School Sanitation Support (SSS) Project: A Proposal - IRC
SCHOOL SANITATIONANDHYGIENE EDUCATIONSchool Sanitation Support (SSS) project:A proposalGovernment - UN1CEF - IRC NGO CollaborationunicefNew Delhi3 May 1999(Revised January 2000)
Annex AINDIA:SCHOOL SANITATION AND HYGIENE EDUCATIONSchool Sanitation Support (SSS) project: a proposalGovernment - UNICEF - IRC - NGO CollaborationUnicefNew Delhi3 May 1999(Revised January 2000)Lo "82 -2 Woo
ABBREVIATIONS AND WMSCERTSSHSSSToTUNICEFVLOMWatSanWESWHOAccelerated Rural Water Supply ProgrammeBlock Development OfficerControl of Diarrhoeal DiseasesCentral.Rural Sanitation ProgrammeDistrict Education Officer(British) Department for International DevelopmentDistrict.Department of EducationDepartment of Women and Child DevelopmentExternal Support AgencyGovernment of IndiaHuman Resources DevelopmentIntegrated Child Development ServiceInformation, Education, CommunicationInternational Water and Sanitation CentreMulti-Indicator Cluster SurveyMinimum Level of TrainingMinimum Needs ProgrammeMinistry of Health and Family WelfareMinistry of Human Resources DevelopmentNational Council for Educational Research and TrainingNon-Governmental OrganisationsOperation and Maintenanc eParents Teacher AssociationRajiv Gandhi National Drnking Water MissionState Council for Educational Research and TrainingSchool Sanitation and Hygiene EducationSchool Sanitation SupponTraining of TrainersUnited Nations Children':; FundVillage-level Operation and MaintenanceWater Supply and SanitationWater and Environmental SanitationWorld Health Organisation
Table of Contents1SUMMARY12LOGICAL FRAMEWORK ANALYSISf.J.yl33BACKGROUND45,143.1.PRESENT SITUATION.143.2.UNICEF INVOLVEMENT143.3.SUMMARY OF GLOBAL EXPERIENCES15FUTURE NINTER-SECTORAL COOPERATION1616SCHOOL SANITATION SUPPORT (SSS) PROJECT165.1.GOVERNMENT-UNICEF-IRC-NGO COLLABORATION175.2.5.3.PROJECT OBJECTIVESPROJECT METHODOLOGY1718.:NATIONAL LEVELSTATE LEVELDISTRICT LEVEL.5.4.SELECTION OF THE PARTICIPATING STATES5.5.5.6.5.7.PROJECT IMPLEMENTATIONPARTNERSPROJECT DURATION AND TIME FRAME191919:20 202122
1SUMMARYIndia has experience of school sanitation programmes primarily centred around hardware: toiletblocks and water sources. School sanitation programmes have been centred around hardware and hasnot been impressive. This usually led to a situation where facilities were not maintained and used.Neither was there any component of hygiene & health education in the design to support thehardware component. As a result, planned investments were often not used effectively and there waslittle demonstrable impact. To assist State Governments to improve this situation, UMCEF andGovernment of India now plan to develop a school sanitation support project that includes a wellbalanced mix of hardware and software aspects.Through this support project, UNICEF and Government will collaborate to develop, test andsuccessfully demonstrate replicable models for hygiene education, water supply and environmentalsanitation in rural primary schools and pre-schools, building on the past experiences in UNICEFGovernment collaboration in school sanitation. The support project will have the IRC, InternationalWater and Sanitation Centre, Netherlands as a key partner who will provide technical and resourcesupport with an emphasis on participatory methocologies.The project will focus initially on four districts in two/three States, covering approximately 500primary schools and 250 Anganwadi centres per district. Implementation of the project will centre onSchool Sanitation and Hygiene Education (SSH) ieams. The project will include capacitystrengthening of all stakeholders involved.The overall objective of the project is to develop, test and successfully demonstrate a replicablemodel for hygiene education, water supply and environmental sanitation in rural primary schools andpre-schools. Specific objectives are:to make visible the value and impact of school sanitation as perceived by community and therebyraise level of ownership.to promote the importance of school sanitation at national, state, and district levels;to improve hygiene practices in school children and through children in the families andcommunity.to develop, test, establish and improve curriculum, teaching aids and teaching programmes;to promote family and community involvement in the sustainability of water and sanitationfacilities in schools.'
