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• This group should ensure that water storage tank is cleaned at least once a month and properly chlorinated.

• Group members should be trained how to take sample of water for ‘bacteriological H2S strip test’, and how to keep bottle in warm place etc.

GROUP II (Disposal of waste water) • Clean platform and drains around water storage tank, water source (if any) and taps.

• Ensure that small puddles in the compound with pebbles should be filled to prevent accumulation of water.

• Clean the surroundings of water source.

• Water the plants in the garden. GROUP III (Disposal of excreta) • Ensure that each student flushes his/her excreta after defecation.

• Observe once a day those pour flush water-seal latrines are being kept clean by Farrosh.

• Inform the teacher about any blockage.

• Ensure that a bucket and mug are always present for each pour flush water-seal latrine.

• Ensure that pot or vessel outside the pour flush water-seal latrine is remained filled with water to be used for flushing excreta (if there is no storage tank available).

• Ensure that soap is always present outside the pour flush water-seal latrine so that student can wash their hands with it after defecation.

GROUP IV (Disposal of garbage) • Ensure that each day before closing of the school each class dustbin is emptied in the

school garbage pit/ dustbin.

• Cover the garbage in the garbage pit with a layer of soil once every week.

• Ensure that young students do not litter school ground with paper, food leftover etc.

• If school does not have garbage pit, dig a pit with help from senior class students and under supervision of teacher(s)

GROUP V (Home sanitation and food hygiene) • Ensure that each classroom is kept clean and mopped regularly.

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Cleaning and mopping of classroom

• Ensure that raw vegetables and fruits are eaten only after washing them well with safe

water.

• Monitor the habits of the younger students; such as not eating food that has fallen on the ground, not buying foodstuff from vendors selling exposed food etc.

GROUP VI (Personal hygiene)

• Ensure that students wash their hands with soap after defecation and before eating.

• Ensure that The monitor/hygiene commissioner (Sardori sinf /Komissiyai Tozagi) of each class periodically check the personal hygiene of each student in the class by checking nails, teeth etc.

• Ensure that students should not to play with the dirty water/waste water by putting their hands, feet or shoes.

GENERAL ACTIVITIES:

§ The school authorities can conduct open/inter-school essay and drawing competition on various aspects of the components of sanitation. Token prizes can be given to the winners. These competitions can be held as a part of the annual day celebrations or special occassions etc. Such competitions can be held at the Village, District and O’blast levels.

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Prize distribution after sanitation competition § Competitions can also be held to judge the cleanest school at District and O’blast

levels , where the concept of cleanliness encompasses personal hygiene and environmental sanitation. Three best schools can be given prizes / rolling trophy / certificates as incentives.

§ The students can be encouraged to develop permanent displays on any or all components of sanitation. The displays can be in the form of a collection of drawing, Information sheet, slogans, poems, cartoons etc. These displays can be put up on the sanitation corner in school or on the walls in the Principal/ Staff room. They can also be exhibited during “Annual Day Celebration” where parents of students and other community members are invited to see them.

§ The teachers can provide parents with information on cost and design of pour flush water-seal latrine and create awareness about linkages between safe water, sanitation and health.

§ To disseminate information to parents about sanitation facilities teachers can use PTA meetings as a forum. The teacher can use the school pour flush water-seal latrine as a model while providing information on the cost of pour flush water-seal latrines and on the availability of material. Teachers can also provide information to the parents regarding the assistance available at various levels for construction of pour flush water-seal latrines.

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PTA meeting

§ Parents can be told to visit schools to see the construction of Two Pit Pour Flush

Water Seal Latrine and they should be encouraged to contribute their labour in the construction of the latrine(s).

******

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SCHOOL HEALTH CHECK-UP

School health check-up is an integral part of School Sanitation Programme and not an isolated activity. Thus, every school should arrange for the health check-up of their students at least once during the year. Combining school health and sanitation package is an appropriate way of involving communities in water & sanitation programme and ensures the inter-sectoral linkages. This enables community members to become more aware of their children’s health problems, causes of these problems and the actions they themselves can take to change the situation.

