EQUITY IN SCHOOL WATER AND SANITATIONwere wet <strong>and</strong> cold after this assignment. Theywere observed to be shiver<strong>in</strong>g <strong>in</strong> wet clothes afterwash<strong>in</strong>g toilets <strong>and</strong> water<strong>in</strong>g the plants. Facilitiesfor them to dry themselves <strong>and</strong> change clothesdo not exist. In some of the schools it was noticedthat while some children cleaned the toilets, othersswept the classrooms, some fetched dr<strong>in</strong>k<strong>in</strong>gwater, while some others filled water utensils fortoilets.In contrast, <strong>in</strong> the schools where the facilities werenot well ma<strong>in</strong>ta<strong>in</strong>ed <strong>and</strong> were found to be very dirtyor unusable, there was no system forma<strong>in</strong>tenance; availability of water for toilets wasalso a problem. Among the teachers/headteachers, there was little ownership of thewater <strong>and</strong> sanitation facilities <strong>in</strong> the school. Thesewere all left to the attention of the village pradhan.Most of the households <strong>in</strong> such villages did nothave toilets <strong>and</strong> open defecation was common. Inone school the community used the school toilets<strong>and</strong> messed them up. There was no boundary wall<strong>and</strong> the area was littered with garbage.The situation <strong>in</strong> one village <strong>in</strong> Lalitpur sums upthe complex situation on the ground: 25In the primary school, the children carried water<strong>in</strong> buckets from a h<strong>and</strong> pump across the roadfor wash<strong>in</strong>g h<strong>and</strong>s. The toilet was used onlyoccasionally by children <strong>in</strong> order to savethemselves the trouble of carry<strong>in</strong>g water forclean<strong>in</strong>g it. There was no dra<strong>in</strong>age for waterdisposal from the kitchen <strong>and</strong> a pool of stagnantwater could be seen. Children carried theirmidday meal to their homes as there was nowater for wash<strong>in</strong>g plates <strong>in</strong> the school. Somechildren carried water <strong>in</strong> bottles for dr<strong>in</strong>k<strong>in</strong>g <strong>in</strong>school; others went to the h<strong>and</strong> pump acrossthe road. While the campus has some plants<strong>and</strong> flower<strong>in</strong>g bushes, the overall environmentwas not clean.The upper primary school <strong>in</strong> the same villagewas no different. The h<strong>and</strong> pump wasdysfunctional <strong>and</strong> the children went to a publich<strong>and</strong> pump for dr<strong>in</strong>k<strong>in</strong>g water. The school hastwo toilets for boys <strong>and</strong> girls; they lookedunkempt <strong>and</strong> old <strong>and</strong> were not used by thechildren. Garbage was thrown everywhere,there were no dustb<strong>in</strong>s visible anywhere <strong>and</strong>there was no system for garbage disposal.There were no toilets for teachers. <strong>Water</strong> level(for h<strong>and</strong> pumps) goes down <strong>in</strong> summer <strong>and</strong>the children have to carry water to the schoolfrom their homes. While the children are awarethat they must wash their h<strong>and</strong>s before eat<strong>in</strong>g,there was no soap or water. Forward castechildren did not eat the midday meals providedby the school.Recently, the parents of forward caste childrenprotested as they did not want all the childrento draw water from the same earthen pot usedfor water storage. The headteacher, a Muslim,tried to f<strong>in</strong>d a solution <strong>and</strong> asked the forwardcaste children to pour water for Dalit children(children dr<strong>in</strong>k by cupp<strong>in</strong>g their h<strong>and</strong>s <strong>in</strong>towhich water is poured by another child).Menstruat<strong>in</strong>g girls were absent from school for3–4 days every month. In case of emergencies,they take leave on the pretext of hav<strong>in</strong>gstomach aches.The dynamics of construct<strong>in</strong>g <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>gdr<strong>in</strong>k<strong>in</strong>g water <strong>and</strong> toilet facilities are complex,especially <strong>in</strong> villages where several communitieslive together, though <strong>in</strong> clearly segregatedsettlements. In the absence of a total sanitationcampaign <strong>and</strong> a movement for social equality, theschools mirror the village. As evident <strong>in</strong> Table 9,the situation <strong>in</strong> the schools <strong>in</strong> Mirzapur could beattributed to TSC <strong>in</strong> the district, where the villageheads take an active <strong>in</strong>terest <strong>in</strong> improv<strong>in</strong>g theoverall environment <strong>in</strong> the village, <strong>and</strong> <strong>in</strong>fluencethis practice <strong>in</strong> schools. However, <strong>in</strong> Lalitpur, noteven one village head was observed to be <strong>in</strong>volved<strong>in</strong> the overall cleanl<strong>in</strong>ess <strong>and</strong> health of the school.While there are socio-economic <strong>and</strong> geographicalfactors which contribute to the better outcomes <strong>in</strong>Mirzapur district, one apparent reason is the socialconstruct of the two regions – <strong>in</strong> Mirzapur, thevillage caste composition was comparativelyhomogenous <strong>and</strong> the dom<strong>in</strong>ant community wasprimarily OBC. On the other h<strong>and</strong>, <strong>in</strong> Lalitpur thecaste dynamics were more visible <strong>and</strong> alive, whichhave a direct <strong>in</strong>fluence on the school system,<strong>in</strong>clud<strong>in</strong>g level of <strong>in</strong>volvement/<strong>in</strong>terest of the villagepradhan <strong>in</strong> the school.25We are not disclos<strong>in</strong>g the name of the village <strong>in</strong> accordance with the pr<strong>in</strong>ciple of confidentiality.20
