UNICEF WASH in Schools

Unicef WASH in Schools
Madagascar
An Assessment Report
08 – 27 March 2007
Network for Water and Sanitation International

*Networking *Capacity Building *Applied Research *Learning *Gender Issues*Information Services*
Summary
This report presents the findings of an assessment of the UNICEF Madagascar Water
Sanitation and Hygiene – hereafter WASH – in schools programme. The study assessed
the activities carried out, documented experiences and lessons, with an aim to strengthen
the country and other regional programmes. The findings of the study are intended to
facilitate scaling-up of school-based activities. Key areas assessed include the school
WASH package, partnerships, educational materials, guiding policies and delivery
mechanisms within UNICEF Water and Environmental Sanitation (WES) section. Best
practices for each element of the WASH package have been captured in each section
describing the elements.
Since 2004, UNICEF WES has implemented a school WASH package consisting of
construction of safe water points, sanitary latrines, urinals for boys and girls, hand
washing facilities and hygiene training of teachers and parents’ association. The package
has been implemented in 167 schools located in 12 districts. UNICEF aims to scale up
the activities to cover the 111 districts in the country. Hardware and software issues of
the package were studied. Strengths and weaknesses were noted with recommendations
for improvement proposed.
The Double Pit Latrine integrating the SanPlat floor slab system is used in the schools
visited. The model has two pits, used alternatively when one is filled up, prolonging the
latrine’s life. Some of the strengths observed include easy cleaning as little or no water is
used; a small drop-hole that is safe for use by small children; provision of tightly fitting
lids which minimises smells and flies. The latrines were clean with no faeces on the floor
or walls. Construction of urinals for boys and girls has seen the extension of latrine life
through separation of faeces and urine. Studies indicate that pupils visit the toilet more
times to urinate than to defecate.
Hygienic behaviour is well integrated, with pupils practising hand washing with soap
after toilet visits. Good hygiene behaviour among pupils can be attributed to hygiene
education received from teachers. Teachers received hygiene training through the
UNICEF project. Hygiene training focused on 3 WASH messages: hand washing with
soap; proper use of latrines and safe storage of drinking water. Use of participatory
methods by teachers has reinforced the hygiene messages transmitted to pupils in class.
Availability of hand washing facilities, their strategic location and provision of soap at
school all serve to reinforce hygiene practices.
Provision of soap and anal wiping materials are some of the best practices noted in the
course of the study. These materials are collected from pupils and stored in class for re-
distribution by teachers. This system caters for pupils who are unable to provide these
resources as re-distribution is done equitably. The system of collection devised by
teachers ensures materials are sufficient for all. Another good practice seen was the
disposal of anal wiping material in a receptacle provided in the latrine and subsequent
burning. This practice is preferred over dumping in the latrine pit and reduces the rate at
which it fills up.
i
However several areas requiring strengthening were noted. The absence of separate
latrine blocks for boys and girls; little involvement of users in the design of
infrastructure; open-air latrines that cannot be used when it rains; inconsistency in the
emptying and burning of anal wiping materials; lack of maintenance and repair budgets
for WASH facilities, to name a few.
In the absence of guiding policies, a favourable environment for the development of

WASH in schools is provided by the Madagascar Action Plan (MAP), and the existence
of a national Diorano-WASH initiative. The initiative has facilitated the creation of a
national WASH in Schools Thematic Group, bringing together key stakeholders from
government, local and international NGOs, bilateral and multilateral agencies, private
sector and the media. However, inadequate staffing of the WES section at UNICEF has
decreased its ability to capitalise on provided opportunities. It has also greatly reduced
ability to implement key activities on the ground such as monitoring and follow-up. In
this regard, key recommendations are summarised as follows:
1. The number of WES staff should be increased to three and WASH should be
given full programme status within the country programme as required for
priority countries.
Implementation of this recommendation will effectively support the development of a

UNICEF WASH in schools strategy defining a clear monitoring and scaling-up plan. It
will also enable the WES section to:
2. Provide support government in the development of a national WASH in schools

strategy
3. Carry out systematic documentation and dissemination of lessons learned and best
practices
4. Provide technical support to strengthen the capacity of partners (NGO and
government staff) on the ground in areas such as monitoring and gender
5. Strengthen existing partner monitoring systems with regard to WASH in schools
The Madagascar WASH in schools experience provides valuable lessons to learn from,
not only to strengthen the country’s programme but regional programmes. The lessons
learned and best practices captured in this report are all key ingredients for the
development of a scaling up strategy. Integration of the global WASH initiative in the
national development plan has provided momentum for its adoption and incorporation by
the ministry of education in the school education programme. Inclusion of WASH in the
MAP has provided an effective advocacy niche for WASH in schools, a niche that WES
is yet to exploit to its fullest. With adequate staffing, WES will be able to further the
WASH in schools agenda in all sectors and participate in policy influence.
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Table of Contents
Summary .............................................................................................................................. i
Table of Contents............................................................................................................... iii
Abbreviations..................................................................................................................... iv
1. Purpose....................................................................................................................- 1 -
1.1 Methodology .......................................................................................................- 1 -
1.2 Limitations of the assessment .............................................................................- 2 -
2. Background .............................................................................................................- 3 -
2.1 UNICEF WASH in Schools Programme........................................................- 4 -
3. WASH in Schools ...................................................................................................- 6 -
3.1 Institutional set-up ..........................................................................................- 6 -
3.1.1 UNICEF ..................................................................................................- 6 -
3.1.2 Key National partners.............................................................................- 6 -
3.1.3 Partnership with NGOs ..........................................................................- 7 -
3.2 Guiding policies ..............................................................................................- 7 -
3.3 National WASH in Partnerships .....................................................................- 8 -
3.3.1 National WASH in Schools Partnerships................................................- 8 -
4.1 SSHE package: Latrines ...............................................................................- 10 -
4.1.1 Design and Construction ......................................................................- 10 -
4.1.2 Use and Maintenance ...........................................................................- 10 -
4.1.3 Strengths and Weaknesses: Latrine Design..........................................- 14 -
4.1.4 Strengths and Weaknesses: Use and maintenance of latrines ..............- 15 -
4.1.5 Summary of Best Practices ...................................................................- 16 -
4.1.6 Recommendations .................................................................................- 18 -
4.2 SSHE package: Urinals.................................................................................- 19 -
4.2.1 Strengths and Weaknesses ....................................................................- 20 -
4.3 SSHE package: Hand Washing Facilities .....................................................- 21 -
4.4 SSHE package: Hygiene Promotion .............................................................- 23 -
4.4.1 Training of Teachers.............................................................................- 23 -
4.5 Hygiene Education among pupils .................................................................- 26 -
4.5.1 Evidence of impact................................................................................- 27 -
4.6 UNICEF WASH Programme........................................................................- 32 -
5. Summary of Key Recommendations ....................................................................- 35 -
6. Conclusions...........................................................................................................- 36 -
7. Way forward and follow-up actions .....................................................................- 37 -
iii
Abbreviations
MESR Ministry of Education and Scientific Research
MoH Ministry of Health
MEM Ministry of Energy and Mining
MDG Millennium Development Goals
MAP Madagascar Action Plan
PRSP Poverty Reduction Strategy Paper
UNDAF United Nations Development Assistance Framework
CCA Common Country Assessment
UN United Nations
UNICEF United Nations Children’s Fund
WSSCC Water Supply and Sanitation Collaborative Council
SWC School WASH Committee
CBA Competency Based Approach
WASH Water, Sanitation and Hygiene
WATSAN Water and Sanitation
WES Water and Environmental Sanitation
SSHE School Sanitation and Hygiene Education
PCSS Programme Contract for School Success
SD School District (Circonscriptions Scolaires)
SAZ School Administrative Zone (Zones Administratives Pédagogiques)
iv
1. Purpose
The purpose of this study was to assess UNICEF Madagascar’s WASH in schools
programme with a view to identify and document experiences, lessons learnt, and take
stock of technical and educational materials that can be adopted to reinforce the
Madagascar and other country programmes and to facilitate scaling-up.
The specific terms of reference were to:
o Assess the implementation of the elements of WASH in schools package and of

the main strategies for scaling-up. For each element, identify Strengths and
Constraints and make recommendations for improvement. During this exercise,
the institution will identify and give orientations to document sound experiences
that can be used to promote WASH in schools within and outside the country.
o Examine and analyse educational materials and technical documents that can be
disseminated for widespread use in WASH in schools within the country and the
region. The institution will make recommendations for any necessary adaptation.
o Assess partnerships being developed in WASH in schools projects, the

experiences being developed by other partners and make recommendations to
develop a network for sharing information and experiences.
o Assess the working relationships between Education and WES sectors. Special
attention will be given to WASH in schools in CCA/UNDAF and SWAPs and
make recommendations.
o Assess the monitoring system put in place (indicators, norms, means of