The school health approach is an effective tool for sensitizing and mobilizing communities to participate actively in solving their sanitation and hygiene related health problems. School health check-up therefore; supplement the efforts for achieving the objectives of School Sanitation Programme. School health check-up thus will help teacher(s) and school: -

a) to identify the main health problems affecting children. b) to interact with parents to analyze health problems of children by identifying

underlying causes for each problem. c) to make parents/community agree on specific action they should take to solve

those problems. As part of the health check-up, the medical team with the help of school teachers

is expected to examine the following symptoms: i. Malaria/typhoid fever (blood sample of affected children can be send to

district hospital for testing) ii. Worm / Parasite infestation (for a sample of students from each class) iii. Skin diseases (Scabies, etc.) iv. Dental problems v. Ear discharge

School health checkup

38

Of these five symptoms examined by the medical team first four - namely: Malaria/Typhoid fever, Worm infestation, Skin diseases, and Dental problems are very much linked with water and sanitation and hence, teachers can draw the attention of students and their parents to the importance of using potable water and hygienic practices in an effort to prevent these symptoms from occurring again. Reduction in these symptoms over a period of time could be considered as a generic indicator of the extent to which improved hygienic practices have been adopted by the students/parents and the community. How to do this: Stage I: Official of the Ministry of Education (co-ordinator school sanitation programme) and Ministry of Health (incharge school health section) should get in touch with each other and draw a monthly work plan in coordination with Rural Health Centres for health checkup of school children and follow up actions in each of the school. On the basis of work plan headmaster of the each of school should be informed in advance about the date of the health check-ups in each school so that headmasters should ensure nearly 100% attendance of children on that day. Stage II: Each class teacher should make a list of students of her/his class, by listing name, sex, age & date of birth and it should be mentioned in a record register for health check-up. In front of the name of each student medical team should mention the result of their investigation on the basis of above mentioned five symptoms along with height and weight. The medical team should finally recommend/suggest the remedies for the health problem (if any) of each child and also lists the top four to five health problems affecting the students in general. The more serious cases should be referred to nearby Rural Health Centre and accordingly parents to be informed for follow up action. Regarding examining the worm / parasite infestation, it is advised that a few students (5 to 10 %) can be examined from each class. Stool sample of selected students (from each class) can be collected by medical team on the day of health check-up for analysis. Then within two-three days the result of stool samples can be sent back to the headmaster of the school with advice from medical team that what could be follow-up action. Stage III: On the basis of results of school health check-ups a meeting of the Parent -Teacher Association (PTA) should be called by the headmaster and all the health related problems as identified by medical team and possible solutions/ interventions should be discussed with the parents. In order to strengthen the inter-sectoral linkages it is desired that members of medical team may have follow-up visits to school and may also attend the PTA meeting(s) and give appropriate answers to the questions/queries ( if any) of parents about the health of their children. Parents whose children have no medical problems should be congratulated and encouraged to maintain the health of their children. Stage IV: The teacher in charge of School Sanitation Programme should observe the children’s health in general and in case of noticing any health problem among them should inform the parent(s). In case of any epidemic in the community, teachers should give special instructions/ precautions to the school children in consultation with near by Rural Health Centre.

****

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IMPLEMENTATION PLAN:

Before launching the programme it is necessary that each trained teacher should prepare and follow an action plan for implementation of the project, as this will help the teacher and the school to implement the programme effectively. The plan should clearly mention the steps in chronological way and should include identification of activities; time duration for each activity etc. (teachers will be trained on how to prepare action plan during their training) Activities identifying should include:-

a) Awareness creation among teachers and students. b) Formation of Parents- Teachers Association (PTA), if does not exist

already. If existing PTA is not active then it should be made active. c) Get to know water and sanitation status and prevailing hygienic practices

among community members. (through KAP survey instruments attached with this guidebook as attachment-III)

d) Identification of class-wise activities for inculcation of hygienic habits among students.

e) Involvement of parents and community. f) Involvement of Jamoat, religious leaders, opinion leaders etc. g) Improving access to safe water and sanitation within the school. h) Creating awareness for improving sanitation in the community. i) Monitoring and impact assessment.