The project will yield outputs in the form of:NATIONALPROJECT OUTPUTSProcessSteering committee establishedSTATESteering committee establishedDISTRICTTeaching-learning materialsdeveloped.Steering committee establishedSSH teams set up andfunctioning.10 trainers trained per district.Teachers and anganwadiworkers trained.Inter-sector facilitating team(IFT) trainedTeaching-learning materialsdeveloped.ProductConcept note and backgrounddocument prepared.Advocacy package developed.Concept note and backgrounddocument prepared.School sanitation models developedand tested.Advocacy package developed.Classroom package (methods,techniques & materials to be used bythe SSH team) deveoped.Design for school sanitationfacilities developed.TOT prog for trainers developed.Teaching-learning materialsdeveloped.Viable work plans with bothsoftware & hardware developed.Baseline established.Classroom package (methods,techniques & materials to be used bythe SSH team) developed.Design for school sanitationfacilities developed.TOT prog for trainers developed.Teaching-learning materialsdeveloped.Community communication packagefor teachers and students developed.FINAL OUTPUT80 percent of 250 anganwadis and 500 primary schools per district have improved water andsanitation facilities with regular maintenance system.80 percent students and teachers know the benefits of and regularly use the facilities50 percent of students and teachers have conveyed sanitation and hygiene concepts andmessages to their families/communities.Participatory assessment of learning projects carried out.The partnership in this initiative will consist of the GOI (Rajiv Gandhi National Drinking WaterMission), UNICEF, Delhi, two/three UNICEF state offices and the IRC (International Water &Sanitation Centre, Netherlands).
2LOGICAL FRAMEWORK ANALYSISPart 1: LFA Goal and Purpose:11MEASURABLE INDICATORIn the school sanitation areas, after fouryears of udentsandteachlers 1.The percentage of primary school(especially among the poor* students and teachers using toilets/urinalscommunities)adoptincreased to 80%.improved hygiene behaviors, 2.The percentage of primary schooluse safe water supplies andstudents and teachers daily washing theirhygienictoilets,in ahands with soap or ashes in the school,sustainable manner in theincreased by 50% points.two/three project States. :3.The percentage of primary schoolsusing water from a protected source\: "increased to 95%.4.80% Of the water and sanitationfacilities are in good condition.ASSUMPTIONSMEANS OF VERIFICATIONA. Baseline and end-of-project surveys, using observation ancfocus group discussions.B. MICS surveys.C. National census of 2001.D. Reports from communitybased monitoring in 5-6districts in the project States.E. Participatory appraisals. F. Govt. school inspectionreports.G. UNICEF monitoring reportsH. UNICEF/DFID field visitsL PURPOSE:From early 1999 till end-2003:Replicable models forhygiene education, watersupply and environmental;sanitation in rural primaryschools and Anganwadi2.1 NCERT/SCERTs/DIETs/DPEN/U.N. Jtprogramme for education developcurriculum including WatSan learningmodules, using MLL methodology.2.2 Teacher training modules for pre- and in-A. Baseline and end-of-project surveys, using observation andfocus group discussions.B. Reports from communitybased monitoring in projectOther components ofthe GOI-UNICEFProgramme ofCooperation forWomen and Childrenare successfullyimplemented in aintegrated fashion.Government'seducation sectorprogrammes areadequately funded andstaffed and usestrategies, which resultin sustained use offacilities and improvedpractices.UNICEF effectivelyexpands its cooperativenetwork of NGOs.SCERTs/DPEP/Jt. UN.Education programmeintroduce curriculumchange and teachertraining required for
DESCRIPTIONcentres (pre-schools)developed, tested andsuccessfully demonstrated.-iMEANS OF VERIFICATIONdistrictsC. Copies of training modulesD. ICDS reportsE. Participatory appraisals.2.3 School inspection includes WatSan aspects. F. Govt. school inspectionreports.2.4 Communication materials produced andused by the children.G. UNICEF monitoring reportsH. UNICEF/DFID field visitsI. Use of revised schoolcurriculumIn the school sanitation support projectareas:MEASURABLE INDICATORservice training include WatSancomponents.2.5 The percentage of Anganwadi centers inown building with toilet/urinals increasedby 50% points.2.6 The percentage of primary schools withadequate toilets/urinals increased to 90%.2.7 All primary schools have access to aprotected water source.2.8 All primary school students and teachersaware of the health benefits of washingtheir hands with soap or ashes and properdisposal of human waste.2.9 All primary schools involve students andteachers in the maintenance of school watersupply and sanitation facilities.2.10A11 primary schools use a system ofmonitoring school sanitation practices-*ASSUMPTIONSnew hygiene educationmodel in a timelymanner.