verification, data collection and analysis etc) at various levels and make
recommendations.
o Provide technical support to the country and to the regional office for the follow
up actions identified like documentation of sound experiences, adaptation,
production and dissemination of communication materials and technical
documents, development and functioning of the network, etc.
1.1 Methodology
Field visits: Six primary schools in total were visited during the assessment –
three in the north-western district of Mahajanga I and three in the southern district
of Fandriana. During the visits, interviews and focus group discussions were held
with girls and boys from different age groups, teachers, parents, key officials of
MESR, MoH and MEM. Talks were also held with two NGO partners;
SOARANO and GREEN. Observation of pupils’ practices and inspection of
WASH facilities was also carried out.
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Meetings with government stakeholders: Discussions were held with several
key officials from the Ministry of Education and Scientific Research (MESR) and
Ministry of Health. Officials seen at MESR constituted the primary education
director, the officer in charge of implementation of the Competency Based
Approach (CBA), WASH trainers and other departmental heads. At the Ministry
of Health, two departmental heads including the head of the School Health Unit,
were visited.
Meetings with other UNICEF sections: Education, Monitoring and Evaluation
sections.
Briefing with programme heads and staff: Head of the Child Survival
programme, Head of Programmes and WES staff. WES staff provided insight on
WASH in schools from a UNICEF and national perspective. They also provided
key documents for review.
Stakeholder Workshop: A forum that brought together key WASH partners,
including those not visited during the assessment due to time constraints.
Literature review: This provided an overview of the UNICEF country
programme, national programmes, guiding policies, institutional set-up, and
WASH educational materials.
Debriefing: At the end of the assessment a presentation of the findings was held
with the UNICEF WES team, the Senior Programmes Officer and head of the
Child Survival Programme.
1.2 Limitations of the assessment
Only 6 schools were visited during the study. Consequently, the results given in the
report cannot be said to be representative of all schools in the UNICEF WASH
programme, numbering 167.
Planned visits to rural schools in Mahajanga II, failed as result of inaccessibility due to
rains. Only 3 urban schools were visited in Mahajanga I during the 2–day visit to the
area.
The assessment did not include drinking water supply as only one school visited was a
beneficiary of this component of the WASH package.
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2. Background
Madagascar is one of the 60 priority countries not on track with regard to progress
towards MDG targets. Rates of access to water and sanitation in Madagascar are amongst
the worst in the world, with just 35% of the country’s population able to access safe
drinking water and 3% able to use a sanitary latrine. The situation is particularly alarming
for school children; 79% of primary schools in rural areas do not have safe drinking
water and 16% in urban areas. Thirty five percent of rural schools have no access to
latrines while 30% of existing infrastructure does not conform to globally accepted
standards
Sector Status Madagascar

Urban Rural Total 2004 MDG target
Water 77 35 50 70
Sanitation 48 26 34 57
Source: UNICEF/WHO (JMP)
It is estimated that 3.5 million school days are lost each year as a result of diarrhoeal
disease1. This is often cited as one reason students repeat classes and sometimes drop out
of school.
Where WATSAN facilities exist, there is a lack of appropriate maintenance. The lack of
general investment in the sector further exacerbates this problem, which is rendered even
more complex by the fact that some facilities are periodically destroyed by cyclones and
other natural disasters, rendering maintenance a difficult task.
The Water, Sanitation and Hygiene (WASH) approach, launched in 2002, aims at
accelerating efforts towards reaching the MDGs through integrating and coordinating
interventions in provision of safe water, sanitation, hygiene education and social
mobilisation.
The Madagascar Action Plan, the new national plan for development 2007-
2011, clearly highlights the WASH approach as one of the key strategies to increase
access to improved drinking water from 35% to 65%, and significantly
improve safe sanitation and hygiene practices in the country.
The national WASH strategy also identifies specific targets for schools: the
Government aims at ensuring that 100% of primary schools have adequate WASH
facilities by 2015 and that 80% of school children have appropriate hygienic practices
by 2015. The strategy prioritizes the most vulnerable communities and rural areas.
1
Assainissement, le defi, WaterAid –UNICEF –OMS Madagascar, 2003
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2.1 UNICEF WASH in Schools Programme
WASH in schools activities are developed using a project, rather than a programmatic
approach. This is because UNICEF WES does not have full section status despite
Madagascar being a priority country. WASH in school activities are integrated in various
sub-components of the Child Survival Programme within which WES operates.
Since 2004, WES has covered 167 schools in 12 out of 111 districts, reaching about
45,000 pupils through construction of safe water points, sanitary latrines and hand
washing facilities. Hygiene promotion and training of teachers and parent associations are
a principle component of the WASH in schools package. UNICEF led advocacy efforts
resulted in integration by the Ministry of Education, of hygiene education in the regular
trainings targeting primary school teachers. Teachers and parents received training during
the CBA training conducted nationwide for primary school teachers.
Unicef has supported the development of a model of safe water points, sanitary latrines
and hand washing facilities, particularly adapted to rural contexts, with two main
advantages: low-cost construction and easy maintenance. School WASH Committees,
created through the project and consisting of parents and teachers, were trained on basic
maintenance of facilities.
Implementation of the schools WASH package has been financed through regular
UNICEF funds and donor funding by 2 main donors; the Norwegian government - USD
345,050.61 (Dec 2005 – Dec 2006) and the French government -USD 504 973.81 (Dec
2003-Dec 2006).
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UNICEF districts of intervention in Madagascar
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3. WASH in Schools
3.1 Institutional set-up
3.1.1 UNICEF
The UNICEF WES section has been at the forefront in the promotion of WASH in
schools. Since 2004, UNICEF has supported the Government of Madagascar in the
introduction of the WASH (water, sanitation and hygiene) approach in 167 schools
spread over 12 school districts (out of 111 districts) reaching about 45,000 children. Key
interventions include construction of safe water points, sanitary latrines and hand
washing facilities in schools, training of teachers and parents’ associations in hygiene
promotion and maintenance of facilities, as well as hygiene education and behavior
change communication, targeting children and communities. UNICEF aims to scale up
this programme to cover the 111 school districts in the country.
3.1.2 Key National partners
The UNICEF Madagascar Country Programme Action Plan outlines partnership as a key
strategy in programme implementation. The WASH in schools activities have been
implemented in collaboration with the following government partners:
1. Ministry of Education and Scientific Research (MESR): plays an

indispensable role and is the most active government ministry in the WASH in
schools project. Coordination at district level is done through School District (SD)
staff. There are 111 SDs, with numerous School Administrative Zones (SAZ).
MESR has 3 key school projects focusing on education policies, improvement of
the quality of education under which the CBA and Girl to Girl strategy have been
developed and the School-Family Relation project within which the Programme
Contract for School Success has been developed. The contract defines and ensures
implementation of the roles and responsibilities of all community and school
actors for the achievement of quality education. MESR trainers implemented the
teachers’ hygiene training component of the UNICEF WASH in schools project
2. Ministry of Health: approves all sanitation and hygiene related construction
designs. The ministry designed the latrines constructed by the WASH in schools
project. There exists a Department for School Health within the ministry. The
department is the custodian of a little-known national policy on school health,
which is in the process of revision to broaden its definition. The ministry plans to
set up a central unit to coordinate WASH activities that are currently scattered
throughout various departments.
The Ministry of Energy and Mining although mandated to oversee development of

water supply, has not been very active and does not have a prominent role in WASH
in schools activities.
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3.1.3 Partnership with NGOs
NGOs present a strong link between schools and the communities, and are key UNICEF
partners at grassroots level. Through project contracts with UNICEF, they supervise
construction of WASH facilities funded by UNICEF at school and community level,
sensitise parents on the benefits of latrines and carry out hygiene promotion activities in
the community. The quality of construction works implemented by NGOs in Madagascar
and their community mobilisation skills have long been recognised and highlighted by
various previous studies. They remain a crucial UNICEF partner in the WASH in schools
project.
3.2 Guiding policies
Madagascar does not have a national policy to guide implementation of WASH in

schools. The sanitation policy under development by the Ministry of Health is yet to
become official. The Ministry concerned with water resources development does not
have a guiding policy for use with regard to school programmes.
Coordination of activities is also hampered by the absence of a national WASH in

schools strategy. Absence of baseline information on the WASH situation in schools has
hindered the establishment of norms and subsequent development of a strategic national
plan.
Nonetheless, several existing factors have provided a favourable environment for WASH
in schools development:
1. The Madagascar Action Plan, or MAP as it is commonly known, is the

successor of the national PRSP. MAP is a five-year plan that establishes direction
and priorities for the nation from 2007 to 2011. The plan underscores rapid
development as a key strategy in poverty reduction. Attainment of the MDGs is a
cornerstone of MAP in the fight against poverty. The MAP has 8 key
commitments that respond to identified national challenges. WASH is a priority
area systematically addressed in MAP under the following commitments:
• Commitment 2 – Challenge 7: Substantially improve access to drinking
water and sanitation
• Commitment 3 – Challenge 2: Create a successful primary education
system
• Commitment 5 – Challenge 8: Provide safe water and widespread use of
hygienic practices
2. The UNDAF emerges from the analytical and collaborative effort of the CCA and
is the foundation for United Nations system programmes of cooperation. UNDAF
is an integrated UN system response to national priorities and needs within the
framework of the MDGs (Millennium Development Goals) and other
commitments adopted through major UN conventions. The Madagascar UNDAF
is currently under review to align it to the new country plan MAP. The SWAP is a
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key component of UNDAF (2007-2011). Consequently, UNICEF is defining a
new Country Programme (2008-2011).
3. The national Diorano–WASH initiative was officially launched in Madagascar

in September 2002 by the Prime Minister and the president of the WSSCC. The
national initiative is indicated as a key implementation strategy for two of the
eight MAP commitments. It is described in the MAP as a fundamental approach
to achievement of infrastructure and HIV/AIDS related targets.
3.3 National WASH in Partnerships
A strategic national partnership formed around the DIORANO-WASH movement has

provided the framework for the development of a national WASH strategy. The
strategy’s goal is to contribute to the reduction of poverty through ensuring access to
water for 63% of the population and access to hygiene and sanitation by 56% of the
population, by 2015. Its general objective is to contribute to the reduction of diarrhoeal
disease linked to poor hygiene practices related to food, sanitation and hygiene, while
specific objectives aim to:
6 Promote hygiene around 3 themes; hand washing with soap, proper use of latrines
and safe storage of drinking water from source to consumption
6 Carry out advocacy to ensure the WATSAN sector receives priority in the
national poverty reduction strategy
6 Integrate hygiene and sanitation in all drinking water and related projects
6 Ensure that all primary school pupils have adopted good hygiene behaviour, and
that all primary schools in the country have water, hand washing facilities and
separated latrines for boy and girls, by 2015
6 Support the government in achievement of the WATSAN related MDG and MAP
targets
A national WASH committee led by the Ministry of Energy and Mining (MEM) has been
functional since 2003. It brings together key stakeholders from MESR, MoH, MEM,
national and international NGOs, bilateral and multilateral agencies, civil society, private
sector and the media.
3.3.1 National WASH in Schools Partnerships
An assessment of the WASH strategy in 2005 recommended the setting up of a WASH

in Schools Thematic Group. The group’s role is to:
o Implement WASH activities at school level

o Serve as the link between the WASH committee and structures in the education
system for better coordination of implementation of school-based activities
o Link MESR and its various structures to potential partners
o Facilitate sharing of experiences and information exchange among stakeholders
o Monitor stakeholder activities in schools
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The group developed an action plan for 2005-2006 with the following objectives:
o Define in a participatory manner, what constitutes a WASH school

o Elaborate a guide for implementation of school-based WASH activities in line
with the national WASH vision
o Consolidate and disseminate best practices recorded by stakeholders
To date, however, the plan’s objectives are yet to be realized due in part to absence of a
clear implementation plan (the “how”) defining roles and responsibilities as well as
outlining methodologies and tools.
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4. Assessment Findings & Discussions
4.1 SSHE package: Latrines
4.1.1 Design and Construction
The latrine model used in schools visited is the Double Pit