****

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How to implement the programme (Steps) After the training, following steps to be followed for effective implementation of the programme with thrust on visibility, effectiveness and partnership. The steps are categorized in two parts:

A. Steps before launching the programme: (This include following steps)

1. Meeting staff members and their sensitization; 2. Formation and training of student’s groups as described in chapter (page16-17); 3. Conducting KAP Survey 4. Meeting of PTA (formation of PTA if it does not exist); 5. Preparation of annual activity plan for implementation; 6. Identification and creation of slogans (for each component); 7. Preparation of Information Sheet on survey result;

B. Other steps from launching onwards:

8. Launching the programme in school 9. Launching the programme in community 10. Activities for each component/ each day; 11. Monthly review; 12. School health check-ups 13. Community sanitation; 14. Essay, painting and other competitions 15. Cultural show on school annual day and prize distribution; 16. Monitoring and Impact assessment. Number of activities can be undertaken for each of the above mentioned steps:- 1. Meeting staff members and their sensitization;

This is a first step for the effective implementation of the School Sanitation Programme. Prior to this, it is expected from the concerned teacher that immediately after the training he/she carefully read the handbook on School Sanitation and also shares the booklet with principal and vice-principal.

He/she should undertake following activities: -

a) After return to school, he/she should brief the principal and vice-principal

about the training, handbook, and about the School Sanitation Programme, its objectives, and steps to be followed for implementation of the programme.

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b) In consultation with principal and vice principal the hygiene education teacher will fix a meeting with entire staff of the schools and in that meeting all other teachers be given sensitisation and information about the school sanitation programme by the trained teacher. The trained teacher should try to develop a partnership with other teachers for the effective implementation of the programme.

c) Minutes of this meeting should be written in a separate register. (register can

be named as “School Sanitation Register”). All the proceedings, minutes and decisions taken in the meeting, resolutions etc. should be noted down in the meeting with proper date, signature of participants and convener.

2. Formation and Training of student’s groups;

As mentioned on page 16-17 of the handbook on School Sanitation programme, six groups should be formed among children from senior classes for activities to be undertaken in school on daily basis (one day - one activity). These groups should be given names/identification. This group of students should be made responsible for “Thought for the day” activities. Besides other things mentioned in the handbook, these group should also act as observer/monitors for the general behavioural practice of students regarding their particular component. Following guidelines should be followed for the formation of these groups: -

a) Each group should have minimum 7 or maximum 12 students (depends on the total strength of the school), with one leader and one sub- leader.

b) Each group should be totally trained on the component assigned to them; they should know what they have to do for the “Thought for the day”.

c) Each group leader and sub leader should submit a verbal report to the teacher once in a fortnight/month. In that report specific cases about the hygiene practices of children can be mentioned.

The hygiene education teacher should train members of the each group on their respective assigned component and how to conduct KAP survey. The group members (particularly those belong to first component i.e Handling of drinking water) should be trained how to take water sample in the H2S strip bottle, how to keep the bottle for the 48 hours and how to monitor the change in the colour of water, to check biological contamination in water. For training purpose teacher should take the help of this guidebook. 3. Conducting KAP survey;

Conducting KAP survey will be first interventions for introducing the programme in the community. When students/teachers will visit the sampled houses to conduct the survey, the questioned like why? what? may be asked to them by the community members. This will give opportunity to survey team to explain to the community members about the programme and need for construction of pour flush water seal latrine. The survey should be conducted on the basis of random sampling in each of

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the village from where children come to school. Teachers should involve the senior students for the survey, particularly those who are the members of various groups, formed to undertake activities for the first six components of sanitation. These students should be trained in advance and before they go to household for actual survey, they should rehearse among themselves that how to ask the question and how to write the answer in the survey sheet. Survey students should be send in a group of 4-5 and one group should be given the responsibility of survey in about 10 households. If possible, then a teacher should accompany each of the student groups.

