Status of WASH in primary schools

Uganda

Status of Water, Sanitationand Hygiene in Primary Schools

Amuria, Katakwi, Kibuku, Napak and Pallisa Districts (Uganda)

May, 2013

2 Summary Report on School Sanitation mapping exercise

Summary Report

1.0 BackgroundArticle (30) of the Constitution of the Republic of Uganda provides for education of Ugandan children as a human right. The Ministry of Education and Sports (MoES) in collaboration with major partners and other stakeholders has been implementing a school sanitation and hygiene programme as part of its efforts to ensure that quality education for boys and girls becomes a reality through the Universal Primary Education (UPE) policy. However the introduction of UPE resulted in a rapid increase in the number of children in the primary schools from 5.3 million in 1997 to 7.3 million in 2002; a trend that has continued in subsequent years, straining hygiene and sanitation facilities in schools, with consequent low standards of sanitation and hygiene in many primary schools all over the country.

Water, sanitation and hygiene have the potential to prevent at least 9.1% of the global disease burden and 6.3% of all deaths (Prüss-Üstün et al, 2008). According to the World Health Organization and UNICEF, improved sanitation could save the lives of 1.5 million children per year who would otherwise succumb to diarrheal diseases (WHO and UNICEF, 2008). Improved water sources reduce diarrhea morbidity by 21%; improved sanitation reduces diarrhea morbidity by 37.5%; and the simple act of washing hands at critical times can reduce the number of diarrhea cases by as much as 37%.

In most schools, girls are faced with poor facilities, inadequate water for washing, lack of soap, no privacy and non-functioning or insufficient toilets. This reduces school attendance. A UNICEF report in Kenya stated that one in ten school-age girls do not attend school during their period and in Uganda, according to the case study that involved 300 primary school girls, the findings showed that 94% of the girls had some problems at school during menstruation. Three out of five girls (61%) reported staying away from school. To improve the situation, 94% of the girls mentioned that they need to be taught the correct facts about menstruation and educate the boys. Four out of five said that more facilities are needed for girls and that the facilities should be kept clean (IRC., 2006).

WaterAid in Uganda conducted a School WASH mapping exercise in twenty one (21) Sub Counties in five WAU targeted districts under the Post- Conflict WASH Project funded by the EU Water Facility including Amuria, Katakwi, Kibuuku, Napak and Pallisa.

The purpose of the School WASH mapping exercise was to generate and provide accurate data about the status of water, hygiene and sanitation in primary schools in WAU-target Sub Counties. Specific objectives included to assess the current level of access to School WASH services; identify the types and locations of the current WASH facilities in primary schools; establish and document the status of WASH facilities and services in primary schools; explore the factors that influence access to WASH services in primary schools; identify the different stakeholders involved in School WASH service delivery; and make relevant recommendations for improvement of School WASH services.

A cross-sectional design was adopted involving both qualitative and quantitative data collection methods as well as GPS mapping of facilities at district and Sub County levels. . Quantitative data was collected using observational checklist enlisting hygiene and sanitation status as well as an inspection checklist for the water sources. These tools captured required data on the status of water, sanitation and hygiene for each selected primary schools. Qualitative data was captured using Key Informants Interview (KII) guides with key stakeholders at district and Sub County levels. Specific key stakeholders had specific questions to respond relevant to this assessment. A total of 173 out of the projected 177 primary schools were visited and their sanitation, water source and hygiene status were assessed.

2.0 Summary of Key Results

A total of 173 primary schools were mapped and their sanitation, water and hygiene status. To characterize the schools, the assessment tool gathered information on type of school (whether boarding, day, or both), gender preference (whether boys, girls or mixed), school ownership, and school enrollment (pupils and teachers).

Summary Report on School Water, sanitation and Hygiene mapping


Summary Report

1.0 BackgroundArticle (30) of the Constitution of the Republic of Uganda provides for education of Ugandan children as a human right. The Ministry of Education and Sports (MoES) in collaboration with major partners and other stakeholders has been implementing a school sanitation and hygiene programme as part of its efforts to ensure that quality education for boys and girls becomes a reality through the Universal Primary Education (UPE) policy. However the introduction of UPE resulted in a rapid increase in the number of children in the primary schools from 5.3 million in 1997 to 7.3 million in 2002; a trend that has continued in subsequent years, straining hygiene and sanitation facilities in schools, with consequent low standards of sanitation and hygiene in many primary schools all over the country.

Water, sanitation and hygiene have the potential to prevent at least 9.1% of the global disease burden and 6.3% of all deaths (Prüss-Üstün et al, 2008). According to the World Health Organization and UNICEF, improved sanitation could save the lives of 1.5 million children per year who would otherwise succumb to diarrheal diseases (WHO and UNICEF, 2008). Improved water sources reduce diarrhea morbidity by 21%; improved sanitation reduces diarrhea morbidity by 37.5%; and the simple act of washing hands at critical times can reduce the number of diarrhea cases by as much as 37%.

In most schools, girls are faced with poor facilities, inadequate water for washing, lack of soap, no privacy and non-functioning or insufficient toilets. This reduces school attendance. A UNICEF report in Kenya stated that one in ten school-age girls do not attend school during their period and in Uganda, according to the case study that involved 300 primary school girls, the findings showed that 94% of the girls had some problems at school during menstruation. Three out of five girls (61%) reported staying away from school. To improve the situation, 94% of the girls mentioned that they need to be taught the correct facts about menstruation and educate the boys. Four out of five said that more facilities are needed for girls and that the facilities should be kept clean (IRC., 2006).