Latrine, integrating improved floor slabs through the SanPlat
system. The model designed by the Ministry of Health has two
pits, used alternatively. One pit remains closed while the other
is in use. Once full, soda is added to the faeces and the pit left
to dry, a process which allows for about 80% recovery of pit
space.
The latrines are constructed in blocks of four or eight latrines,

housing both boys’ and girls’ toilets, and are equipped with
receptacles – buckets or carton boxes – for disposal of anal
wiping material. The material is then burned in a pit at the end
of each day.
Double Pit Latrine
Latrine interiors are bright and well-lit as a result of the paints used on the
walls and doors. Tightly fitting lids for the drop-holes effectively minimise smells and
flies.
Construction of the latrines was done by trained local artisans, under supervision of
NGOs contracted by UNICEF. Both teachers and parents (Mahajanga) were also trained
in construction of the SanPlat – the squatting platform where the drop hole is located.
4.1.2 Use and Maintenance
Latrine use
Use of latrines is according to class (CM1, CM2 etc) and gender (boys and girls).
Younger and older boys and girls have specific toilets assigned to them based on the class
year they are in. A key benefit of this arrangement is that it unconsciously caters for the
special needs of older girls, particularly with regard to menstrual management. Having
their own toilets makes this peer group more comfortable as they are separated from
younger girls who have not commenced their menses. Younger girls who do not
understand the menstrual cycle are likewise kept from disposal of used materials, a task
they might not be comfortable with. Although there are no standard norms to guide
latrine use, a ratio of between1: 44 and 1:66 was observed.
In all the schools visited, the latrines have been in use for an average of 1 year. They are
generally clean with no faeces observed on the floor or walls. Latrine use is evident from
the absence of faeces in the school compound, observation of pupils and excreta in latrine
pits, noted by a smell when latrine drop holes were uncovered. Even the toilets assigned
to the younger children were clean. Latrines used by smaller children are often soiled due
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to lack of training or a large drop hole that forces them to defecate on latrine floors
instead. However, in this case, the small drop-holes coupled with well lighted interiors
and colours make the toilets user-friendly for even the youngest children. Proper use of
latrines by pupils can be attributed to training by teachers who have conducted practical
trainings on latrine use for all pupils, including the youngest. In some schools, the
smallest children are accompanied and assisted in toilet use by older pupils. This includes
pupils participating in the Girl to Girl Strategy programme, where older girls are
assigned younger “sisters” for whom they are responsible. Among other things, the “big”
sisters advise the younger girls on hygiene – proper hand washing, toilet use – and
accompany them to the latrine.
Anal wiping material is provided to pupils in all schools visited. This appears to be the
reason latrines walls remain free of the characteristic smears often seen where pupils
have no access to these materials. The material provided is soft – newspaper or brown
paper – and is either placed in the toilet or distributed by the class teacher during
recreation periods.
Materials used after defecation
Some schools directly provide these materials for pupils. Others have ingenious ways of
ensuring their availability. Each pupil is asked to bring a sheet of specified paper and
length (picture above to the right) which class teachers then collect and store. During
recreation breaks, pupils line up to collect a sheet measured out by their teacher. This
system allows for catering of those pupils who for various reasons are unable to fulfil the
required obligation. The papers amassed are re-distributed by the teacher in a way that
ensures they are sufficient for all pupils. The papers are collected on a daily or weekly
basis as determined by the teacher, based on established trends of usage which the
teachers have already observed. Papers collected can last between a month and three
depending on collection patterns.
During planning and construction of latrines, the Unicef WASH project did not take into
account latrines for teachers. Although they play an indispensable role in implementation
and sustainability of school WASH programmes, in their opinion, their needs have not
been adequately addressed. Those interviewed, wondered how they could effectively
educate their pupils on hygiene when their toilets were dilapidated, smelly and
inaccessible during the rainy seasons. In the majority of schools visited, both male and
female teachers shared a toilet, which female teachers in particular found disturbing.
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Teachers in some schools have opted to share latrines with their pupils, an arrangement
which most of them were comfortable with. However, other teachers prefer to have their
own toilets like pupils. In an extreme case, teachers sectioned off a block of two toilets
intended for boys and girls for themselves. This saw the pupil to latrine ratio go from
1.43 to 1: 66, as 263 pupils shared 4 latrines. While the teacher-latrine ratio was 1:4 for
the male teachers and 1:7 for the females, the boy/girl-latrine ratio was 1: 66, a globally-
rated unsafe standard.
Latrine cleaning
Latrine cleaning is carried out by pupils through gender-based pupil committees. Boys
and girls clean their designated toilets of use, respectively. Pupil committees are well
organized with creatively designed timetables, indicating names of responsible pupils,
schedule of duties and cleaning arrangements, pinned up on classroom walls. Cleaning is
usually carried out in groups of between 2 – 8 pupils, depending on the school. In some
schools, cleaning takes place daily, while in others it takes place once a week. Cleaning
arrangements are innovative and vary from school to school. Some schools have groups
of 8 pupils working on a one week rotational basis. In others, groups are assigned a
respective day of the week (Monday –Thursday). The four groups of 4 pupils then
collectively engage in cleaning activities on Friday.
Pupils receive practical training, with demonstration from teachers on cleaning and
maintenance of the latrines, which should be cleaned with little or no water. Maintaining
the latrines water-free prolongs their use as the pits do not fill up quickly. Cleaning is
carried out using brooms made of locally available materials (grass, reeds) and other
materials (plastic). In some schools observed, cleaning of latrines was done by pupils and
teachers together. In these schools, pupils interviewed said they enjoyed keeping their
latrines clean. They like having clean toilets and are proud of their toilets which they say
are “clean and pretty” and they would like them to remain so.
However, not all pupils like cleaning the latrines. In a school in Mahajanga, teachers
reported resistance from parents on the use of pupils to clean latrines. These parents, most
of whom have employed persons to carry out the task in their homes, were averse to their
children cleaning latrines at school. A few girls interviewed were emphatic that they did
not like cleaning “other people’s dirt”. The only reason they cleaned the latrines was
because it is compulsory and the teachers leave them no choice. These girls all had
people paid to clean their toilets at home. Ownership amongst such pupils is bound to
remain weak.
School WASH clubs are charged with monitoring and ensuring proper use of school
WASH facilities (toilets, handwashing facilities). Members inspect toilets during and
after use to ensure they are clean. If found dirty they then identify the pupil responsible
and ask him/her to clean the latrine. Sometimes guilty pupils are stubborn and refuse to
clean latrines they have soiled. WASH club members will then enlist the help of teachers
who direct the guilty ones to do the cleaning.
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WASH Club Members
Maintenance and repairs
The schools visited generally lack a structured plan for maintenance and repairs.
Although the maintenance of latrines and other WASH facilities is indicated as the
responsibility of parents in the Unicef WASH project, it is not well organized. Each
school has a School WASH Committee made up of parents and teachers. These
committees are responsible for mobilizing parents to support maintenance and repairs of
WASH infrastructure. However, funds are raised in an ad hoc manner – when a need
arises. When the intended repair is funds-intensive, parents are often unable to raise the
money needed, as many have low resource bases. Consequently, in the absence of prior
planning, they are unable to meet unexpected and unplanned demands when breakdown
of WASH infrastructure occurs.
In some cases, repairs are carried out through parents’

contributions for general school maintenance and What is a SanPlat?
repairs funds. These funds are often inadequate as
A SanPlat is a concrete latrine slab with the following
amounts contributed are often not commensurate with features:
needs. In addition, this kitty is not specific to WASH
infrastructure but is intended for all school repairs. 1. Smooth and sloping surfaces which encourage
regular cleaning.
However, in the region of Mahajanga in the North- 2. Elevated footrests to help the user find the right
West, both teachers and parents were trained in position, even at night.
3. A drop hole which is both comfortable to use
construction and repair of the SanPlat floor slab. and safe for the smallest children.
In addition, the schools visited in the region were
given a Sanplat mould from which they can Source: http://www.sanplat.com
reproduce multiple slabs.
- 13 -
Nonetheless, maintenance and repairs of latrines and other WASH infrastructure remains
a challenge that will need to be effectively tackled if the WASH project is to remain
sustainable. Other key challenges noted include the misguided notion among teachers and
parents that Unicef should provide maintenance funds as parents already contributed to
construction of latrines. In one school visited, a broken door lock forced 107 boys and
girls to share one latrine. Instead of replacing the broken lock, the school opted to lock up
the only boys’ toilet and bar its use. As a result, boys and girls have been sharing one
toilet since November 2006. Both girls and boys interviewed said they did not like the
arrangement. Older girls especially felt uncomfortable using the toilet while boys were
queuing outside, constantly urging them to hurry up. On inquiry, teachers said the lock
had not been replaced as the School WASH Committee had not purchased the lock.
Adding to the problem of insufficient funds for maintenance is regular vandalism to