Once the survey is over then the hygiene education teacher in cooperation with other teachers should go through all the survey sheets and note down the important findings. This will give enough indications about the sanitation status, and people’s behaviour on various components of sanitation etc. This indicators and major findings of the survey should be noted down in the Sanitation Programme Register and should be discussed in the next meeting of the PTA. (Teachers will be trained during the training how to tabulate the survey results) The tabulation and analysis plan are attached as Annexure IV and V 4. Meeting of PTA (formation of PTA if it does not exist);

Although, Parents-Teacher Association (PTA) is already existing in many schools, but majority of them may not be active (means regular meetings etc). At schools, where it does not exist, it can be formed with the help of parents and Jamoat. At the beginning of the programme a PTA meeting should be called: -

a) to tell them in brief, the importance, need & objective of the school sanitation programme.

b) to tell them their role (refer page No.- 5 of school sanitation handbook). c) to tell them the need of frequent and periodic meetings of PTA. d) to share with them findings of the KAP survey results. e) Also insure that principal and vice-principal and all teachers should attend the

PTA meeting.

5. Preparation of yearly activity plan for implementation;

Meeting with village/community leaders, parents and Jamoat will give a confidence to the hygiene education teacher to launch school sanitation programme at once. But it is advisable to list first all the activities in the format (as learnt during the training). Accordingly the final activity plan for the whole year shall have to be prepared, by mentioning month wise and week wise activities. The final activity plan should be discussed with the principal/ vice-principal and other teachers of the schools. The sample for preparation of yearly activity plan is attached as Annexure-VI (a) and VI (b)

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6. Identification and creation of slogans (for each component); On the basis of indicators available from survey results the teacher incharge of hygiene education along with other teachers of the school and if possible then with some community members try to coin some slogans on each component of the sanitation. These slogans should be noted down in the “School Sanitation Register”. Also these slogans can be written on a big size paper which should be pasted and hung in the class rooms, outer wall and notice boards of the schools. If possible then a portion of the school wall can be painted with paint and sanitation slogans can be written on them. The slogans should lead to motivate the children and community members for necessary intervention to improve the sanitation and hygiene related behaviour.

7. Preparation of information poster on survey result and school profile;

The survey results will show the sanitation status and behavioural practices in the village. An information sheet should be prepared, on these results stating the indicators about hygiene behaviour practices in the community. A draft of the information sheet will be shared with teachers during their training.

Similarly, in separate information sheet(s) name of the students of each sanitation group should also be mentioned (students will be encouraged with this) and displayed in various places in the school.

B. Other steps 8. Launching the Programme in the school;

After completing the first seven activities the teacher in charge of the programme should brief the principal/ vice-principal about it and then they should launch the programme in the school by informing the children during the morning assembly (meeting). During the announcement the out line of the school sanitation programme and a brief description of proposed activities (as per activity plan) should be mentioned. If school has two shifts, then the launching exercise should be done in both shifts.

9. Launching the programme in the community;

This is one of the crucial activity to be undertaken by the school for the introduction of the School Sanitation Programme in the community and to get their support from them for the programme. The school children can visit the community in a procession chanting sanitation and hygiene promotion related messages and displaying some placards. Following things to be kept in mind for it:

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Processing by schoolchildren in the community

a) This activity should only be undertaken after consultation with Jamaot and

representatives of PTA. If they agree the children should be told two days in advance about this procession.

b) Selected slogans concerning each of the components of the sanitation should be written on paper and pasted on placards. If possible then make a banner and write “Sanitation and Hygiene Promotion Programme” on it.

c) Children should chant Sanitation and Hygiene Promotion slogans. d) Previous day a rehearsal should be done in the school about chanting the slogans. e) Children should move to the community in two/ three rows during the procession. f) Smaller/younger children should be kept in front and senior should remain in rear. g) All the teachers of the school should accompany the procession. h) The procession should come back to school, the way it started. i) While passing through the community/village streets, community members, parents

should be encouraged to join the procession.

10. Activities for each component/ each day;

This is most important activity, or we can call it a backbone of the programme, where first six component of sanitation are taught on each day basis and repeated through out every week/month and year on the fixed day. Please look at the page-16 of this Handbook of School sanitation Programme and see that one “Thought for the Day” has been mentioned against each day of the week. That thought should be implemented specifically on that particular day and activities mentioned for each component of the sanitation should be carried out. (This does not mean that activities

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related with other components will not be practised). Here thrust will remain on the “thought for the day”.