WaterAid in Uganda conducted a School WASH mapping exercise in twenty one (21) Sub Counties in five WAU targeted districts under the Post- Conflict WASH Project funded by the EU Water Facility including Amuria, Katakwi, Kibuuku, Napak and Pallisa.

The purpose of the School WASH mapping exercise was to generate and provide accurate data about the status of water, hygiene and sanitation in primary schools in WAU-target Sub Counties. Specific objectives included to assess the current level of access to School WASH services; identify the types and locations of the current WASH facilities in primary schools; establish and document the status of WASH facilities and services in primary schools; explore the factors that influence access to WASH services in primary schools; identify the different stakeholders involved in School WASH service delivery; and make relevant recommendations for improvement of School WASH services.

A cross-sectional design was adopted involving both qualitative and quantitative data collection methods as well as GPS mapping of facilities at district and Sub County levels. . Quantitative data was collected using observational checklist enlisting hygiene and sanitation status as well as an inspection checklist for the water sources. These tools captured required data on the status of water, sanitation and hygiene for each selected primary schools. Qualitative data was captured using Key Informants Interview (KII) guides with key stakeholders at district and Sub County levels. Specific key stakeholders had specific questions to respond relevant to this assessment. A total of 173 out of the projected 177 primary schools were visited and their sanitation, water source and hygiene status were assessed.

2.0 Summary of Key Results

A total of 173 primary schools were mapped and their sanitation, water and hygiene status. To characterize the schools, the assessment tool gathered information on type of school (whether boarding, day, or both), gender preference (whether boys, girls or mixed), school ownership, and school enrollment (pupils and teachers).

Summary Report on School Sanitation mapping exercise

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Summary Report

3.1 Water Infrastructure3.1.1 Type of schoolThis study found that most schools in the study area were day schools, except for Kibuku where a significant percentage (38.9%) was both day and boarding. The type of school has a great implication on the types of WASH facilities that have to be provided to cater for WASH needs of the pupils. This is due to the fact that pupils in the boarding section require more water for their additional boarding needs. Meals preparation, drinking, bathing, and cleaning is more frequent in boarding schools than in day schools.

3.1.2 Gender preferenceAll schools except a few (2%) in Katakwi are mixed. Gender preference (boy/girls/mixed) is a critical factor to consider while addressing the school WASH issues. This is due to the fact that girls have unique WASH needs particularly menstrual hygiene that has got to be put into consideration to enable them study in an environment that is conducive.

3.1.3 School funding sourcesSchool ownership and funding is crucial as it determines general resource allocation for school infrastructural development and service delivery. It was generally observed that government funded schools are generally more financially constrained and reluctant to raise WASH standards compared to private schools who make efforts to raise WASH standards as a marketing tool for their schools. Majority of the schools assessed were government funded under the Universal Primary Education (UPE) program.

3.1.4 Pupils’ enrollment Results of the study show that most schools particularly government schools are highly populated relative to the required staffing norms. Pupil teacher ratio is not only important in education but also in WASH promotion in schools. Whereas the enrollment of girls is lower than that of boys, the gap is very small (less than 1.2 – 5%) which implies that while planning for School WASH services in terms of sanitary facility provision, both sexes ought to be adequately planned for.

3.1.5 Teachers’ enrollmentThere is a significant low enrollment of female teachers particularly in Napak, Pallisa and Amuria districts. The lack of female teachers was attributed to inaccessibility of the hard to reach schools. It should be noted that most of the schools enrolled into this study were mixed with both boys and girls. Thus, gaps of senior women teachers exist and yet these are important in addressing the WASH needs of the girl child. The district through respective health and education departments may have to improvise and train a female VHT to support the male staff in such schools to deal with health and hygiene issues particularly for the girls.

3.1.6 Types and location of WASH facilities

Presence of WASH facilities was assessed during the mapping exercise. The water facilities examined were the source of drinking water for the pupils. Sanitation and hygiene facilities examined were latrines; hand washing and menstrual facilities used at the schools premises.

Majority, 93.5% of the schools had boreholes as their main source of drinking water for the pupils. In Napak district (Iriiri and Lorengcorwa S/Cs), the boreholes had been transformed from the ordinary hand pump boreholes into solar-pumped boreholes with a reservoir tanks. The pupils and community access water from the tank taps. A solar panel was installed in each school to specifically run the water pump. This is a good innovation that lessens the task of pumping. However this technology entirely depended on the availability of solar energy from the sun which was often a challenge especially during the rainy season.

3.1.7 Location of the water sourcesThe location of the water sources relative to the school compound is an important aspect that affects pupils’ access to the water source. Majority (87%) of the schools had the main drinking water sources outside the school compound. In such instances, the communities were not comfortable sharing the borehole with the pupils. Indeed, cases of violence and pupil denial to access such water were frequently reported by various administrators of different schools.



Summary Report

On the other hand, some schools also had boreholes located in their compounds. This also presented its own challenges. Community around such schools felt that a school borehole is a government facility they were entitled to when in operation. However, such communities were not willing to contribute for operation and maintenance, believing that it was the schools responsibility to maintain her borehole. In addition, access of school compounds in search for water presented a challenge of vandalisation of school property.

Funding for water sources Less than half, 44.1% of the schools noted that the water sources were constructed by government while 37.1% said they were constructed by NGOs

3.2 Schools sanitary facilities

3.2.1 Availability and type of latrinesAll the Schools that were visited had a sanitary facility apart from three schools in Lorengcorwa S/C, Napak district namely Cholicoli, Kokipurat and Lobok primary schools. However for Lobok primary school, construction of a pit latrine was underway.