WASH infrastructure, noted in schools without proper fencing. The schools constantly
have to replace broken door locks and stolen taps. Inadequate funds to safely enclose the
infrastructure means that meager resources are quickly depleted, with funding fatigue
noted among parents.
4.1.3 Strengths and Weaknesses: Latrine Design
Strengths
1. Integration of the Sanplat system, a low-cost technology, which allows for

flexible production –can be produced on site. This coupled with provision of the
SanPlat mould at school level not only facilitates multiple productions, but allows
for easy and quick replacement during repairs. The technology is sustainable as it
builds on local traditions and skills. In the case of schools visited both parents and
teachers are trained in its production.
2. Small drop hole that is safe & user friendly for even the smallest children.
3. The Sanplat latrine is easy to clean.
4. The SanPlat slab can be adapted for alternative designs – a round floor slab can be
constructed in place of the square one noted in the picture.
5. The SanPlat latrine slab can be integrated into any existing traditional latrine
system.
6. Provision of tightly fitting lids for the drop holes which minimizes smells and
flies.
7. Double pits that are used alternatively, prolonging latrine life.
8. Well lighted and ventilated interiors by way of ventilation windows and bright
coloured walls.
Weaknesses
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1. A standard design of latrine for all schools that does not take into consideration
the unique conditions (soil, water table, geology) of the different regions. A
school in Mahajanga where a high water table necessitated a local adaptation of
the design presenting unbudgeted for costs is a case in point.
2. Designs incorporating toilets for both boys and girls in the same block.
3. Little involvement of users (pupils) in the design of latrines. Consequently,
latrines do not adequately address gender needs of pupils - separate blocks for
boys and girls, latrines adapted to the needs of physically handicapped pupils.
UNICEF did not consult nor involve pupils and teachers on the design prior to
construction. The design was decided on and latrines constructed. Even in schools
with more than one block of toilets, separate blocks for boys and girls have not
been considered.
4.1.4 Strengths and Weaknesses: Use and maintenance of latrines
Strengths
1. Provision and use of anal wiping materials which keeps walls – and fingers- clear
of faeces.
2. Provision of receptacles (carton boxes or plastic buckets) for disposal of anal-
wiping materials within toilet.
3. Allocation of toilets on the basis of class year which separates the different age
groups (boys and girls) and allows for their different needs to be addressed
specifically. This arrangement also ensures younger children do not mess the
toilets of older pupils – a common complaint in schools where both age groups
share latrines. It also ensures privacy and dignity for menstruating girls.
4. Sharing of latrines by teachers and pupils, which enables teachers to better
monitor hygiene practices –use and maintenance of latrines, handwashing,
disposal/burning of anal wiping materials. Pupils are also able to better relate to
and integrate what they learn from teachers when they see them put into practice
what they teach.
5. Practical demonstration on proper toilet use by teachers which has seen even the
smallest children trained to use latrines without soiling them.
6. Well-organized pupil committees with structured duty schedules for cleaning of
latrines and other WASH facilities.
7. Joint cleaning of latrines by pupils and teachers in some schools which helps
remove the stigma of punishment associated with cleaning of latrines by pupils.
8. Monitoring of proper use and maintenance of WASH infrastructure (toilets, hand
washing) by WASH clubs.
9. Existence of School WASH Committees (SWCs) charged with mobilising parents
for funding of infrastructure maintenance and repairs.
Weaknesses
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1. Some receptacles for disposal of anal wiping materials do not have covers.
Materials are exposed attracting flies, causing bad odours and could compromise
pupils’ health.
2. Anal wiping materials are not burned daily as prescribed.
These accumulate, fill up the receptacles and spill over on the
floor posing a health hazard.
3. Latrine drop holes were often left uncovered despite the
provision of lids, attracting flies.
4. No latrines constructed for teachers-the key promoters of
change among the pupils. In some schools this has led to
teachers blocking a latrine block meant for pupils for themselves.
5. Absence of norms and standards to guide latrine use. Pupil to Uncovered disposal
receptacle
latrine ratios range between 1:43 and 1:66 in the schools visited.
This has had an adverse effect on the number of latrines constructed as in some
schools latrine use cannot be designated by class year as they are too few.
Specific gender needs already mentioned cannot be addressed.
6. Although the SWCs are in place, they have not been able to systemically plan for,
budget and raise funds for maintenance and repairs.
4.1.5 Summary of Best Practices
} Designation of latrine use by class year has enhanced gender sensitivity as the
specific needs of the different boy and girl age groups can be better addressed.
Adolescent girls, for example, can deal with menstrual issues without
embarrassment as they have their own latrines. Training of smaller children in
proper latrine use is also more effective as their needs are better isolated. In
addition, soiled latrines, often noted where older and younger children share
latrines are markedly reduced.
} Innovation employed to ensure availability of anal-wiping material to all pupils in
school. Class teachers ask each pupil to bring to school a specified length and
type of paper, which is easily obtainable by most pupils. The teacher collects and
stores the paper, which is then redistributed equally to all pupils during recreation
periods. Teachers determine how often materials should be collected, often
weekly, based on established patterns of use. However, lengths of paper collected
usually ensure a school term’s supply of anal wiping material. The type of paper
specified by teachers is soft and user-friendly.
} Use of locally trained artisans to not only construct SanPlat latrine slabs but also
train member teachers and parents of the School WASH Committee in their
construction. Those interviewed affirmed their ability to repair and replace
damaged SanPlats. Building capacity of the School WASH Committee can
support scaling up in their respective districts, at school as well as in the
community.
} Joint cleaning of latrines by pupils and teachers in some schools visited. This can
serve to remove the stigma of punishment often associated with toilet cleaning
among pupils.
} Prolonging latrine life and use through:
- 16 -
o Use of Soda to chemically break down and dry out faeces, regaining an
average of 80% pit space in about 8 months. This negates the need to empty
the pit mechanically
o Minimising drainage of water into latrine pits by use of little or no water for
cleaning, and by separation of faeces and urine, ensuring pits do not fill up
quickly
o Disposal of anal wiping materials in receptacles provided in the latrines and
their burning, in preference to
dumping in the latrine pit. In
some schools, these receptacles
have covers for hygienic
disposal of the material.
Disposal receptacle with cover
} Use of WASH members to monitor hand washing and use of latrines, hand
washing facilities and protection of WASH infrastructure. Members inspect
latrines to ensure they are not soiled by pupils. They also clean latrines when they
find them soiled and are unable to identify the responsible pupil. They also ensure
taps are firmly closed after hand washing and that pupils do not damage WASH
facilities. Pupils recognise them – they sport WASH badges - and adhere to their
instructions. They act as the liaison between teachers and pupils when WASH
related problems arise.
Programme Contract for School Success (Contrat Programme pour la Reussite Scolaire-
fr)
This is an innovative approach/tool launched in 2006, which seeks to enhance participation of