11. Monthly review;

The teacher in charge of the school sanitation programme should carry this out once a month. At the end of every month, he/she should collect general information from the leaders of the groups about the student’s behaviour in general, regarding adopting the practice on various components of sanitation. Teacher should also gather some information about the reaction of community and parents on the programme, and on that basis he/she should prepare/write down a small report in the school sanitation programme register. This report should also be read out to students at the beginning of the each week during the morning meeting (assembly). If implementation needs some improvisation / adoption to the local situation or change that should also be informed during the assembly.

12. School Health Checkup As suggested in this guidebook school hygiene teacher in consultation with principal/vice principal should arrange health checkup of students in coordination with nearby Rural Health Centres. Results of this checkup should be discussed in during the PTA meeting(s). 13.Community Sanitation;

After minimum two months of running the programme, PTA meeting can be called and specific cases of students’ behaviour for sanitation practices can be discussed. In the PTA meeting two-three days in a year for Community Sanitation should be fixed up and the meetings should also list out the proposed activities which will be taken up during the community sanitation. On that day each family should take up the responsibility to clean up surroundings of their house.

14. Essay, painting and other competitions;

To motivate and keep children’s interested in the programme, schools should organize inter-class essay, quiz, drawing and other competitions (related with sanitation and hygiene promotion). This could be organised at least two-three times in a year.

15.Cultural show on school annual day and prize distribution;

At the end of academic year or at the appropriate time chosen by the school, a cultural show/annual day can be organized in which few items can be incorporated related with Sanitation and hygiene promotion and for the best three items prizes can be distributed. Besides, best class of the year for cleanliness, best student of the year for sanitation behavioural practices can also be awarded.

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16. Monitoring and Impact assessment;

The programme will lead to self monitoring process where children will monitor each –others behavior changes towards the hygiene practices. Similarly children should be asked to monitor behaviour change in hygiene practices among their family members and community. School hygiene teacher should carefully note down the observation of children in the register.

After a year long activities for the promotion of Sanitation and Hygiene Education “In School” and “Through School”, it is expected to leave impact on individual, families and community as a whole. This can be measured by getting the information at the end of year, that how many new pour flush water seal household latrines have been constructed; how many less disease (water and excreta born) occurred during the year; The indicators available from the KAP survey can be used as bench mark to assess the actual impact of the programme among children and community members. At the end of year the teacher incharge and headmaster with the help of other teachers can evaluate themselves (no proforma is necessary) the programme and find out positive and negative points of the implementation. Accordingly next year strategy can be improved / changed/ improvised. The same KAP survey format should be used to measure the impact of the programme and its result should be compared with the baseline survey and difference should be shared with children, PTA and community members.

At the end of year the teacher incharge and headmaster with the help of other teachers can also evaluate themselves the programme and find out positive and negative points of the implementation. Accordingly next year strategy can be improved / changed/ improvised.

*****

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Annexure-I

How to construct a Soakage pit :

A soakage pit is a pit dug in the ground and filled with different sizes of stones or broken bricks. The stone filling prevents the pit-walls from collapsing. Waste water flows into the pit, gradually seeping into the ground. Thus, it is very easy to build a soakage pit. It can be done step by step. a) Dig a pit 1 m long, 1 m wide and 1 m deep

at a convenient place so that the drain leading waste water ends near the pit.

b) Fill the pit up to one third its depth

with stones of size 10-15 cm in diameter followed by stones of 5 to 10 cm in diameter up to two -thirds depth.

Soakage pit construction 1

Soakage pit construction 2

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c) Place a broad mouth and about 20 cm long

pot with small holes at the bottom, each 2 mm in diameter, at the out let of the drain. Lifka (Lifa) fibre/leaves placed inside the pot to trap the sediments. Fill the pits with stones of 1cm in diameter, up to a level of 10 cms below the ground level. (The drain leading waste water should end over the mouth of the pot.)

d) Place a 5 cm layer of twigs followed

by a gunny cloth on the top layer of stones, keeping the mouth of the pot exposed. Place soil on the top of the gunny cloth and compact it to ground level. Waste water will flow through the pot into the pit.

Note: On prolonged use the pit may start spilling. In such a case the pot and the stones should be removed, washed, dried and replaced following the above steps.