Different sanitary facilities have specific advantages and disadvantages which have often determined the choice of facility that the different schools decide to construct. Environmental factors namely the nature of soils and water logging affects the choice of sanitary facilities.

Availability of resources in terms of financial and technical personnel greatly affects the choice of sanitary facility constructed. This explains why a simple majority (46.4%) of all the schools had pit latrines despite the small difference in terms of cost of construction for VIP latrines. Drainable pit latrines (4.2%) as cited by some schools in Acowa, Morungatuny and Palam Sub Counties is appropriate basing on the environmental factors and the fact that they can be emptied and re-used. However, this sanitary facility technology is costly and requires highly technical personnel to ably execute its construction compared to ordinary pit and VIP latrines. Mobilets (pit latrines with pre-

constructed super structures) (6%) have similar operational mechanisms as ordinary pit latrine often modified with a vent pipe thus resembling VIP latrines. The advantage with mobilets is that once the pit is full, another pit can be dug and the super-structure can be transferred to the new pit thus having a new latrine. Ecosan technology has also been widely promoted though has a lot of challenges with use due to cultural issues as well as operation, maintenance and repair.

Whereas overall government had slightly constructed more sanitary facilities in primary schools, the NGOs had provided more sanitary facilities in the past 5 – 7 years. This is evidence of the increasing private sector involvement in School WASH service delivery. This is also attributed to the relative peace that has been achieved in the Teso and neighboring Karamoja region which have created a better working environment for NGOs.

3.2.2 Gender separation of latrinesOver 90% of school latrines were noted to have had latrines for boys constructed separately from those of girls with a distance of at least five meters apart from each section (boys/girls). It is important to construct latrines for boys and girls separately as it increases privacy of the sanitary facilities for the pupils to use with ease and comfort. Therefore during construction of new sanitary facilities, it should be ensured that latrines for boys are constructed separately from those for girls.

3.3.3 Presence of teachers’ latrinesIn all schools visited, there were no specific latrines constructed for the teachers. However, the teachers were mostly allocated a stance on mostly the girls’ latrine block which usually had a padlock and could only be accessed by the teachers. Teachers also had their latrines constructed in their residential areas which were close to the schools compounds. The absence of teachers’ latrines was highlighted as one of the key challenges. In a number of schools which had the latrine structures that have a modified stance (slanting access route with hand rails) for the disabled, this stance was re-allocated to teachers since they did not have any disabled children.



Summary Report

On the other hand, some schools also had boreholes located in their compounds. This also presented its own challenges. Community around such schools felt that a school borehole is a government facility they were entitled to when in operation. However, such communities were not willing to contribute for operation and maintenance, believing that it was the schools responsibility to maintain her borehole. In addition, access of school compounds in search for water presented a challenge of vandalisation of school property.

Funding for water sources Less than half, 44.1% of the schools noted that the water sources were constructed by government while 37.1% said they were constructed by NGOs

3.2 Schools sanitary facilities

3.2.1 Availability and type of latrinesAll the Schools that were visited had a sanitary facility apart from three schools in Lorengcorwa S/C, Napak district namely Cholicoli, Kokipurat and Lobok primary schools. However for Lobok primary school, construction of a pit latrine was underway.

Different sanitary facilities have specific advantages and disadvantages which have often determined the choice of facility that the different schools decide to construct. Environmental factors namely the nature of soils and water logging affects the choice of sanitary facilities.

Availability of resources in terms of financial and technical personnel greatly affects the choice of sanitary facility constructed. This explains why a simple majority (46.4%) of all the schools had pit latrines despite the small difference in terms of cost of construction for VIP latrines. Drainable pit latrines (4.2%) as cited by some schools in Acowa, Morungatuny and Palam Sub Counties is appropriate basing on the environmental factors and the fact that they can be emptied and re-used. However, this sanitary facility technology is costly and requires highly technical personnel to ably execute its construction compared to ordinary pit and VIP latrines. Mobilets (pit latrines with pre-

constructed super structures) (6%) have similar operational mechanisms as ordinary pit latrine often modified with a vent pipe thus resembling VIP latrines. The advantage with mobilets is that once the pit is full, another pit can be dug and the super-structure can be transferred to the new pit thus having a new latrine. Ecosan technology has also been widely promoted though has a lot of challenges with use due to cultural issues as well as operation, maintenance and repair.

Whereas overall government had slightly constructed more sanitary facilities in primary schools, the NGOs had provided more sanitary facilities in the past 5 – 7 years. This is evidence of the increasing private sector involvement in School WASH service delivery. This is also attributed to the relative peace that has been achieved in the Teso and neighboring Karamoja region which have created a better working environment for NGOs.

3.2.2 Gender separation of latrinesOver 90% of school latrines were noted to have had latrines for boys constructed separately from those of girls with a distance of at least five meters apart from each section (boys/girls). It is important to construct latrines for boys and girls separately as it increases privacy of the sanitary facilities for the pupils to use with ease and comfort. Therefore during construction of new sanitary facilities, it should be ensured that latrines for boys are constructed separately from those for girls.

3.3.3 Presence of teachers’ latrinesIn all schools visited, there were no specific latrines constructed for the teachers. However, the teachers were mostly allocated a stance on mostly the girls’ latrine block which usually had a padlock and could only be accessed by the teachers. Teachers also had their latrines constructed in their residential areas which were close to the schools compounds. The absence of teachers’ latrines was highlighted as one of the key challenges. In a number of schools which had the latrine structures that have a modified stance (slanting access route with hand rails) for the disabled, this stance was re-allocated to teachers since they did not have any disabled children.