all community entities (parents, local authorities, pupils, NGOs) in schools. It arose out of the
need for communities to play a bigger role in the success of primary education, as previous
involvement was limited to the Ministry of Education. The contract stipulates the roles and
responsibilities of all parties, which they themselves define and is signed by their
representatives and the Minister for Education. The contract is binding and a monitoring
committee composed of representatives of participating groups, ensures adherence by all
parties. To date the approach has been implemented in 20 school districts and is intended to
reach the entire country. The strategy has recorded impact, an example being the construction
of classrooms by parents in several schools.
During a UNICEF-sponsored WASH training, MESR directed parents and teachers to include
maintenance of school WASH facilities in the contract. Although the directive was not
formalised, this is an innovative strategy that can enhance sustainability of the school WASH
programme. The approach, initiated by UNICEF and NGO partners, is formally adopted by
the Ministry of Education.
- 17 -
} In some schools where the number of toilets is not sufficient for separation by
class year, younger children are accompanied by older ones who assist them in
proper use of toilets. This helps to ensure that the latrines stay clean
4.1.6 Recommendations
Needs of teachers vis a vis latrines should be factored in the school WASH
programme through participatory assessment of these needs. The pros and cons of
construction of separate latrines and sharing of latrines with pupils should be
discussed and jointly agreed on. Involvement of all stakeholders at all stages of
the project is crucial for its success and sustainability
Ownership amongst pupils needs to be fostered through specific sensitisation
strategies and participation of pupils in all project stages. This is one way of
addressing pupils who do not willingly engage in latrine cleaning activities. This
aspect of ownership creation and participation of pupils can be factored in WASH
training of teachers conducted by MESR. Ownership is key to sustainability
Capacity building of SWCs in planning, budgeting and funds mobilisation,
through training and other skills/knowledge provision exercises should be
implemented. The budgeting system used for maintenance of other school
infrastructure – based on a percentage of total infrastructure costs, depreciation
rate and other guidelines – should be applied to maintenance of WASH facilities.
This will also facilitate development of fund mobilisation strategies as it provides
a clear target amount
Gender sensitive norms and standards to guide latrine use and separation should
be developed with key partners. Although the presence of urinals generally
reduces the number of required latrines, issues such as time spent queuing among
others need to be carefully factored in. As a recognised lead agency for child-
related issues, UNICEF should provide advisory support to MESR based on
globally accepted standards. A national strategy for WASH in schools would
provide the right framework for the development of such norms and standards.
Meanwhile, in the absence of national norms on latrine use, UNICEF should
apply globally accepted standards (WHO) to guide all new WASH infrastructure
construction which should be gender sensitive
All receptacles for disposal of anal wiping materials should have tightly fitting
covers to prevent used materials from littering latrine floors. Teachers need to be
sensitised on dangers of accumulating materials used after defecation. These
should be expressly burned. Constant monitoring is necessary to ensure this is
done. Otherwise gains made through other hygienic behaviour such as proper use
of latrines and hand washing will be compromised. WASH club members can
play an effective role in monitoring disposal and burning of used materials
Drop holes should be covered with provided lids after use to minimise flies and
disease transmission. Teachers need to sensitise and monitor pupils on this, with
the help of WASH club members and other pupils
Follow up on inclusion of WASH in the Programme Contract for School Success
is needed to establish whether or not the directive given by MESR has been
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implemented. Sensitisation of the key actors on their indispensable role regarding
sustainability of school WASH projects should be a fundamental component of
follow-up activities. Unicef also needs to ensure that MESR formally endorses the
directive. The contract is a viable tool to ensure commitment from key actors for
sustainability and scaling up of school WASH projects
Proper enclosure of school premises is necessary to protect WASH infrastructure.
This will keep the costs of maintenance and repairs because of vandalism down.
The issue should be discussed jointly by UNICEF and the SWC and a way
forward determined
4.2 SSHE package: Urinals
Separation of urine and faeces in schools visited is made possible by integration of boys’
and girls’ urinals in toilet design. The use of urinals reduces the amount of liquids
draining into latrine pits extending their use.
The urinals are situated at either end of the latrine blocks, two per block. The number
varies depending on the number of latrine blocks constructed in a school. The urinals for
boys consist of a sloping channel that drains the urine through one end. Girls’ urinals
incorporate a communal squatting platform with foot rests. This ensures that girls do not
stand in the urine they are passing. In some schools, the squatting platform is
compartmentalised for privacy by use of walls. This designed particularly favours older
girls.
Urinal for girls Urinal for boys
The urinals are open air – have no roofs –with walls at the entrance that serve to provide
a degree of privacy to users. The majority of urinal floors observed were wet with urine
and many emitted a strong unpleasant smell. This can be attributed to improper use and in
some cases problems with technical design and construction. In contrast to latrine use,
pupils were not trained in urinal use. Cleaning of urinals with water was not regular in
many cases due to unavailability of water or negligence. In some of the schools, the
cleaning method applied to the latrines – which require little or no water – was applied to
the urinals. This method did not eradicate the strong ammonia smell related to urine.
- 19 -
As in the case of latrine design and use, pupils were not adequately involved. In a school
in Mahajanga, older girls explained that it was a custom for girls to clean themselves with
water after urinating. The school water point is located far from the urinals, hence they
use containers to ferry water to the urinals for their ablution. This is a source of constant
embarrassment for them as both boys and younger girls often see them ferrying water to
the urinals prior to relieving themselves. They suggested locating a water point within the
urinals.
In another school, older girls had stopped using the urinals due to lack of privacy. They
had reverted to using currently abandoned and unsafe latrines as the UNICEF supported
latrines are intended for defecation only.
4.2.1 Strengths and Weaknesses
Strengths
1. Urinals are easier and less costly to construct and

maintain than latrines used for the same purpose.
2. Separation of urine and faeces lengthens the life of pit
latrines which are reserved for defecation purposes
only.
3. Some girls’ urinals had walls within for privacy.
4. Open air design facilitates self cleaning during rainy
seasons, better aeration and drying.
Weaknesses
1. Several urinals drained urine in the wrong direction – via the entrance. Private urinal
2. Absence of norms to guide pupil ratios in terms of use.
3. In some cases there was only one urinal each for boys and girls, in the entire
school. Pupils are bound to spend much time queuing as it has been observed that
boys and girls visit the toilet more to urinate than to defecate.
4. Urinals cannot be used when it is raining.
5. Privacy has not been factored in most urinal designs. The urinals are built on
either side of the latrines. This does not accord girls privacy as the latrines for
both boys and girls are in the same block. In addition, the walls that serve as doors
do not block the view from outside.
6. Little involvement of users, especially older girls in during design and
construction.
7. In addition to lack of training on use,
some designs for girls leave little room
between walls and squatting platforms.
As a result urine flows onto the floor
instead of the drainage channel as girls
urinate.
- 20 - Young girls urinating

Participation of older girls in the design of urinals ensures their unique needs are
taken care of. Issues of dignity are also well addressed when designs
accommodate these needs
Regular cleaning with enough water is necessary to keep the urinals free of
smells. Where water scarcity is prominent an investigation is needed on
alternative locally appropriate methods of maintaining cleanliness. This can be
conducted by involving UNICEF partners (NGOs, Ministry of Education) at the
district. Future constructions should look into designs that address these issues
Technical issues related to improper drainage of urine need to be addressed
through the intervention of NGO partners contracted by UNICEF to supervise
construction. Monitoring after construction works are complete is important as
technical problems not detected during construction are identified and corrected
Future constructions should take into consideration the needs of older girls.
Current designs of urinals should be modified to provide a more private entrance
that blocks the view of those on the outside
Training of pupils on the proper use of urinals should be carried out during
training on latrine use
Testing of urinals should be an activity carried out on completion of construction
works. This will help in the early detection of design defects
A survey on urinal use is essential to guide the development of norms/standards
for appropriate pupil ratios. These should be integrated in urinal design
4.3 SSHE package: Hand Washing Facilities
All schools visited had a type of hand washing facility. Those constructed through
UNICEF support consisted of a raised circular concrete platform with several taps around
the circumference. This type of facility was seen in urban schools connected to
reticulation systems. In other schools, hand washing was carried out using jugs to pour
out water from basins placed strategically near latrines or classrooms. Those placed near
classrooms were to allow teachers to monitor hand washing more easily. Handwashing,
like latrine use, is divided by class year, with pupil groups having their specific points.
Handwashing with soap is a regular practice among pupils. In some cases, soap is
supplied by the school through school maintenance funds provided by MESR. In others,
pupils bring soap to school.
- 21 -
Handwashing Facilities
Strengths
1. Most of the urban schools visited had more than one hand washing facility
reducing congestion at water points, giving to all pupils a chance to wash hands.
2. Drainage problems associated with waste water have been minimised through
planting of flowers and grass around hand washing facilities.
3. The use of basins and pouring jugs is a cost effective and efficient way to carry
out hand washing ensuring continuity in the practice of good hygiene behaviour.
4. In some schools, the portable hand washing facilities are placed near classroom
entrances to facilitate monitoring of hand washing by teachers.
5. In a school in Fandriana, a plastic rain-water harvesting tank provided water for
drinking as well as hand washing. Rain water is normally safe to drink especially
in rural areas where air pollution is minimal.
Weaknesses
1. The facilities connected to reticulation systems are sometimes without water due
to disconnection resulting from unpaid bills.
2. Water from the hand washing facilities in urban schools is employed for other
uses such as cleaning urinals, latrines and classrooms raising water bills that often
result in disconnections.
3. Schools in Fandriana supply soap to pupils from the school maintenance budget
given by MESR. Frequent delays in remission of funds by MESR affect
procurement of soap. During this period pupils resort to washing hands without
- 22 -
soap, adversely affecting hygiene education gains and can cause pupils to revert
to previous unhygienic behaviour.
4. Water quality of the supply from reticulation systems feeding hand washing
facilities has not been determined. The facilities are a source of drinking water for
pupils. The quality of rain water used for drinking and hand washing could be
compromised by open gutters and roofing material.
} In an urban school in Mahajanga, provision of soap is done by pupils. Each pupil in a

class is asked to bring a bar of soap to school at the beginning of each term. For
households with more than one family member per class, only one bar of soap is
required. The teacher collects all the soap and stores it. A bar of soap is then handed
out – one each to boys and girls – during recreation periods when pupils visit the
toilets. After use, the bars of soap are returned to the class for storage. The teachers
said this practice ensures that the soap is not left at the water points where it could
either get lost or dissolve away.
} In some schools, UNICEF support did not include provision of hand washing
facilities. These schools had nonetheless improvised innovative ways to ensure hand
washing through provision of water in basins and the use of jugs to pour it out. These
basins are placed on tables or other surfaces in strategic places to ensure effective
hand washing – near latrines, near classroom entrances. In another school, problems
with the village reticulation system had left the school taps dry, consequently
affecting hand washing. Teachers set up the basin and jug system to overcome this
problem as they felt interrupting hand washing activities among pupils would cause
them to revert to unhygienic behaviour.
Systematic documentation and dissemination of best practices is needed so that

schools can learn from one another. A case in point revolves around the schools
where provision of soap is affected by delay in funds remission by MESR. These
schools could easily adopt the practice of schools where soap is supplied by pupils
Alternative options to supplement water supply for other uses should be explored.
Simple rain water harvesting techniques can ease the burden on the reticulated supply
and reduce costs
Water quality testing of the reticulated supply used for both drinking and hand
washing purposes should be carried out regularly to safe guard the health of pupils.
Simple water testing kits such as the H2S water testing strips supplied by UNICEF in
Malawi can be provided to schools. The strips contained in glass bottles are cheap
and easy to use by pupils as well as teachers. The strips turn black on contact with
contaminated waster
4.4 SSHE package: Hygiene Promotion
4.4.1 Training of Teachers
- 23 -
The school curriculum contains hygiene training – why use a latrine; how to use it; how
to maintain it. This is taught even in schools where there is no toilet. For Unicef-
supported schools complementary training is given to teachers to emphasise key WASH
messages. Teachers are also trained to teach pupils how to maintain WASH facilities as
well as how to talk with their parents/community about hygiene behaviour. Training is
only carried out in schools where latrines have been constructed
Ninety percent of all first to third grade teachers from UNICEF WASH schools received
hygiene education training. Parent members of the SWCs were also trained together with
teachers. The training centred around 3 key WASH messages; washing hands with soap
after defecation; proper utilisation of latrines and preservation of drinking water quality
from source to consumption point and maintenance of latrines.
Training was carried out by the MESR training team. In Fandriana, it was integrated into
a national teachers training on the Competency-Based Approach, a skills based approach.
The trainers employed the PHAST methodology and trained participants in the use of the
following tools:
♣ The F-Diagram used to depict transmission of disease from excreta

