of facilities (e.g. through school WASH
clubs)
▪ Participate in all school WASH activities actively, including debates, quizzes etc.
▪ Serve as peer educators and monitor colleagues to ensure various WASH messages are
practiced
▪ Serve as change agents for WASH behavior change in communities
Health sector
▪ Provide guidance on the environmental health aspects of school design, construction and
maintenance
▪ Monitor environmental health conditions and water quality as well as health condition of
students
▪ Provide selected health services (e.g. micronutrient supplements, treatments for helminth
infections, hygiene promotion, vaccination campaigns or health inspections)
▪ Provide training and advice for teachers, school boys, girls and parents on water, sanitation
and hygiene
Water Sector
▪ Provide guidance on school water supply design, construction and maintenance
▪ Support the schools in disinfection of water
▪ Provide training and advice for teachers, school boys, girls and parents on water, sanitation
and hygiene
▪ Allocate budgets for the provision of water for schools
▪ Maintain or organise maintenance for water supply in schools
Other stakeholders (NGOs, CBOs, etc.)
Active partnerships with others involved in school water, sanitation and hygiene generates
synergy and helps in pooling resources and energy for achieving a shared goal. ‘Others’ are not
only traditional organizations working through schools, such as NGOs, UN and bi-lateral donors,
but also include the private sector. The participation of stakeholders should be based on the
needs of the schools.

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Annex
Annex 1: Further readings

▪ FMOH MHM Guideline, 2017

▪ Ghana Education service (2013). WASH in schools’ facilities planning and management
guide
▪ IRC (2007). Towards Effective Programming for WASH in Schools: A manual on scaling up
programmes for water, sanitation and hygiene in schools
▪ Mooijman, M. Snel, S. Ganguly and K. Shordt. (2010). Strengthening Water, Sanitation
and Hygiene in Schools – A WASH guidance manual with a focus on South Asia.
▪ UNICEF& IRC (1998). Towards a better programing. A manual on school sanitation and
hygiene
▪ United Republic of Tanzania (2012). Toolkit No.1: Assessment, Planning and Monitoring
Tools of Water, Sanitation and Hygiene in Primary Schools. Reviewed draft
▪ USAID (2010). WASH-friendly schools: Basic guide for school directors, teachers,
students, parents and administrators
▪ WHO (2009). Water, Sanitation and Hygiene Standards for Schools in Low-cost Settings

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Annex 2: Need Assessment Checklist

The checklist is intended to be used to measure the extent to which the services are available
and to identify areas for action. In answering the questions in the checklist, users may find it
helpful to read the qualitative and quantitative indicators under the relevant guideline.
Questions may be answered with a “yes”, “no” or a “not applicable”. A “no” answer to any
question should alert the assessor to remedial action required, either in the design and
construction of facilities or their operation and maintenance. Use traffic light system here to
monitor the improvement i.e. use green, red and yellow colours to see the status of the needs
assessment easily and clearly.

Assessment result
Description Yes No Not
applicable)
Safe Water Supply

Is there any type of water supply for the school?

If yes, what is the source? Write the source_______________
Is the water adequate for the school population?
Are there sufficient safe drinking-water points?
Are all the faucets are functional?

boys
Are there water points are accessible for disabled Girls
Staff
Are drinking-water points properly used and adequately maintained?
Is the water safe (is it from a safe source/improved such as a pump
or covered well or treated?
Is there a system to conduct water quality test quarterly?

Does the school treat drinking water quarterly?

Sanitation

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Is there latrine facility in the school?
Are there separate facilities (2 blocks) for boys and girls in different
positions?
Are there sufficient toilets actually in use?
Are there separate latrines available for teachers?
Do the toilets provide privacy and security (Can the facilities have
locked inside)?
Is the toilet accessible for boys with a disability?
Is the toilet accessible for boys with a disability?
Are the toilets hygienic to use and easy to clean? observe
Is there a cleaning and maintenance plan?
Hygiene
Are there any hand washing facilities in the school?
Is the facility near the latrines?
Is there water in the container?
Is there soap, ash or other substitutes near the wash stand?
Is there any reminder for hand washing near latrine?
Is hygiene education implemented in the school by WASH club?
Are there supporting teaching materials?
Does a health extension worker come to educate students about
hygiene?
Is there School WASH club in the school?
Is the school involving in community hygiene promotion activities?
Are there awareness creation programs on MHM?
Are the facilities girls friendly to manage MHM?
Are emergency sanitary pads availed by the school?
Is there a rest room with hand washing facilities for MHM?
Is there anti- pains for MHM

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Do parents involvement in school WASH activities?
Cleaning and waste disposal
Are class rooms clean regularly?
Are the school premises free from sharp objects and other physical
hazards?
Are there adequate bins and other equipment for managing solid
waste?
Is solid waste collected daily and disposed of safely?
Is hazardous waste managed appropriately?
Is the wastewater drainage system used correctly and maintained?

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 Annex 3-School WASH action plan table
Problem Proposed Responsible Cost Implementation
Element identified action body time

Safe water supply

Sanitation

Hygiene including
MHM
School cleaning and
waste disposal

Teaching materials

WASH clubs

After school
community activities

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