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3.3 Schools hygiene facilities Two key indicators were considered for the assessment of hygiene facilities namely hand washing and menstrual hygiene facilities.

3.3.1 Presence of Hand Washing Facilities

More than half of the schools 56.5% lacked hand washing facilities which is an unacceptable high percentage. Hand washing can reduce the prevalence of diarrheal diseases by 47%. This therefore calls for urgent action to address this challenge.

3.3.2 Presence of menstrual hygiene facilities

The presence of menstrual hygiene was assessed in terms of provision of sanitary materials/pads, changing clothes as well as presence of a changing room for their monthly periods. Presence of s senior man and woman teacher in the schools was another aspect of interest.

Only 7.1% noted that they had menstrual hygiene facilities. This clearly indicates that menstrual hygiene is a very big challenge that needs to be addressed.

For the schools especially in Usuk that mentioned that they have some menstrual facilities mostly indicated that they minimally provided sanitary pads to the girls while some of them had an improvised changing dress for the girls. The main challenge identified was limited funds for procurement of the sanitary materials.

It was highlighted that most schools had senior men and women teachers. However the schools that never had female teachers did not have a senior woman teacher. Even Schools that had women and men teachers expressed having limited knowledge and skills in handling the pupils’ hygiene issues. This therefore calls for capacity building for these senior men and women teachers.

3.4 Presence of solid waste and waste water collection facilities

As part of environmental sanitation, solid waste and waste water management are very important. Solid waste management entails solid waste generation, collection, storage, transportation and final disposal. These same aspects do apply to waste water management. Solid waste management assessment was done with regards to presence of solid waste collection facilities (dustbins) at classroom level, their state and disposal facilities. Similarly for waste water management, aspects of waste water collection and disposal were assessed.

From these finding, there is indeed limited provision of these facilities in the schools. This may be attributed to the fact that these being mainly rural schools, aspects of waste water management were not a critical concern like water and sanitary facility provision. Further still, provision of dustbins was not so significant since rubbish is carried straight to the disposal pit after sweeping the classrooms or the compound. The greatest challenge with wastewater management was around the water sources.

4.0 Accessibility of WASH facilities

4.1 Distance to water source from school compound

A water source within 100M from the school compound would be considered as near since children can easily walk there and return during a break times. Beyond 100M, children may delay and this may reduce study time. Schools whose main water sources are more than 500M away have a challenge with accessing the water source and therefore should be considered for provision.



Summary Report

Estimated time to and from the water sourceThe estimated time to and from the water source is associated with distance to the water source, water source yield as well as level of congestion at the water source.

Pupils taking more than 30 minutes to and from a water source may reduce their class time and academic performance. Only 28.6% schools noted that they took an average of more than 30 minutes for children to go to the water source and return to the school. This is a long time, which affects the study time of pupils since break times are usually only 30 – 45 minutes.

4.2 Level of access of Latrine facilities

Pupil-stance ratio, suitability for the disabled were the key indicators for the level of access of the sanitary facilities.

4.2.1 Pupil-stance ratioPupil-stance ratio is a key indicator of the level of access to sanitary facilities. Nationally, the recommended Pupil stance ratio is 40:1. By this standard, only 22.1% of the schools have adequate access to sanitary facilities.

4.2.2 Suitability and access for the disabled

Two key indicators were mainly looked at while assessing the suitability of the sanitary facilities for the disabled namely modifications on the pathway to allow for passage of wheel chair and modifications of the latrine inside to include hand rails or water closet-like seat. Whereas 59% of the schools noted that their sanitary facilities were suitable for the disabled, there was no data provided about the enrollment of the disabled pupils who are target for such modifications. Similar data gaps existed at district level. Data on the enrollment of the disabled pupils and the nature of their disability at both school and district

level is essential as it would inform WASH services planning to ensure equity and inclusion of the disabled.

This lack of suitable facilities may be due to lack need for these facilities at the time they were being constructed. Raising awareness and availing accurate data on the specific gap in sanitary facility provision for the disabled would provide a good starting point in addressing this challenge.

5.0 Operation and maintenance of WASH facilities

Operation and maintenance of WASH facilities heavily impacts on the level of access and durability of WASH facilities. The current operation and maintenance of different WASH facilities in the schools is discussed below.

5.1 Water source maintenance

Maintenance of water sources was identified as a key challenge for the schools since they were shared with the community. Most schools noted that whereas there were Water User Committees (WUCs) for the water sources, their functionality was limited. For water sources which are within the schools compound and near the school (same village) the WUCs comprised of both the schools’ administrations and the community members and children have full access to the water source. However for the water source that were far (in different villages and parishes), the WUC excluded or had only one schools administration member and often children are denied access to water.

In Napak district (Iriiri and Lorengcorwa S/Cs), maintenance and repair of the solar driven borehole water system was done by SVI the NGO that installed the system. This presents a challenge of delayed maintenance and repair since there is no local capacity to repair the system.

It was highlighted that the biggest challenge and cause of fights between the communities and the schools pertains the maintenance of the water sources and to some extent the sanitary facilities.



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Estimated time to and from the water sourceThe estimated time to and from the water source is associated with distance to the water source, water source yield as well as level of congestion at the water source.