♣ The pocket chart – an investigative tool used to tabulate where people defecate or
collect water. It can also be used as a tool to evaluate hygiene behaviour
♣ Three-pile sorting consisting of a set of pictures of hygiene and sanitation related
situations sorted according to whether they are “good” or “bad”
The training was executed as a Training of Trainers “cascade training”. A training

workshop was organised by the MESR national training team to train regional staff, who
in turn trained district level staff that trained teachers in the targeted schools.
Strengths
1. Use of the PHAST methodology, a participatory methodology that promotes health

awareness and understanding.
2. The training empowered both teachers and parents in use of participatory tools for
improved hygiene behaviour change.
3. Integration of the WASH training into the Competency Based Approach (CBA)
training was not only cost and time effective but ensures life skills application.
4. Focusing on just 3 elements of WASH has resulted in better impact and assimilation
of messages by trainees and pupils.
5. Cascade training which proved to be effective in relation to costs and empowerment
of a wider group of key stakeholders. This is especially pertinent as there is now a
better human resource base for scaling-up WASH in schools.
6. SWC members (parents) are required to share hygiene lessons learnt during WASH
training with parents who did not participate, through community meetings.
- 24 -
7. Training of teachers carried out by the Ministry of Education which has an
experienced training team with capacity and technical skills.
Weaknesses
1. The PHAST tools used during the training are not adapted to local situations. Many
teachers and district level MESR staff highlighted this fact
2. No teachers’ guide on integration of WASH in the subjects taught.
3. Absence of guidelines for SWC members required to transmit the contents of their
training with other parents
4. Current implementation of training is limited to a few “vulnerable” districts hence the
number of teachers and parents trained is a fraction of the national population
5. In Fandriana, teachers and parents complained that the training was too short – one
and half days – and the training content too global as a result
6. Training was done once and there has been follow-up on its impact nor additional
training given since
7. The training did not cover monitoring a key component of any WASH in schools
project
} UNICEF led advocacy efforts that resulted in the integration by MESR of hygiene
education in educational trainings (on CBA) targeting all primary school teachers.
} The creation and training of SWCs, as well as training of parents and teachers
together, which effectively reinforces the school-community/household link.
} In the absence of a guide on integration of WASH during class lessons, district level
MESR trainers and teachers reviewed current subjects taught and picked those most
relevant to introduce the key WASH messages of the training. Some of the lessons
picked include: life skills, geography and science. Teachers use creative methods and
tools, such as evaluation of hand washing among pupils and WASH songs to
introduce the messages.
The Competency Based Approach is an interactive teaching method focusing on what

pupils need to learn rather than what teachers need to teach. The skills-based approach
introduces new learning methods and textbooks. The books offer examples that are
closer to pupils’ daily realities – such as counting cows, rather than cookies. Hygiene
education related activities are covered in the textbooks. Teachers’ guides are a key
component of the approach.
The Unicef supported approach was introduced in Madagascar in 2003 and has been
implemented for the first three (of five) elementary years of primary education and has
seen 60,000 teachers trained to date. It is designed to ensure a quality education and
combat the high drop-out rates in the country’s schools.
What pupils are saying about the approach: “Last year, I wasn’t very excited to go back
to school, but now I can hardly wait! We were never allowed to talk in class or look at
our classmates, but this year, everything is different. First of all, we no longer sit in
rows, but in a ‘U’ shape so that we can see each other. Then, in the afternoon, our
teacher divides us into groups so that we can discuss the day’s homework. I like this
method because it is often easier to understand what your schoolmate is saying, rather
than your teacher” – Normella, 11 years Source: Unicef Madagascar website
- 25 -
} There is a hygiene education training of trainers module for teachers within the CBA.
The module is accompanied by hygiene promotion teaching posters developed by
UNICEF in collaboration with pupils, an example of child participation in the
development of hygiene education materials.
There is need for refresher training without which knowledge acquired cannot be
continuously developed and sustained. Monitoring should be an essential component
of the training
There is need for training on the integration of the key WASH messages that were the
focus of the training into the Competency Based Approach used to teach in primary
schools
A teachers’ guide on the integration of WASH into the subjects taught should be
developed in close collaboration with MESR, which has already developed and tested
a hygiene education teachers’ guide for CP1 and CP2 levels
Gender should form an integral part of training as this ensures the needs of the
different gender groups (male and female teachers, the physically handicapped, young
boys, older boys, young and older girls) are adequately addressed in the project
training
There is need for further training of SWCs and development of guides for their use
for effective hygiene promotion at community level. The SWCs are an important link
in the school-community WASH connection
An assessment of the training’s impact at school and community level is essential to
determine areas for improvement such as appropriate length of training course,
content, guidelines for reaching out to communities, monitoring issues, adaptation of
PHAST tools to local situations and scaling up to other districts. Results of such an
assessment can also be used for advocacy and resource mobilisation purposes
Advocacy by UNICEF is needed for the integration of WASH in teachers training
curriculum at the national education training institute, l’Institut National de la
Formation Pédagogique (INFP)for sustainability and scaling up purposes.
4.5 Hygiene Education among pupils
Hygiene education in the UNICEF supported schools aims to ensure appropriate use of
WASH facilities and build children’s knowledge and skills to transmit information on
appropriate hygiene practices to their friends, families and communities.
Ninety eight percent of pupils interviewed said they learnt hygiene behaviours they were
practising from their teachers. Hygiene education and practices among pupils focus on
three key WASH messages - hand washing with soap at critical moments, proper use of
latrines and safe water storage. All schools were provided with information, education
and communication materials to support hygiene promotion activities. These include
posters, exercise book covers and stickers mounted strategically on latrine and classroom
doors.
- 26 -
Commendable is the integration of the three WASH messages in pupils’ hygiene
practices. All the pupils interviewed and observed washed their hands with soap and left
the toilets clean after use. This can be attributed to the use of participatory and
promotional approaches by teachers.
The school environment in Madagascar is particularly child driven. Teaching methods
within the CBA encourage child participation and independence.
“Always wash your hands with soap after going to the toilet. If you don’t wash your
hands with soap after visiting the toilet, then you cannot say that you have washed
your hands” –translation of a WASH song taught to pupils. Pupils are divided into
groups that sing consecutively in order to create an “echo” effect of the words.
Pupil WASH clubs exist in all the schools visited. WASH clubs monitor application of
the WASH messages and are involved in surveillance of infrastructure to protect it from
damage by pupils. WASH clubs are formed by teachers who are also responsible for
appointing pupil members.
4.5.1 Evidence of impact
Case 1:
Soap and anal wiping materials are provided in all schools visited and their use by pupils
demonstrates adoption of hygienic behaviour. Absence of faeces smeared on latrine walls
lends further support to the use of anal wiping materials. The pupils interviewed and
observed – including the very young - demonstrated proper handwashing.
Proper handwashing in the words of a pupil
1. « Mouillez les mains » (wet your hands)

2. « Appliquez le savon » (soap them)
3. «Bien frottez les paumes » (rub palms together)
4. « Bien lavez les ongles » (wash under the nails)
5. « Il faut pas oublier les dos des mains » (wash the back of your hands)
6. «Frottez les mains la derniere fois et rincez» (rub hands together for the
last time and rinse)
- 27 -
Case 2:
A key MESR official narrated the story of a certain school where absenteeism was
previously high. MESR thought it was due to poverty of parents. But when WASH was
introduced (infrastructure and training) absenteeism reduced so greatly that a survey was
done to establish the reason. It was found that diarrhoeal disease was the culprit and had
significantly reduced since the inception of WASH. During the school visits, teachers
interviewed about the benefits of the UNICEF WASH project cited a reduction in
absenteeism due to diarrhoeal disease. MESR now has a directive that all new
infrastructure construction in schools must be accompanied by latrines.
Case 3: Bernadin’s story

Bernadin is a UNICEF driver. During a visit to a UNICEF supported school, Bernadin
was about to eat lunch without washing his hands when a pupil of about 9 years
approached him. He said “mister, you should never eat food without first washing your
hands with soap”. He handed Bernadin a jug of water and pointed out a basin and soap
for his use. As Bernadin washed his hands he asked the young boy if he also told his
parents to wash their hands. “I tell them and my older sisters and younger brothers, all the
time. And when I find them eating without first washing their hands with soap, I scold
them”, he concluded.
Case 4:
Some pupils that live nearby often use school latrines even when they are not in
school. Interviews with pupils revealed that those who used school latrines after
school hours have no latrines at home.
Q: Why do you like the latrines?