DESCRIPTIONMEASURABLE INDICATORMEANS OF VERIFICATIONOUTPUTSIn each of the eight project Districts:Unless otherwise indicated, in the timeframe indicated on page 20:1. Learning from 1996-98 schoolsanitation experiences completed.Documentation and dissemination of 19961998 experiences completed2. State-specific district schoolsanitation projects designed andagreed upon.3. State capacity for schoi}1 sanitationstrengthened.School sanitation projects designed withstakeholders\\4. State specific district schoolsanitation projects implemented,including monitoring and evaluation.5. Impact of school sanitation supportprogramme (on student/teacherhealth, motivation, awareness,practices, community attitudes, etc.)demonstrated through on-goingevaluation.6. Implementation experiencesdocumented and disseminated.SSH teams with good capacity established ineach project districtPrivate sector, NGOs, Block DevelopmentOffice have1 capacity to construct facilities inaccordance with design guidelines10 Trainers, available per project district1000 Teachers and 250 Anganwadi workerstrainediIn each project district, 500 primary schoolsand 250 Anganwadis have improvedWatSan facilitiesSSH teams monitor progress and output ofeach projectOperation and maintenance in 80% of theprimary schools and Anganwadis includedin the project well organizedStudents and teachers use facilities in ahygienic manner in 80% of the primaryschools and Anganwadis included in theprojectParticipatory assessment of learning projectscarried outParticipatory evaluation of programmeAdvocacy videoBackground documentEvaluation reportMinutes of workshopsList of participantsAssessment of SSH teamsGovt. School inspection reportsUNICEF monitoring reportsUNICEF/DFID visitsReports from community-basedmonitoringCompletion reportsReports SSH teamsGovt School inspection reportsUNICEF monitoring reportsUNICEF/DFID visitsReports from community-basedmonitoringGovt. School inspection reportsUNICEF monitoring reportsUNICEF/DFID visitsReports from community-basedmonitoringReports of assessment andevaluationDocument with experiencesASSUMPTIONS
DESCRIPTION7. State-specific school sanitationmodel finalized and agreed upon.MEASURABLE INDICATORcarried outState specific school sanitation modeldeveloped in learning projects and adaptedMEANS OF VERIFICATIONgainedAdapted model for two statesMinutes state-level workshopsASSUMPTIONS
Part 2: LFA Activities:DESCRIPTIONMEASURABLE INDICATORAt national level; YEAR ONE:Unless otherwise indicated, in the timeframe indicated on page 20:Establish a national steering committee withrepresentatives of leading pa&ies. in India. (UNICEF-Steering committee established, meetsthree times a yearDelhi)fe Z ,Two day meeting in Delhi to inform and involvestakeholders at national level. (UNICEF-Delhi, withsupport from IRC).Review existing curriculum and recommendations foradaptation.At State level; YEAR ONE:Preparation of concept noteOne day meeting to explain school sanitation & HEsupport project, presentation of concept note tostakeholders.Establish School Sanitation and Hygiene (SSH) teams ineach of the four project districts. (UNICEF-StateOffice).!In both States, State-level Cc »ordination Committees setup, chaired by a senior Gove rnment Secretary.iUNICEF-State Office)Review of school sanitation (experiences in the twoStates; a desk-study and a participatory assessment ofthe UNICEF-assisted school sanitation projects) ineach State). Ten schools will be visited by a SSH team.(the two district SSH teams c f the State, with supportfrom IRC on methodology fc r participatory assessmentand writing of the evaluation report).Meeting organizedCurriculum from various states/NGOsreviewed; gaps are identified.Good quality concept note preparedMeeting organisedMEANS OFVERIFICATIONList of members of thecommitteeMinutes of themeetingList of participantsMinutes of themeetingRecommendations—Concept noteList of participantsMinutes of meeting4 SSH teams set upList of the members ofthe SSH teamsTwo/three State-level CoordinationCommittees set upList of participantsMinutes of themeetingEvaluation reportAssessment of theSSH teamReport onmethodology Participatory assessment of SSH in10 schools per UNICEF assistedprojectMethodology developed for theassessment of SSH in a schoolSSH team members have the capacityto use the developed methodologyASSUMPTIONS