Pupils taking more than 30 minutes to and from a water source may reduce their class time and academic performance. Only 28.6% schools noted that they took an average of more than 30 minutes for children to go to the water source and return to the school. This is a long time, which affects the study time of pupils since break times are usually only 30 – 45 minutes.

4.2 Level of access of Latrine facilities

Pupil-stance ratio, suitability for the disabled were the key indicators for the level of access of the sanitary facilities.

4.2.1 Pupil-stance ratioPupil-stance ratio is a key indicator of the level of access to sanitary facilities. Nationally, the recommended Pupil stance ratio is 40:1. By this standard, only 22.1% of the schools have adequate access to sanitary facilities.

4.2.2 Suitability and access for the disabled

Two key indicators were mainly looked at while assessing the suitability of the sanitary facilities for the disabled namely modifications on the pathway to allow for passage of wheel chair and modifications of the latrine inside to include hand rails or water closet-like seat. Whereas 59% of the schools noted that their sanitary facilities were suitable for the disabled, there was no data provided about the enrollment of the disabled pupils who are target for such modifications. Similar data gaps existed at district level. Data on the enrollment of the disabled pupils and the nature of their disability at both school and district

level is essential as it would inform WASH services planning to ensure equity and inclusion of the disabled.

This lack of suitable facilities may be due to lack need for these facilities at the time they were being constructed. Raising awareness and availing accurate data on the specific gap in sanitary facility provision for the disabled would provide a good starting point in addressing this challenge.

5.0 Operation and maintenance of WASH facilities

Operation and maintenance of WASH facilities heavily impacts on the level of access and durability of WASH facilities. The current operation and maintenance of different WASH facilities in the schools is discussed below.

5.1 Water source maintenance

Maintenance of water sources was identified as a key challenge for the schools since they were shared with the community. Most schools noted that whereas there were Water User Committees (WUCs) for the water sources, their functionality was limited. For water sources which are within the schools compound and near the school (same village) the WUCs comprised of both the schools’ administrations and the community members and children have full access to the water source. However for the water source that were far (in different villages and parishes), the WUC excluded or had only one schools administration member and often children are denied access to water.

In Napak district (Iriiri and Lorengcorwa S/Cs), maintenance and repair of the solar driven borehole water system was done by SVI the NGO that installed the system. This presents a challenge of delayed maintenance and repair since there is no local capacity to repair the system.

It was highlighted that the biggest challenge and cause of fights between the communities and the schools pertains the maintenance of the water sources and to some extent the sanitary facilities.


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This has led to a lot of suggestions that the schools communities should each have their own water source to avoid the conflict. Much as this may seem as the ultimate solution, its feasibility is questionable due to limited availability of finances. Besides even if the water the schools and communities were to be given each a water source, it may lead to under utilization of the resource especially at the school. Therefore the most feasible and sustainable approach is to facilitate a harmonious and symbiotic relationship between the schools and communities particularly in the areas of operation and maintenance.

These struggles also show that the concept of “users’ takes responsibility for O & M” is not popular. Therefore while implementing the school and community WASH programs, aspects of O & M should be jointly emphasized.

5.2 Latrine facility maintenance

It was noted from most schools that the latrines were maintained (cleaned) by the pupils. This presents the challenge of the pupils being able to clean the latrines thoroughly.

Drainable pit latrines present a challenge of emptying as there is still unavailability of a cesspool emptier that can be able to empty the latrines. This is mainly because the drainable latrines are still few and have not yet attracted investment in the vehicles that empty these pit latrines.

The findings revealed that a big proportion of schools had at least one stance of latrines without a door which implies that the school was not able to repair or replace the door after breakage whereas the latrines were still under use. This therefore calls for commitment from school administrations to make such repairs especially if the latrines are not yet full and are still under use.

Ecosan toilets were noted to have presented a unique challenge of ensuring that there is ash at the facilities for use as required in the ideal operation of the Ecosan toilet. Due the scarcity of the ash at the school premises, some school administration noted that they asked pupils to come with ash from their homes at least once or twice in a week. This is a very big challenge and makes the Ecosan toilet unsustainable in terms of operation.

6.0 Factors influence the present WASH status in primary schools

Several factors were explored to have an influence on the present WASH status in the different Sub Counties. These are discussed under two broad categories namely natural and anthropological.

Natural factorsa) Extreme weather variationsThis was identified as one of the key challenges as it was noted that Teso and Karamoja region experience the two extremes of long dry spells and very heavy rains (flooding). During the long dry spells, water sources dry while during the heavy rains, water logging and flooding occurs affecting the latrines (flooding and collapsing). This has been aggravated by the current climatic variations/changes that call for adaption. This therefore calls for a review the construction design to cater for the flooding and collapsing challenges

b) Topography From the mapping data, it was noted that the terrain is relatively flat and therefore water does not flow (stagnant). This is aggravated by the soil texture.

c) Soil texture The challenge of poor soil texture was identified. Soils especially in Napak and Katakwi district were known to be loose and cracking collapse easily. The loose soil texture also affects the accessibility of the schools as the roads become impassable during the rainy season.

d) Nature of earth’s crust and mineral deposition

This factor was cited to be affecting the sitting of water sources as some areas were noted to have a very hard bed rock that cannot be drilled through. On the other hand, it was noted that whereas some areas show signs of having an aquifer underground, no water is yielded on drilling. It was further highlighted that there is a lot of mineral composition in the earth’s crust that contribute to the saltiness of the water. For example in Pilas PS in Iriiri S/C, it was alluded to that whereas their



Summary Report

water source was transformed from an ordinary borehole into a solar driven system, the water was salty making it un palatable and making children have brown teeth. This may call for a review in the geological review process to cater for the unique earth’s crust and mineral deposition in the Teso and Karamoja regions.