A: They are clean and beautiful. The air is fresh because faeces are no longer scattered
everywhere in the school compound.
Q: How has the construction of latrines at school changed your hygiene
behaviour?
A: Before I used to defecate in the “Jangwani”* But since our teacher taught us about
using latrines and the diseases we can get if we don’t i use our school latrines. All my
friends at school now use the latrines. I no longer go to the “Jangwani” because the
latrine is nicer and cleaner, plus I will not get sick if I use the latrine.
Q: Do you have a toilet at home?
A: No
Q: So where do you go?
A: I live near the school so I just come and use the school latrines then I go back
home. I don’t like the Jangwani any more and I will be embarrassed if my friends
know I went there to defecate.”
*An open-air defecation site that can be in the bush, forest, open field or near a river.
- 28 -
Case 5:
A UNICEF WES officer provided anecdotal evidence from a UNICEF WASH project
beneficiary school. As a result of hygiene promotion activities by pupils at home five
households, previously without toilets, constructed latrines.
Case 6:
Practice of the WASH message revolving around safe storage of water was observed in a
school in Fandriana. Drinking water was stored in a bucket in a classroom and covered
using a plastic bag. A plastic cup was used to scoop water from the bucket into drinking
mugs which are stored in the classroom. Every pupil has an individual mug with a name
written for easier identification. The case is a demonstration of putting into practice
knowledge acquired on water storage. However, water can be contaminated if dirty hands
come into contact with the water during scooping.
Case 7:
About eighty percent of pupils interviewed adequately made the link between faeces and
disease. “After defecation, faeces can get on your fingers. And if you don’t WASH hands
with soap, microbes can enter you body through your mouth, while eating or biting your
nails” – small sister (about 9 years), Girl to Girl strategy
Strengths
1. Hygiene education methods used in schools promote child to child approaches.
2. Use of participatory tools to evaluate hand washing practices.
3. Children trained through practical demonstration by teachers on the proper use of
latrines. Even the youngest children are trained.
4. Children trained to share hygiene messages with their peers and families.
5. Incorporation of hygiene into the Girl to Girl strategy where “older sisters” train
their “younger sisters” on good hygiene practices.
Weaknesses
1. Evaluation tool used in class –pocket voting- only focuses on hand washing and
does not include the other two WASH messages.
2. In some schools pupils could not adequately make the link between faeces and
disease transmission. This can be attributed to the absence of a guide for
integration of WASH messages into subjects taught.
3. In the absence of a guide it is difficult to monitor how teachers integrate WASH
messages in class and what aspects of the teaching need to be strengthened.
4. Absence of a standard guide for pupils on sharing hygiene messages with peers
and family members.
5. IEC materials used to sensitise pupils and communities on handwashing and
hygiene practices do not present the “why” of these practices nor do they address
disease transmission routes.
- 29 -
6. WASH club activities are limited to surveillance of infrastructure and hygiene
practices. They are not actively engaged in hygiene promotion activities. In
addition, membership is by appointment by teachers and not on a voluntary basis.
} WASH Learning Corners: these are sections of classroom walls dedicated to

promotion of hygiene. Hygiene promotion posters supplied by UNICEF are mounted
on these walls. The Pocket Voting tool adapted by teachers from their PHAST
training is an integral part of this section. The tool is used to evaluation hand washing
by pupils. Each pupil is supplied with several pieces of paper which they keep and
use to vote after visits to the toilet both at school and at home. Voting is on the basis
of hand washing with or without soap. The votes are then collected and discussed
during the lessons that incorporate hygiene. Possible reasons for the failure to wash
hands with soap by some pupils are proposed by their peers. Lack of soap at home,
absence of a toilet at home, forgetfulness, absence of soap at the hand washing point
are some of the reasons presented by pupils. The tool enables interactive learning
which fully engages the participation of pupils.
WASH Learning Corners
Pupil voting after hand washing
- 30 -
} “Cahiers de situations”: these are textbooks developed under the CBA that depict
life situations presented in picture form. Children are asked to respond to them. The
tool aims to gauge children’s ability to mobilise their “resources” to resolve day to
day problems. The textbooks are not wholly dedicated to hygiene but they contain a
few hygiene-related situations.
} Girl to Girl strategy: a strategy introduced by MESR through UNICEF support,
where older girls are assigned younger “sisters “for whom they are responsible. A big
sister takes care of one, maximum two girls. The strategy targets vulnerable girls in
danger of dropping put of school due to various difficulties at school and at home.
The older girls fetch the young ones from their homes and accompany them home
after school, help them do their homework, teach them life skills such as washing
clothes, fetching water. Hygiene is a component of this approach with “big” sisters
assisting the young ones to use latrines, teaching them proper hand washing, ensuring
they drink safe water at school and at home.
} UNICEF has produced a 5 minute video featuring a child explaining the steps to
sharing hygiene messages with peers and the community.
} An urban school in Mahajanga where the reticulation system has been disconnected,
has devised srategies to ensure supply of water for handwashing and drinking.
Reservoirs have been placed at handwashing facilities and are filled using water
purchased by the school from a nearby water kiosk. Drinking water on the other hand
is the responsibility of pupils. 20 litres at a cost of 30 Ariary (1 $ = 2000 Ariary) is
required for daily consumption by a class. The pupils in a class are organised in
groups of five. A class can have six to seven groups depending on the number of
pupils. Every group purchases water once a week. Each pupil contributes 10 Ariary,
with each group raising 50 Ariary for its weekly payments. The 20 Ariary balance is
maintained at the kiosk as a credit. After two weeks, each group accumulates a credit
balance of 40 Ariary. No money is contributed during the third week as accumulated
credit is sufficient to pay for water. This arrangement helps to limit the amount of
money pupils have to raise to 20 Ariary every three weeks.
WASH club activities should be broadened to include hygiene promotion. Hygiene

promotion activities should be identified in a participatory manner with support of
WASH-trained teachers
Membership to WASH clubs should be the prerogative of pupils and not a decision
enforced by teachers. Sensitisation among pupils of the role, importance and benefits
of WASH clubs should be done and the decision to join made by pupils. This is key
to effectiveness of the clubs
IEC materials need to provide information on disease transmission routes and the
adverse effects of failing to put into practice the WASH messages. These can be
added to the WASH Learning Corners
There is need to develop not only a teachers’ guide on WASH in schools but also a
guide for pupils to enable them better promote hygiene among their peers and at
household/community level
- 31 -
Current hygiene promotion methods and tools can be complemented through “talking
walls”. These are walls painted with key WASH messages. The walls can be an
interactive and fun way to conduct hygiene lessons using the pupil to pupil approach.
They can also serve to reinforce knowledge and skills acquired and sustain gains. Any
message can be painted on strategic walls – eg “have you washed your hands with
soap” – to remind pupils of a certain hygienic behaviour. Lessons on hygiene,
cleanliness and maintenance of facilities can be given at these walls to make lessons
interesting for children. Children should be involved in the development and painting
of walls for greater impact
The WASH messages promoted at school should be incorporated in the “Cahiers de
Situations” as current hygiene situations are too few. A UNICEF education section
staff confirmed the possibility to do this as the current school curricula is in the
process of revision and UNICEF will play a key role in the exercise
School theatre groups found in the school district of Fandriana can strengthen the
school-household/community link through innovative hygiene promotion. Theatre has
the extra advantage of effectively reaching out to illiterate community members.
These theatre groups are already involved in other community outreach activities
In the absence of a hygiene promotion guide for children, the UNICEF child-centred
hygiene promotion video should be made available to WASH project schools in an
appropriate format
Hygiene is a component of the girl to girl strategy. However, it needs better
integration with the support of teachers
The CBA hygiene guide developed in conjunction with children can be translated and
shared with other country programmes
4.6 UNICEF WASH Programme
Although Madagascar is a priority country, WASH does not have full programme status
within UNICEF Madagascar. Acccording to the Unicef water, sanitation and hygiene
strategies document2, priority countries must put in place certain institutional and
resources prerequisites. These are central to development of comprehensive programmes
that influence policy, strategies, national resource allocation and are effectively
implemented at all levels. Some of these prerequisites include:
} Full section status for WASH within the country office and full programme status
within country programmes. Experience from country offices has shown that
without this, effectiveness of programming and advocacy is compromised
} Adequate in-country staffing
} Sufficient funds
Assessment of the WASH programme reveals that UNICEF Madagascar has not fulfilled
the three fundamental requirements. An analysis of the current country programme shows
that WASH is a sub-component of the Child Survival Programme often overshadowed by
other components of the programme such as maternal-child health. The focus of activities
2
UNICEF water, sanitation and hygiene strategies, Economic and Social Council, 23 January 2006
- 32 -
in the country programme action plan is the mother and under-five child. Focus on the
school-going child is hardly visible and where school-based activities are mentioned a
strategic vision for their implementation is clearly lacking. Consequently, WASH in
schools is not a priority budget area.
Staffing is another area requiring strengthening. The WES team in Madagascar does not
have a senior team leader. In addition, one of the only two staff members was leaving
UNICEF employ at the time of the assessment. The UNICEF strategy states that “the
WASH team must include a senior team leader and a sufficient number of long-term professional and
support staff with appropriate qualifications. No priority country should have fewer than two professional
WASH staff members, and most such countries will require more.”
Inadequate staff has compromised the effectiveness of WASH in schools which should
remain the pillar of WES activities. Staff members are often engaged in other activities,
such as emergency response, at the detriment of WASH in schools. This is manifested
through:
6 Absence of a strategic long-term plan