Overcom<strong>in</strong>g Exclusion <strong>and</strong> Discrim<strong>in</strong>ation <strong>in</strong> South AsiaIndia Country ReportEqually, <strong>in</strong> the specific context of a schoolsanitation programme, lack of ownership of theprogramme among the teachers <strong>and</strong> educationaladm<strong>in</strong>istration also creates its own dynamics.Where the teachers have a greater sense ofownership, they provide leadership whichovercomes caste <strong>and</strong> other local dynamics.Ownership alone is not adequate <strong>and</strong> if the schoolhas a dynamic leader, it becomes a model forothers.4.3 Two Case Studies4.3.1 Promis<strong>in</strong>g practiceMS1 is now a Nirmal Gram located <strong>in</strong> Rajgarhblock of Mirzapur district. A tour of the villagepresents an overall positive picture encompass<strong>in</strong>gclosed dra<strong>in</strong>s, well-used garbage b<strong>in</strong>s, h<strong>and</strong>pumps with platforms <strong>and</strong> proper dra<strong>in</strong>age forwaste water, enclosed bath<strong>in</strong>g shelters for women,public ur<strong>in</strong>als for men <strong>and</strong> clean, litter-free villageTable 9 Work children do <strong>in</strong> school (N=12 <strong>in</strong> both districts)Number of sampleschoolsLalitpur MirzapurRemarks LalitpurRemarks MirzapurChildren sweepclassrooms <strong>and</strong> schoolcampus1110In some schools only classroomsare cleaned by children <strong>and</strong> notthe ground. In 2PS <strong>and</strong> 2 UPSonly classrooms, 1PS onlyver<strong>and</strong>a + courtyardSweep rooms, playground, dust<strong>and</strong> clear garbage. In 2 UPSchildren only pick up litter <strong>and</strong> <strong>in</strong>1PS clean<strong>in</strong>g is done r<strong>and</strong>omlyAll children participate <strong>in</strong>clean<strong>in</strong>g campus <strong>and</strong>classrooms1110While all children participate <strong>in</strong>clean<strong>in</strong>g, the nature of dutiesassigned differs by genderThose who sweep miss morn<strong>in</strong>gassembly. They sweep/dust/filldr<strong>in</strong>k<strong>in</strong>g water etc. Boys sweepplaygrounds <strong>and</strong> girls sweepclassroomSelective participation42Boys participate <strong>in</strong> ma<strong>in</strong>tenancework – clean<strong>in</strong>g tanks,flowerbeds, check<strong>in</strong>g/fetch<strong>in</strong>gwater from a distanceThose not good <strong>in</strong> studies givenclean<strong>in</strong>g duties. Subtlediscrim<strong>in</strong>ation <strong>in</strong> duties assignedobserved (<strong>in</strong>clud<strong>in</strong>g <strong>in</strong> UPSwhere a long absentee child wasselected for clean<strong>in</strong>g)Children clean toilets88Most schools have toilets be<strong>in</strong>gused as ur<strong>in</strong>als, children pourwater to clean, they do notphysically h<strong>and</strong>le a broom orbrushClasses 1–2 excluded <strong>in</strong> someschoolsAll children participate <strong>in</strong>clean<strong>in</strong>g toilets66Those who use toilets pourwater, children clean toilets/ur<strong>in</strong>als used by teachersSC <strong>and</strong> marg<strong>in</strong>alized groupsassigned this duty, children from‘good families’ exempted, ‘notgood <strong>in</strong> studies’ assigned dutyPaid sweeper cleans oncea week/occasionally34No budget <strong>in</strong> PS/UPS orsecondary schools to appo<strong>in</strong>tsweeper. Used occasionally <strong>in</strong>one higher secondary collegeNo budget <strong>in</strong> PS/UPS <strong>and</strong>secondary schools to appo<strong>in</strong>tsweeperHeadteacher/teachersassign duties/formcommittees116Headteacher <strong>and</strong> teachers play acrucial role, both negative <strong>and</strong>positiveHeadmaster or teachers play acrucial role, even where there isa children’s forumChildren decide whoparticipates – forums55Forums just conceptualized –mostly <strong>in</strong> UPS (only 1PS)Bal Sansads work underguidance of teachers.Village head overseessanitation issues <strong>in</strong>schools06Village heads not engaged <strong>in</strong>schoolsNirmal Gram pradhan orhusb<strong>and</strong> of the pradhan takeskeen <strong>in</strong>terestExclusion observed64SC (<strong>in</strong>clud<strong>in</strong>g Sahariya) <strong>and</strong>Muslim children excluded fromfill<strong>in</strong>g/serv<strong>in</strong>g dr<strong>in</strong>k<strong>in</strong>g water,upper caste teacher <strong>and</strong>students do not take water fromSC <strong>and</strong> Muslim childrenSC children ‘not good <strong>in</strong> studies’assigned work, genderdifferences <strong>in</strong> duties assigned,children from vocal/<strong>in</strong>fluentialfamilies exempt from toiletclean<strong>in</strong>gNote: In Mirzapur one of the sample schools was very small <strong>and</strong> no activity was evident21