The hard bed rock also affects the construction of latrines as cited in Agule Sub County. This then calls for review in the technology to adopt. For example adopting Ecosan toilets instead of pit latrines.

Anthropological factors a) Resources availabilityResources particularly financial resources were highlighted as a major challenge. All school noted that they had a challenge in provision of WASH facilities stemming from limited availability of funds to acquire the facilities. The challenge of limited resources for WASH facilities is worsened by the fact that almost all these primary schools are funded by government through its different programs like School Fund Grant, NUSAF, PRDP, etc. whose funding package is not sufficient. The involvement of the private sector has played a very significant role in improving WASH service delivery in these schools. All the schools expressed a lot of optimism and hope that NGOs can significantly support them in this area.

b)Poor/insensitive choice of technologiesThis was identified as a big challenge in different schools by both the head teachers as well as other Key informants. It was highlighted that often the school WASH service providers (Government, NGOs, schools and communities) provide facilities without considering some critical factors like soils, climatic conditions and the social-cultural setting in and around the schools. Further still, technologies that were successful of some areas (schools) were introduced in others without considering the uniqueness in the characteristics of the school and surrounding community. This is very evident in the facilities that were observed in that different institutions had the same design of facilities constructed in the same period. For example, the 2011 latrines constructed by the Katakwi district had the same design in all the schools that had them; the solar driven boreholes system in Napak district is exactly the same (taps, tanks and network) and the plastic HWFs by

UNICEF are exactly the same while the 2009-2010 Ecosan toilets by URCS were also the same in all the schools where they were constructed.

This is an indication that the a master design of this facilities is made centrally and simply copied in all schools that are intended to benefit without considering the environmental and socio-cultural differences of the school and communities.

c) Limited technical skills Whereas appropriate technologies may be identified, another challenge of limited expertise in construction of the facilities. This challenge affects mainly provision/drilling of water sources and construction of sanitary facilities. This challenge mainly affected district procured borehole drilling and latrine construction compared to NGO procured facilities. An example of a borehole drilling constructor was cited who poorly sited a borehole that could not yield water and was forced to relocate the borehole at his own cost but failed due to the high cost. Another example was cited regarding the now recommended drainable latrines. Whereas the drainable pit latrine not yet tested by time in Teso and Karamoja region is currently being promoted, there have been concerns about the availability masons who can construct these type of latrines well. These concerns arise from observed cracks in some of the new drainable pit latrines that were not yet even commissioned in Usuk S/C, Katakwi and Iriiri S/C, Napak district.

There is therefore a need for the sector to ensure that the water source drillers and latrine constructers have adequate knowledge, skills and expertise to deliver high quality durable WASH facilities

d) Limited school WASH facilities users’ awareness

Often, it is taken for granted that pupils and the general population know how to use the facilities and therefore service providers focus on providing the facilities(hardware) while neglecting the users’ level of awareness on how the different WASH facilities operate, how they can be used, maintained and repaired. This challenge affects all the WASH facilities. Users’ knowledge on how different WASH facilities operate would lay a good foundation for proper use of the facility as well as maintenance and repair. For example if the pupils and community understood the mechanism a borehole uses then they would ensure that while



Summary Report

water source was transformed from an ordinary borehole into a solar driven system, the water was salty making it un palatable and making children have brown teeth. This may call for a review in the geological review process to cater for the unique earth’s crust and mineral deposition in the Teso and Karamoja regions.

The hard bed rock also affects the construction of latrines as cited in Agule Sub County. This then calls for review in the technology to adopt. For example adopting Ecosan toilets instead of pit latrines.

Anthropological factors a) Resources availabilityResources particularly financial resources were highlighted as a major challenge. All school noted that they had a challenge in provision of WASH facilities stemming from limited availability of funds to acquire the facilities. The challenge of limited resources for WASH facilities is worsened by the fact that almost all these primary schools are funded by government through its different programs like School Fund Grant, NUSAF, PRDP, etc. whose funding package is not sufficient. The involvement of the private sector has played a very significant role in improving WASH service delivery in these schools. All the schools expressed a lot of optimism and hope that NGOs can significantly support them in this area.

b)Poor/insensitive choice of technologiesThis was identified as a big challenge in different schools by both the head teachers as well as other Key informants. It was highlighted that often the school WASH service providers (Government, NGOs, schools and communities) provide facilities without considering some critical factors like soils, climatic conditions and the social-cultural setting in and around the schools. Further still, technologies that were successful of some areas (schools) were introduced in others without considering the uniqueness in the characteristics of the school and surrounding community. This is very evident in the facilities that were observed in that different institutions had the same design of facilities constructed in the same period. For example, the 2011 latrines constructed by the Katakwi district had the same design in all the schools that had them; the solar driven boreholes system in Napak district is exactly the same (taps, tanks and network) and the plastic HWFs by

UNICEF are exactly the same while the 2009-2010 Ecosan toilets by URCS were also the same in all the schools where they were constructed.