*******

Soakage pit construction 3

Soakage pit construction 4

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Annexure-II How to construct a garbage pit :

It is quite easy to build a garbage pit by oneself through following steps. a) Select a site at a corner of the school compound or outside the compound b) Dig a pit 1m long, 1m wide and 0.8 m deep. c) Build an earth bank about 10 cm (4-5 fingers) high around the pit and compact

it well. This prevents rain water from flowing into pit. d) Every week, level the contents in the pit with a rake or stick and cover them with

a layer of earth and compact to about 3 fingers in thickness. This will prevent flies and other insects from breeding in the garbage pit.

e) Once the pit is full, cover it with soil and dig another pit next to it.

Garbage pit construction

The contents of the first pit, if left undisturbed, will be converted into compost in three months and can be used as manure.

*******

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Annexure-III KAP survey format

(To be conducted by teacher with help from children groups ) Family information 1. Name of the head of the family & address : _______________________________ 2. (a)Total family members ( in that house) : _________________________ (b) Total No. of Children : ________________________ (i)Below five years of age : _______________ (ii)School Going : _______________ --Boys : ________ --Girls : ________ Information on seven components

1. Handling of drinking water:

a) Type of water source in use? (i)Tap (ii) Hand pump (iii) Spring (iv) Canal (v) Irrigation Channel (vi) river/stream (vii) Others (specify)

b) Is water used/ brought by you safe for drinking? (i) Yes (ii) No (iii) Don’t know

c) Do you keep drinking water vessel covered? (i) Always (ii) Some time (iii) Never d) Do you cover drinking water vessel while carrying between source and your

house? (i) Yes (ii) No e) Do you wash vessel before filling drinking water? (i) Yes (ii) No

f) Do you/family members take out drinking water by dipping fingers along with glass in the vessel? (i) Yes (ii) No

g) If water is collected from canal/irrigation channel, do you? Boil it (ii) Heat it

h) If you boil it for drinking then for how many minutes? (i) 20 minutes (ii) 10 minutes (iii) five minutes (iv) two minutes i) Are children drink? (i) Boil water (ii) Raw water

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2. Disposal of waste water:

a) Does waste water from your bathroom or kitchen goes into an open area or on pathway/street? (i) Yes (ii) No

b) Does waste water stagnates in the court yard of your house?

(i)Yes (ii) No c) you know that mosquito’s breed in stagnant water and cause malaria? (i)Yes (ii) No

d) Have you heard of soakage pit, which allows waste water to flow into it?

(i)Yes (ii) No

e) If not, will you like to know how to construct it? (i) Yes (ii) No 3. Disposal of human excreta:

a) Do you have a latrine in the house? (i) Yes (ii) No

b) If Yes, what type latrine? (i) Simple pit latrine (ii) Ventilated Pit Latrine (iii) other (specify) ____________________

c) Who uses that? (i) Only adults (ii) All members of the family including children

d) Where does family members /young mothers dispose faeces of children below two years age? (i)With garbage of the house (ii) In an open drain near the house (iii) anywhere in the surroundings/court yard of the house (iv) In a pit (vi) In household latrine

e) Would you like to construct a low cost new latrine, which does not smell and

remains clean? (i) Yes (ii) No

f) If yes, would you like to have details about it? (i) Yes (ii) No 4. Disposal of garbage and animal excreta:

a) Where do you throw house garbage? (i) just outside the house (ii) in the community garbage pit (iii) in the open place in village (iv) in a pit dug in the courtyard of house (v) other (specify)

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b) Do you keep cattle at home? (i) Yes (ii) No

c) If you have cattle, then where do you throw their dung? (i) in a pit (ii) in open (iii) other (specify)

Home sanitation and food hygiene:

a) Do you keep food covered? (i) Yes (ii) No

b) Do you wash fruits before eating? (i) Yes (ii) No

c) Does your children some time eat food, fallen on the ground? (i) Yes (ii) No Personal hygiene:

a) After defecation do you wash your hands? (i) Yes (ii) No

b) If yes, then how do you wash your hands? (i) With water only (ii) With soap & water

c) After cleaning infant’s excreta do you wash your hands? (i) Yes (ii) No

d) If yes, then how do you wash your hands? (i) With water only (ii) With soap & water

e) Do you wash your hands with soap & water before cooking? (i) Yes (ii) No

f) Do you wash your hands with soap & water before eating food? (i) Yes (ii) No

g) Do you wash your hands with soap & water before feeding child? (i) Yes (ii) No

h) Does every one in the family wear footwear while moving out? (i) Yes (ii) No i) Does every one in the family wear footwear while going to latrine?