1DESCRIPTIONPreparation of a background paper on school sanitation,based on the evaluation report and projectdocumentation. The paper will provide the rationale forinitiating school sanitation in the four selected districtsof two/three States, and it will provide a general plan ofcampaign for the SSH project. (IRC, with the four/sixdistrict SSH teams of the State).Workshop with all stakeholders in each of the two/threeStates to create awareness and to develop a viableworkplan for covering selected schools with bothsoftware and hardware activities (learning projects).(The four/six district SSH-teams of the State, withsupport from IRC to include experiences outside Indiaand to develop resource materials).At district level; YEAR ONE:1 Vi day district level meeting to discuss schoolsanitation support project, decide on strategy etc.In each of the project districlts, District-levelCoordination Committees set up/additionalimprovement of existing connmittee, chaired by theDistrict Collector/Chief Exe mtive Officer. (UNICEFState Office)Finalise the membership oft he SSH teams (UNICEFState Office). Base-Hne survey (SSH teams, IRC) .Briefing programme at IRC in the Netherlands forMEASURABLE INDICATORPlan of campaign for each stateRationale for school sanitation developedfor each districtMEANS OFVERIFICATIONBackground paperAssessment of theplans of campaignsand rationale(UNICEF-Stateoffice)Workshop organized with participation of Workplanall stakeholdersViable workplan developed for all fourdistrictsMeeting organizedMinutes of meeting4 District-level Coordination committeessetupCommittee meets three times a yearList of the members ofthe District-levelCoordinationCommitteesMinutes of themeetingTest of suitabilitymembers of the teamswith checklist andhrough unplannedvisitsReportList of participantsTeam members have the skills and thecapacity needed for the implementationof the activitiesGood quality surveyBriefing program carried out8ASSUMPTIONS
DESCRIPTIONmembers of the SSH teams to review global experienceswith school sanitation, including participatorymethodologies currently used in school sanitationprogrammes (IRC).Develop a detailed plan of action, including teamplanning and team building. (Each district SSH team,with support from IRC).Develop a package of approaches, methods, techniquesand materials to be used by the SSH teams. (IRCtogether with SSH team).Develop a set of designs for school sanitary facilities.(IRC, with inputs from each SSH team) in collaborationwith State Rural Department & Panchayats Raj Deptt,Primary & Elementary Educationdepartment/Department of Women & ChildDevelopment.Develop simple materials for teachers on hygiene andon new and innovative ways of teaching children inprimary classes on sanitation and hygiene. (Each SSHteam, with support from IRC).Develop a dual participatory training programme:-TOT programme for the trainers (NGO staff members)-Teacher training programme (in-service training).(SSH team with support from IRC).At national level; YEAR TWO:National Steering committee meeting to discussprogress with UNICEF presenceMEASURABLE INDICATORMEANS OFVERIFICATIONStrategy papers ofindividual participantsA set of suitable designs for schoolsanitary facilities for different conditionsdevelopedAssessment of theaction plans byUNICEF/Govt.Assessment of thepackages byUNICEF/Govt.Assessment of thedesigns byUNICEF/Govt.4 sets of simple and appropriate teachingmaterials for teaching hygiene andsanitation developedAssessment of thematerials byUNICEF/Govt.Dual participatory training programmedeveloped:-TOT programme for the trainers-Teacher training programme.Assessment of thetraining programs byUNICEFvfeeting organizedVfinutes of meetingJst of participantsRealistic plans of action developed foreach (four) districtsSuitable packages of approaches,techniques and materials developedASSUMPTIONS Tn the two project States; YEAR TWO:Implementation of learning project in four/five districtsincluding:
DESCRIPTIONState level co-ordination meetings (members andUNICEF) Training often trainers per district (TOT) (SSH team,with support from IRC).MEASURABLE INDICATORMeeting organized40 trainers adequately trainedMEANS OFVERIFICATIONMinutes of meetingList of participantsAttendance list ofcoursesTest of capacities andskills of theparticipantsList of teachers andworkers trainedReview of skills andcapacity of teachersand workers withcheck-listSpot-checksCompletion reportsReports of the SSHteamsSpot-checks byUNICEFTraining of maximal two teachers (includingheadteacher, at least one woman) per school and 1worker for five Anganwadis. The training will beorganized on a demand-responsive basis. One sub-blocklevel training will be organized for the otherAnganwadis included in the programmeMaximal 1600/minimal 800 teacherstrained and 400 Anganwadi workersConstruction and installation of improved facilities in200 Primary schools nd 100 Anganwadis per districtConstruction completed of improvedfacilities in 800 primary schools and 400AnganwadisPreparation of an advocacy package, including video onschool sanitation (including script writing) forpolicy/decision makers including politicians and NGOs.(SSH team with support from IRC for script writing).Good quality video preparedReview by SteeringCommittee andselected audienceMeeting organizedMinutes of meetingList of participantsAt national level; YEAR THREE:National Steering committee meeting to discussprogress with UNICEF presenceIn the two/three project States; YEAR THREE:Continued implementation in districts selected forlearning projects, adding two districts per State10ASSUMPTIONS
DESCRIPTIONState level co-ordination meetings (members andUNICEF)Participatory assessment of the learning projects (SSHteam, with support from IRC on methodology forparticipatory assessment.)State-level workshop with all stakeholders involvedpresenting the package including the new approach andthe outcome of the assessment. (SSH team, with supportfrom IRC).Adjustment of the package and training programmebased on the assessment of
3.2. unicef involvement 14 3.3. summary of global experiences 15 4 future plans 15 4.1. government 15 4.2. unicef 15 4.3. children 16 4.4. inter-sectoral cooperation 16 5 school sanitation support (sss) project 16 5.1. government-unicef-irc-ngo collaboration 17 5.2. project objectives 17 5.3. project methodology . : 18 national level 19 state .
BIBLIOTECA EMILIA ROMAGNA N Autore Titolo Editore Anno Copie 240 CONI Preparazione fisica di base / 1994 2 75 Braache L'ABC della pallavolo SSS Roma 1975 3 76 Pagano Elementi fondamentali di tecnica e didattica della pallavolo SSS Roma / 4 77 Barbagallo Primi elementi per un avviamento alla pallavolo scolastica SSS Roma 1984 2 78 Ceridono - Formica Psicologia per arbitri di pallavolo SSS .
Prove certain triangles are similar by using AA, SSS, and SAS. Use triangle similarity to solve problems. Objectives. Holt McDougal Geometry 7-3 Triangle Similarity: AA, SSS, SAS There are several ways to prove certain triangles are similar. The following postulate, as well as the SSS
7-3 Triangle Similarity: AA, SSS, SAS There are several ways to prove certain triangles are similar. The following postulate, as well as the SSS and SAS Similarity Theorems, will be used in proofs just as SSS, SAS, ASA, HL, and AAS were used to prove triangles congruent.
Rural Water Supply and Sanitation Framework for Provision and Regulation 2010 The National Water Policy 2000 Statutory Instrument No. 63 2014 . Supply, Sanitation and Solid Waste Management Policy2 is expected to continue the shifting focus and moment for sanitation in Zambia. 2. National institutional arrangements for sanitation in Zambia
A handbook for: Sanitation Managers and Private Sector Players SANITATION iv MARKETING: 1 used in preparation of this Acknowledgement 1.1Although sanitation has begun to gain more recognition, a staggering 2.5 billion Why the hand book people are still without access to improved sanitation2 with majority of those without improved sanitation are living in South and East Asia and sub-Saharan
We focus on two fundamental sanitation challenges: 1. Expanding and improving sanitation without central sewers, because this is -and will be - by far the most common type of sanitation service used by the poor 2. Making sanitation services safe and sustainable by addressing the failure to effectively
and interventions in sanitation go further by leveraging the strengths of the private sector to reach more people more sustainably. In many ways, business owners acting in the sanitation market have goals and interests that align with those working to end open defecation or to move households up the sanitation ladder. Sanitation
10. Rumki Basu (2008) Public Administration in the age of Globalization: An alternative paradigm in Rumki Basu (ed) Globalization and the changing role of the state, New Delhi, New Dawn, pp275-283. 11. Rumki Basu (2002) The impact of economic reforms on social sector expenditure in four