6 Inadequate monitoring and follow-up of implemented activities on the ground
both at UNICEF level and partner level
6 Absence of a clear scaling up strategy
6 Weak implementation of key recommendations made by previous evaluations
6 Insufficient advocacy and advisory activities to key government partners eg in the
development of globally accepted norms for latrine use. MESR has submitted a
proposal indicating a 1:60 ratio but UNICEF has not given any input to date
6 Little systematic documentation and dissemination of best practices and impact of
WASH in schools project eg the anecdotal evidence provided by a WES officer
on hygiene promotion by pupils that resulted in 5 households constructing latrines
is not documented and the school could not be recalled
6 Absence of educational and technical materials developed specifically for SSHE
- 33 -
Grassroots monitoring, a key component of any school WASH programme, is weak.
inadequacy of personnel limits the number of quality monitoring visits to the field.
Absence of a guide also hampers effective monitoring of UNICEF project activities by
partners on the ground. Insufficent resources, according to district level partners, are also
a hindrance to monitoring and follow-up at school/community levels. These resources
include fuel and transport.
Also noted is the limited collaboration with other sections, especially the Education
section which has many lessons learned to share with WES regarding its schools
programme. This is largely due to weak internal coordination and information sharing
structures rather than a WES-based shortcoming.
Enhancing collaboration between sections
According to Roger from the Education section, an innovative way to enhance

teamwork is to bring together all sections under the umbrella of “Ecoles amies de
l’enfant” or schools that are “friends of the child”. These would be schools
incorporating all aspects of UNICEF programme areas; water, sanitation and hygiene;
health; nutrition; communication; HIV/AIDS. Under this umbrella the sections would
define what constitutes a school that is a friend of the child based on the things that
characterise a child’s well-being. All sections would then identify target schools for
joint intervention.
- 34 -
5. Summary of Key Recommendations
Realisation of the first two recommendations made below will effectively support
implementation of recommendations made herewith and in previous sections of this
report.
1. WASH in schools should be the main focus of WES activities within UNICEF.
Effective implementation requires the development of a national strategy on
WASH in schools, coordination of actors at national, regional and district levels,
advocacy, technical support to government and key partners, policy influence and
monitoring and evaluation, and sharing of experiences and best practices. The
WES section will therefore require additional staffing – 3 persons, 1 minimum –
to focus efficiently on WASH in schools.
2. WASH should be given full programme status within the country programme, to
facilitate systematic development of a WASH in schools strategy and its inclusion
in UNDAF.
3. WES should develop a long-term WASH in schools strategic plan guided by the
UNICEF water, sanitation and hygiene strategy document, MAP and the national
Diorano-WASH strategy. The strategy should include a scaling-up plan and a
monitoring and evaluation plan. Indicators should be qualitative as well as
quantitative. The monitoring and evaluation plan should define the roles and
responsibilities of the different WES partners at national, district and community
levels and should ensure adequate resources at partner level for the activity’s
achievement.
4. UNICEF should provide technical support for strengthening the capacities of
partners especially at district and community level. Identified areas include
gender mainstreaming, monitoring, follow-up and evaluation. Key partners
include NGOs, district level MESR and MoH staff, SWCs comprising of parents
and teachers.
5. Long-term contracts with implementing partner NGOs are necessary for
monitoring and sustainability of programme interventions, given the current WES
staffing conditions. These NGOs can provide valuable back stopping support at
community level in monitoring and follow-up, community mobilisation, hygiene
promotion and training. Their track record is well established in Madagascar.
6. UNICEF, through the National WASH in Schools Thematic Platform, should
support the development of a national strategy on WASH in schools. This will
facilitate its inclusion in the MAP. Development of the strategy within the
framework of this platform will ensure a SWAP to WASH in Schools. The
strategy should clearly define roles and responsibilities of all stakeholders. A key
component of the strategy should be a monitoring and evaluation strategy
accompanied by a standard guide outlining methodologies and tools for use at the
different levels.
7. The planned water, hygiene and sanitation in schools national survey should be
completed as a matter of urgency. The setting of realistic standards and norms, as
well as the development of a comprehensive national strategy and action plan is
impossible without prior analysis of the school WASH situation. Monitoring of
- 35 -
progress towards the MDGs, MAP and programme targets cannot also be
effective or accurate.
8. Collaboration with the Communication and Education sections is fundamental to
systematic documentation and dissemination of programme impact, lessons
learned and best practices. Best practices shared with schools and other partners
enable them to learn from one another to improve the quality of their activities.
Lessons learned serve to inform scaling-up activities, while evidence based
impact will strengthen advocacy and funds mobilisation for WASH in schools.
9. Close collaboration with the Education section is crucial to WES activities in
schools. Education section plays a key role in the implementation of 2 key MESR
projects focusing on improving the quality of education and the school-household
link. The section was active in advocacy and development of the CBA, Girl to
Girl strategy, PCSS and various guides and educational materials. These areas of
the section’s intervention are pertinent to the success of the WASH in schools
project as already mentioned elsewhere in this report. In addition the WASH in
schools project has been implemented in several schools where the Education
section is working.
10. Unicef should play a lead role in strengthening the national WASH in Schools
Thematic Group and provide support for the setting up of district and
school/community level WASH in Schools groups. This will ensure exchange of
experiences, joint learning and better sharing of information at all levels. The
Diorano-WASH strategy advocates the creation of strategic stakeholder groups at
all levels and UNICEF in collaboration with partners should capitalise on this
opportunity.
6. Conclusions
The Madagascar WASH in schools experience provides valuable lessons to learn from,
not only to strengthen the country’s programme but regional programmes. The lessons
learned and best practices captured in this report are all key ingredients for the
development of a scaling up strategy. Integration of the global WASH initiative in the
national development plan has provided momentum for its adoption and incorporation by
MESR in the school education programme. Inclusion of WASH in the MAP has provided
an effective advocacy niche for WASH in schools, a niche that WES is yet to exploit to
its fullest. With adequate staffing, WES will be able to further the WASH in schools
agenda in all sectors and participate in policy influence.
Several opportunities for reinforcement and scaling-up of the WASH in schools

programme are summarised as follows:
} An active national WASH team at MESR involved in training of trainer activities

and development of guides
} Revision of the national school curricula that provides an opportunity for
reinforcement of WASH in the CBA
} Review of the existing School Health policy aimed at inclusion of aspects of
sanitation and hygiene not currently addressed. The new policy will encompass all
- 36 -
aspects that constitute a healthy and sanitary school. WES does not have a copy of
the policy document
} Creation of a central coordination unit within the Ministry of Health to harmonise
WASH activities currently scattered throughout various departments
} The directive by MESR that all new infrastructure construction in schools must be
accompanied by toilets and hand washing facilities
} The national Diorano-WASH movement that has seen the creation and
operationalisation of a national WASH platform and a national WASH in schools
thematic group. A national WASH strategy that defines WASH structures, and
provides a framework for activities and formation of regional and district level
groups is a product of this movement
7. Way forward and follow-up actions

In line with the assignment Terms of Reference, three practical actions are proposed as
follow-up activities:
1. Feedback workshop with key UNICEF stakeholders on the findings of the

assessment
2. Discussions on possible ideas for the development of a WASH in schools strategy
and implementation of the schools water and sanitation survey
3. Elaboration of the Learning Alliances Concept as a possible approach to setting
up WASH in Schools Thematic Groups at district and community levels and to
facilitate coordinated learning and information sharing among groups at the
different institutional levels.
Learning Alliances
Learning alliances are stakeholder platforms constituted at key institutional levels that
engage in learning by doing. They provide a platform for innovative knowledge
generation and information sharing. They are characterised by the existence of an
initiator/facilitator group that ensures coordinated flow of information between
platforms found at existing institutional levels (national, regional, district,
community). Learning Alliances can also serve as innovative approaches to scale-up
innovation.
- 37 -

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Network for Water and Sanitation International

In the absence of guiding policies, a favourable environment for the development of

Implementation of this recommendation will effectively support the development of a

2. Provide support government in the development of a national WASH in schools

o Assess the implementation of the elements of WASH in schools package and of

o Assess partnerships being developed in WASH in schools projects, the

o Assess the monitoring system put in place (indicators, norms, means of

1.2 Limitations of the assessment

Sector Status Madagascar

Source: UNICEF/WHO (JMP)

3.1.2 Key National partners

1. Ministry of Education and Scientific Research (MESR): plays an

The Ministry of Energy and Mining although mandated to oversee development of

3.2 Guiding policies

Madagascar does not have a national policy to guide implementation of WASH in

Coordination of activities is also hampered by the absence of a national WASH in

1. The Madagascar Action Plan, or MAP as it is commonly known, is the

3. The national Diorano–WASH initiative was officially launched in Madagascar

3.3 National WASH in Partnerships

A strategic national partnership formed around the DIORANO-WASH movement has

3.3.1 National WASH in Schools Partnerships

An assessment of the WASH strategy in 2005 recommended the setting up of a WASH

o Implement WASH activities at school level

o Define in a participatory manner, what constitutes a WASH school

4.1 SSHE package: Latrines

4.1.1 Design and Construction

The latrine model used in schools visited is the Double Pit

The latrines are constructed in blocks of four or eight latrines,

4.1.2 Use and Maintenance

Materials used after defecation

Maintenance and repairs

In some cases, repairs are carried out through parents’

Adding to the problem of insufficient funds for maintenance is regular vandalism to

4.1.3 Strengths and Weaknesses: Latrine Design

1. Integration of the Sanplat system, a low-cost technology, which allows for

4.1.4 Strengths and Weaknesses: Use and maintenance of latrines

4.1.5 Summary of Best Practices

Disposal receptacle with cover

This is an innovative approach/tool launched in 2006, which seeks to enhance participation of

4.2 SSHE package: Urinals

Urinal for girls Urinal for boys

4.2.1 Strengths and Weaknesses

1. Urinals are easier and less costly to construct and

- 20 - Young girls urinating

4.3 SSHE package: Hand Washing Facilities

4.3.2 Summary of Best Practices

} In an urban school in Mahajanga, provision of soap is done by pupils. Each pupil in a

Systematic documentation and dissemination of best practices is needed so that

4.4 SSHE package: Hygiene Promotion

4.4.1 Training of Teachers

♣ The F-Diagram used to depict transmission of disease from excreta

The training was executed as a Training of Trainers “cascade training”. A training

4.4.2 Strengths and Weaknesses

1. Use of the PHAST methodology, a participatory methodology that promotes health

3.4.3 Summary of Best Practices

The Competency Based Approach is an interactive teaching method focusing on what

4.5 Hygiene Education among pupils