(i) Yes (ii) No

j) Are children nails cut regularly? (i) Yes (ii) No

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Community sanitation:

a. Who should clean the surroundings of water source? (i) Users (ii) Jamoat (iii) No need to clean

b. Who should be responsible to keep the community clean?

(i)Community members (ii) Jamoat (iii) Both

c) Do you think that there is a relationship between spreading of diseases and community sanitation? (i) Yes (ii) No

d) Do you think that School Sanitation Programme will be helpful to

improve the community sanitation? (i) Yes (ii) No (iii) Don’t know General:

a) Do you know that unsafe water and excreta spread many diseases? (i) Yes (ii) No

b) If yes, can you name three diseases ___________________________ ___________________________ _____________________________ c) During the last fortnight does any of your children/member of the family were sick? (i) Yes (ii) No d) If yes, what was the sickness ( disease) ? ________________________

e) Are your children periodically infected by worms? (i) Yes (ii) No

****

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Annexure-IV

Tabulation of KAP Survey data

1. Handling of Drinking Water Total No of respondents --------

(i) (ii) (iii) (iv) (v) (vi) (vii) Type of questions # % # % # % # % # % # % # %

a) Type of water source b) Knowledge about safe water (in use) c) Covering of drinking water vessel at home d) Covering of drinking water vessel while

carrying

e) Washing of vessel before filling drink ing water f) Taking out drinking water by dipping fingers g) Canal water h) Duration of boiling drinking water i) Children habit of drinking boil/raw water

2. Disposal of Waste Water Total No of respondents --------

(i) Yes (ii) No Type of questions

# % # % a) Waste water from bathroom / kitchen into open area/ pathway /street b) Waste water stagnates in court yard c) Knowledge about mosquitoes breed in stagnated water and cause malaria d) Knowledge about soakage pit e) Interest in construction of soakage pit

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Annexure-IV

3. Disposal of Human Excreta Total No of respondents --------

(i) (ii) (iii) (iv) (v) (vi) Type of questions # % # % # % # % # % # %

a) Latrine in house

b) Type of latrine c) Use of latrine d) Location for the disposal of children’s excreta

e) Willingness to construct PFWS latrine

f) Willingness to have knowledge about new technology

4. Disposal of garbage and animal Excreta

Total No of respondents -------- (i) (ii) (iii) (iv) (v) Type of questions

# % # % # % # % # % a) Location of throwing house garbage

b) Cattle at home

c) Location for disposal of cattle dung

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Annexure-IV

5. Home Sanitation and Food Hygiene Total No of respondents --------

(i) Yes (ii) No Type of questions # % # %

a) Keep Food covered? b) Wash fruits before eating? c) Children eat food fallen in ground

6. Personal Hygiene

Total No of respondents -------- (i) (ii) Type of questions

# % # % a) Hand washing after defecation b) Hand washing after defecation with soap c) Hand washing after cleaning infant’s excreta d) Hand washing after cleaning infant’s excreta with soap e) Hand washing with soap before cooking f) Hand washing with soap before eating g) Hand washing with soap before feeding child h) Every member of family wear footwear while moving out i) Every member of family wear footwear while going to latrine j) Children’s nail cutting

57

Annexure-IV 7. Community Sanitation

Total No of respondents -------- (i) (ii) (iii) Type of questions

# % # % # % a) Cleaning of water source surrounding by whom? b) Responsibility of keeping community clean? c) Knowledge of linkage between diseases and community sanitation

d) Opinion about School Sanitation Programme and improvement in community sanitation

8. General

Total No of respondents -------- (i) (ii) Type of questions

# % # % a) Knowledge about linkage between unsafe water, excreta and diseases

b) Name of the diseases?

c) Sickness in the family during last fortnight d) Kind of sickness?