This is an indication that the a master design of this facilities is made centrally and simply copied in all schools that are intended to benefit without considering the environmental and socio-cultural differences of the school and communities.

c) Limited technical skills Whereas appropriate technologies may be identified, another challenge of limited expertise in construction of the facilities. This challenge affects mainly provision/drilling of water sources and construction of sanitary facilities. This challenge mainly affected district procured borehole drilling and latrine construction compared to NGO procured facilities. An example of a borehole drilling constructor was cited who poorly sited a borehole that could not yield water and was forced to relocate the borehole at his own cost but failed due to the high cost. Another example was cited regarding the now recommended drainable latrines. Whereas the drainable pit latrine not yet tested by time in Teso and Karamoja region is currently being promoted, there have been concerns about the availability masons who can construct these type of latrines well. These concerns arise from observed cracks in some of the new drainable pit latrines that were not yet even commissioned in Usuk S/C, Katakwi and Iriiri S/C, Napak district.

There is therefore a need for the sector to ensure that the water source drillers and latrine constructers have adequate knowledge, skills and expertise to deliver high quality durable WASH facilities

d) Limited school WASH facilities users’ awareness

Often, it is taken for granted that pupils and the general population know how to use the facilities and therefore service providers focus on providing the facilities(hardware) while neglecting the users’ level of awareness on how the different WASH facilities operate, how they can be used, maintained and repaired. This challenge affects all the WASH facilities. Users’ knowledge on how different WASH facilities operate would lay a good foundation for proper use of the facility as well as maintenance and repair. For example if the pupils and community understood the mechanism a borehole uses then they would ensure that while


9

Summary Report

pumping, they complete the pump cycle with some gentleness rather than the commonly observed rapid half pump cycles which facilitate the fast breakdown of boreholes. Similarly it is important for the pupils and the community to be sensitized on how different hygiene and sanitation facilities operate so that they can use them properly thus enabling them serve their purpose for a long time. This also applies to construction of RWHTs which also equally require a level of expertise to come up with a satisfactory long lasting tank.

e) School – community interactionsThroughout this school WASH mapping exercise, it was emphasized that the interaction between the schools and their host communities play a key role in the sustainability of WASH services. It was noted that majority of the schools share the water source with the community and the community often used schools’ sanitary facilities. A number of schools blamed the soiling of the latrines and open defecation on the communities. This presents a challenge of maintenance and repair of the facilities as alluded to by the head teachers. Communities were also blamed by the schools administrations of vandalizing WASH facilities like hand washing facilities for their household use.

In Napak like other districts, the challenge of the unauthorized community access to school premises and facilities was attributed to lack of or poor fencing and therefore propose school fencing as a remedy.

It is important to foster healthy interactions between the community and schools as they can both thrive with support from each other. This could be achieved through joint community and school sensitization program to build a sense of ownership and patronage for proper school WASH facilities use, maintenance and repair.

7.0 School WASH stakeholders

There are several stakeholders who were identified to be involved in School WASH service delivery and utilization. There may be a need to liaise with them for successful implementation of School WASH programs and activities. Different stakeholders in WASH service delivery are summarized in the Table below

Table 7.1: School WASH stakeholders

Stakeholder Role is School WASH How they can be involved

District local government(district and Sub County)

Planning; resource allocation; monitoring programs implementation

Consultative meeting to set priorities.

Joint monitoring and evaluation of programs,

District water office Drilling water sources; water quality surveillance; Water quality surveillance, monitoring construction of water sources.

District education office Do planning and resource allocation; lobby for resources; monitor implementation of programs in schools;

Consultative meetings for priority setting;

District Health Office Conducting health promotion program in communities and disease surveillance

In health promotion

NGOs Provide WASH hardware; sensitize pupils and communities.

Information sharing

Schools Administrations Oversee daily operation and maintain of WASH facilities; allocate resources at school level; sensitize pupils O & M of WASH facilities

Capacity building of both administration and pupils.

Pupil community Use WASH facilities; are involved in O & M of WASH facilities

Sensitization in O and M; club formation

School host community Share water sources with the community; Part of the critical PTA organ. Parents construct facilities for schools.

Sensitization in O and M.



Summary Report

For the success and sustainability of WASH program, it is important all the key stakeholders are involved at different levels.

8.0 Sector ChallengesFrom the study conducted a number of cross cutting challenges in water facilities were identified including:-

• Poor operation and maintenance practices

• Sharing a water source with the community

• Conflicting with community over WASH facilities

• Inactive Water User Committees to ably manage resources and

• Poor water quality among others

The findings in this report are comparable to a similar study carried out by the Ministry of Education in 2006 with support from UNICEF and SIDA, here too challenges were clearly outlined in school sanitation and hygiene practices especially in the Northern and Eastern regions, high pupil stance ratio of 69:1 which is similar to the findings in this report of approximately 60:1, poor O&M practices, community and school conflicts over WASH facilities and poor funding to the sector for WASH issues. This raises concern in that 6 years later, the picture in schools still remains relatively the same and therefore calls on stakeholders to make a greater effort to improve the water, sanitation and hygiene situation in schools

9.0 RecommendationsThe following are some of the recommendations from the MoE School Sanitation Survey report (2006) which are still applicable today and to this study and we therefore recommend a follow up of these recommendations and ensure implementation

• Gender and special needs considerations for girls and disabled children should be made compulsory in schools and should be supervised by the Inspectorate of Schools.

• National level workshop should be organized to focus on guidelines, policy and legislation, increasing inter-sectoral collaboration and ownership of sanitation and hygiene programs in schools.

• New technologies e.g. ECOSAN and mobilets, should be promoted through advocacy and sensitization addressing cultural and social barriers, limited spaces and poor soil textures.

