Good practices for Social inclusion - Case studies and summary
Good practices for Social inclusion - Case studies and summary
Good practices for Social inclusion - Case studies and summary
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Annex 3: Community Self-Assessment of School Sanitation <strong>and</strong> Hygiene<br />
1. Presence <strong>and</strong> quality of students‘ toilets<br />
Options Scores Given<br />
Score<br />
Toilet(s) <strong>for</strong> students exist but are not functional or not being used 0<br />
Toilet(s) <strong>for</strong> students exists <strong>and</strong> is in use but they are dark, smelly <strong>and</strong> soiled with<br />
excreta<br />
Toilet(s) <strong>for</strong> students exists <strong>and</strong> is in use, with adequate daylight, but soiled with<br />
excreta. No water soap or ash <strong>for</strong> h<strong>and</strong> washing with easy reach.<br />
Benchmark: Toilets are clean (no excreta in pans, walls or floor) <strong>and</strong> protected<br />
against misuse (e.g., locked after school hours)<br />
In addition, there is water, soap or ash <strong>for</strong> h<strong>and</strong> washing within easy reach of the<br />
children<br />
Ideal: In addition, Toilets are child friendly (e.g., pans are smaller, colourful walls,<br />
etc.)<br />
10<br />
25<br />
50<br />
75<br />
100<br />
2. Presence <strong>and</strong> quality of students‘ urinals<br />
Options Scores Given<br />
Score<br />
Urinals exists but are not functional or not being used 0<br />
Urinals exist & in use but they are dark, smelly <strong>and</strong> full/blocked (urine on the<br />
floors)<br />
Benchmark: Urinals are clean (no urine stagnant on floor); 50<br />
In addition, no stagnant urine outside the urinal room AND there is water, soap or<br />
ash <strong>for</strong> h<strong>and</strong> washing within easy reach of the children<br />
Ideal: In addition, Urinals are child friendly (e.g., lower height, colourful walls,<br />
etc.)<br />
3. Separate facilities <strong>for</strong> girls?<br />
Separate urinals <strong>for</strong> girls 10 years <strong>and</strong> older?<br />
Separate toilets <strong>for</strong> girls 10 years <strong>and</strong> older? 44<br />
4. Operation <strong>and</strong> maintenance of students‘ toilets <strong>and</strong> urinals<br />
Options Scores Gieven<br />
Score<br />
Toilet/urinal exists <strong>and</strong> in use but not being maintained or cleaned - no cleaning materials<br />
present<br />
0<br />
Toilet/urinal exists <strong>and</strong> in use, cleaning materials present <strong>and</strong> toilet/urinal not soiled with<br />
excreta or stagnant urine<br />
25<br />
Benchmark: Toilet/urinal is functioning <strong>and</strong> clean; there is a system <strong>for</strong> cleaning<br />
toilets/urinals (either by caretaker or by school children) with adequate materials (e.g., 50<br />
water, soap <strong>and</strong> broom)<br />
In addition, there is a maintenance fund <strong>for</strong> toilet management enough to buy soap, brooms<br />
etc. <strong>and</strong> pay the caretaker<br />
75<br />
Ideal: In addition, the task of cleaning or maintaining toilets/urinals is shared equally<br />
among girls <strong>and</strong> boys, <strong>and</strong> of all socio-economic groups<br />
100<br />
5. Cleaning of urinals <strong>and</strong> toilets<br />
25<br />
75<br />
100<br />
44<br />
Yet to be added: points to check <strong>for</strong> menstrual hygiene: materials available, safe disposal, privacy<br />
71
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