e) Children infected by worms periodically

*****

59

Annexure-V

Information sheet on KAP Survey Result

Name of School : Name of the Villages covered under the KAP Survey : Total population of the Community ( This fact can be taken from Jamoat): Knowledge and practices of community members on Water and Sanitation: Handling of Drinking Water % of people take/don’t take water from safe source % of people boil /don’t boil unsafe water for drinking % of people do/don’t dip fingers in drinking water ( use ladle/handled fitted cup) % of people keep/do not keep drinking water vessel covered % of people cover/don’t cover drinking water vessel while carrying from source to home % of children drink raw water and not the boil water Disposal of waste water: % of house where waste water stagnates % of people do not know that mosquito’s breed in stagnant water and cause malaria % of people interest to construct soakage pit Disposal of Human excreta % of people have simple pit latrine % of people have VIP latrine % of mothers dispose children excreta any where in the surroundings/ courtyard of house % of household are interested in new type of latrine ( water seal latrine) Disposal of garbage and animal excreta % of people do not throw garbage in a pit % of people do not throw animal excreta in pit Home sanitation and food hygiene % of people do /don’t keep food covered % of people do not wash fruits before eating % of people allow children to eat food, fallen on ground

60

Personal hygiene % of people do not wash hands at all after defecation % of people do not wash hands with soap and water after defecation % of mothers do not wash their hands at all after cleaning children excreta % of mothers do not wash their hands with soap and water after cleaning children’s excreta % of people do not wash hands with soap and water before eating food % of people do not wash hands with soap and water before cooking % of mothers do not wash hands before feeding child % of people do not wear footwear while going to latrine % of people do not cut nails regularly Community sanitation % of people do not know relationship between spreading of diseases and community sanitation % of people think that School Sanitation Programme will be helpful to improve the community sanitation General % of people do not know that unsafe water and excreta spread many diseases % of household where children/member of the family were sick a fortnight before the survey % of household where children periodically get infected by worms

****

61

Annexure –VI (a)

A

Sample time plan for launching SSP

October 2002 # Steps before launching the programme I

week II-

week III

week IV

week 1. Meeting staff members and their sensitization;

xxxx

2. Formation and training of student’s groups (as described in guidebook)

xxxx

3. Conducting and analyzing KAP Survey

xxxx xxxx

4. Meeting of PTA (formation of PTA if it does not exist)

xxxx

5. Preparation of annual activity plan for implementation

xxxx

6. Identification and creation of slogans (for each component)

xxxx xxxx

7. Preparation of Information Sheet on survey result xxxx xxxx

62

Annexure –VI (b)

B Sample activity plan for implementation of Programme

Academic Year 2002-2003

Year 2002 Year 2003

Oct Nov Dec Jan Feb March April May

# Activities

I II III IV 1 Launching the

programme in school

xx

2 Launching the programme in community

xxx

3 Activities for each component/ each day

xx xxx xxx xxx xxx xxx xxx

4 Monthly review

xxx xxx xxx xxx xxx xxx xxx

5 School health check-ups

xxx

6 Community sanitation

xxx xxx xxx xxx

7 Essay, painting and other competitions

xxx xxx

8 Cultural show on school annual day and prize distribution

xxx

9 Impact assessment and monitoring.

xxx

63

Always Remember School Sanitation & Hygiene Promotion Programme ü is a step to initiate the process of Hygiene Promotion, Social

Mobilization and Inter-Sectoral Linkages. ü is an interactive process in which students, parents and community

members are active participants for promoting conditions ‘In School’ and ‘Through Schools’, that are conducive to better hygiene and health.

ü is a key to community cleanliness and prevention of water and

excreta related diseases. ü is a key to implement water and sanitation related strategies for

behavioural changes of individual, families and community. ü is a base to generate demand for house hold pour flush water-seal

latrines in the community. ü is an important intervention to create favourable environment to

enhance the capacity of the community leaders and grass-root level workers.

ü is a process to identify motivators among the community members. ü is a process to attain the sustainability of Water and Sanitation

Programme.

****

64

Sanitation & Hygiene Promotion in and through schools

in Tajikistan

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Ministry of Education, Republic of Tajikistan

UNICEF Tajikistan