• There is need to re-orient the teaching of hygiene and sanitation at the primary schools to ensure that methods and content empower learners to become more proactive and critically aware of their responsibility in maintaining hygiene and sanitation in their institutions

• Government support and funding should be intensified to reduce the pupil: stance ratio to acceptable levels, guided by pupil populations and regional inequities.

• Districts should construct specific accessible water sources for primary schools. Mechanisms should be explored to offset the high cost of maintenance and communities should be actively involved.

• Districts need to allocate funds and regularly inspect sanitation and hygiene in all schools, government and private schools.

• District departments should plan and budget specified school sanitation and hygiene activities based on school plans, and these should be reflected in District Development Plans and jointly supervised

• Efforts should be made by the school authorities to ensure that sanitation and hygiene is clearly budgeted for and head teachers should be more sensitive to sanitation and hygiene priorities.

• Schools should actively involve neighboring communities in operation and maintenance of school water sources.

• Innovative strategies to affect behavior change of children in school and at home need to be developed, closing knowledge practice gap in sanitation and hygiene.

Proposed School WASH promotion approachesFor adequate and sustainable School WASH service delivery, the sector should consider adoption of the School-Led Total Sanitation (SLTS) and Children Hygiene and Sanitation Training (CHAST) approaches. These should be complemented by Community-Led Total Sanitation (CLTS) and Participatory Hygiene Transformation (PHAST) approaches at the community level.



Summary Report

For the success and sustainability of WASH program, it is important all the key stakeholders are involved at different levels.

8.0 Sector ChallengesFrom the study conducted a number of cross cutting challenges in water facilities were identified including:-

• Poor operation and maintenance practices

• Sharing a water source with the community

• Conflicting with community over WASH facilities

• Inactive Water User Committees to ably manage resources and

• Poor water quality among others

The findings in this report are comparable to a similar study carried out by the Ministry of Education in 2006 with support from UNICEF and SIDA, here too challenges were clearly outlined in school sanitation and hygiene practices especially in the Northern and Eastern regions, high pupil stance ratio of 69:1 which is similar to the findings in this report of approximately 60:1, poor O&M practices, community and school conflicts over WASH facilities and poor funding to the sector for WASH issues. This raises concern in that 6 years later, the picture in schools still remains relatively the same and therefore calls on stakeholders to make a greater effort to improve the water, sanitation and hygiene situation in schools

9.0 RecommendationsThe following are some of the recommendations from the MoE School Sanitation Survey report (2006) which are still applicable today and to this study and we therefore recommend a follow up of these recommendations and ensure implementation

• Gender and special needs considerations for girls and disabled children should be made compulsory in schools and should be supervised by the Inspectorate of Schools.

• National level workshop should be organized to focus on guidelines, policy and legislation, increasing inter-sectoral collaboration and ownership of sanitation and hygiene programs in schools.

• New technologies e.g. ECOSAN and mobilets, should be promoted through advocacy and sensitization addressing cultural and social barriers, limited spaces and poor soil textures.

• There is need to re-orient the teaching of hygiene and sanitation at the primary schools to ensure that methods and content empower learners to become more proactive and critically aware of their responsibility in maintaining hygiene and sanitation in their institutions

• Government support and funding should be intensified to reduce the pupil: stance ratio to acceptable levels, guided by pupil populations and regional inequities.

• Districts should construct specific accessible water sources for primary schools. Mechanisms should be explored to offset the high cost of maintenance and communities should be actively involved.

• Districts need to allocate funds and regularly inspect sanitation and hygiene in all schools, government and private schools.

• District departments should plan and budget specified school sanitation and hygiene activities based on school plans, and these should be reflected in District Development Plans and jointly supervised

• Efforts should be made by the school authorities to ensure that sanitation and hygiene is clearly budgeted for and head teachers should be more sensitive to sanitation and hygiene priorities.

• Schools should actively involve neighboring communities in operation and maintenance of school water sources.

• Innovative strategies to affect behavior change of children in school and at home need to be developed, closing knowledge practice gap in sanitation and hygiene.

Proposed School WASH promotion approachesFor adequate and sustainable School WASH service delivery, the sector should consider adoption of the School-Led Total Sanitation (SLTS) and Children Hygiene and Sanitation Training (CHAST) approaches. These should be complemented by Community-Led Total Sanitation (CLTS) and Participatory Hygiene Transformation (PHAST) approaches at the community level.


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Summary Report

REFERENCES

BOCKHORN-VONDERBANK, M. (2004): Children’s Hygiene and Sanitation Training: A Practical Guide. Caritas Luxembourg / Caritas Switzerland (SwissGroup): Caritas.

Kamal Kar (2005) Practical Guide to Triggering Community-Led Total Sanitation ((CLTS); November (2005)

UNICEF Nepal (2000) Nepal State of Sanitation Report – 2000

WaterAid Uganda (2011) Water Aid in Uganda Country strategy 2011-2016

WHO (2000), PHAST Step-by-Step Guide: A Participatory Approach for the Control of Diarrhoeal Disease (PHAST - SIDA - UNDP - WB - WHO, 2000, 137 p.)

Ministry of Education and Sports (2006) School Sanitation Survey RFP/OGDA/05/015

School WASH Mapping in WAU targeted Sub Counties in Amuria, Katakwi, Kibuuku, Napak and Pallisa Districts, December 2012


For more information contact:WaterAid Uganda, Plot 90, Luthuli Avenue, BugolobiP.O. Box 11759, KampalaTel: +256 - 414 - 505795/ 7Email: [email protected]: www.wateraid.org/uganda

Documents

Status of WASH in primary schools