Equity in School Water and Sanitation

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EQUITY IN SCHOOL WATER AND SANITATIONSCHEDULE 5Semi-structured Interviews5AANM/ASHA/LMP or health service provider5BLocal Health Service Provider5CWomen's group Leader5DPradhan / village headUSE SAME QUESTIONNAIRE FOR ALL 5No.Questions to exploreCategoriesObservation –record theresponse in detail12345678910111213141516NameAge and educational levelSocial group / communityWhat post do you hold in the village / panchayat? (if any)What services do you provide?Are there any formal community forums for health, water and sanitation, education?What are the most common illnesses among children / adolescents in the village. List themAccording to you / in your opinion are the above illness / ailments linked to:Are there any severely malnourished children in the village?Are there any children with disability in the village?How many and what is the nature of disability?Do you think availability / non-availability of toilets in school has an impact on enrolment,retention, drop out. Do they make a difference to girls? To boys? Older girls? Older boys?(Do not prompt)Are there any special programmes / provisions for school level health, sanitation and water?If yes, what are they?Is there any appreciable change in the health status of children in the last five years? If yes,can you attribute them to any specific change / development in the village?Do you know of any school / village where there is a really good WATSAN programme thathas made a huge difference. If yes, can you give us the name of the school and also whyyou think it is a good practice.MaleFemaleInformation and communicationHealth educationHealth care serviceOthers (specify)ListNutritionWaterToiletsDrainageGarbage disposalHousehold occupationHousingAny other (Specify)Do not prompt answers – leave itopen-ended.CoughColdFeverPolioDiarrhoeaRespiratory illnessWormsMalariaMeaslesSkin problems – boils, etc.Others (specify)Others (specify)68
4 ANNEXCase StudiesOvercoming Exclusion and Discrimination in South AsiaIndia Country ReportCase 1Best practice: From school to villageKhanjadipurKhanjadipur is a Nirmal Gram located in Rajgarh block of Mirzapur district, which comes under the TotalSanitation Campaign (TSC) launched in 2000/01, under the department of Panchayati Raj in collaborationwith UNICEF. The village has a population of 1,750, of which the majority is OBC, followed by SCs. Thepradhan, a lady, Nitu Singh, is represented by her husband, who plays an active role in village governancewith special commitment to sanitation and village development – thus he is referred to as Pradhan Pati(Pradhan’s Husband).A tour of the village presents an overall positive picture: closed drains, well-used garbage bins, handpumps with platforms and proper drainage for waste water, enclosed bathing shelters for women, publicurinals for men, and clean, litter-free village roads.The small but well contained primary school is located on the main road, across which was located theupper primary school. At the primary school, the toilets for both boys and girls were child friendly indesign, including those for the 3–5 year old Anganwadi children. However, accessibility to them for childrenwith disabilities was a problem.The school toilet was clean and appeared well used. There was sweeper who came in weekly, butchildren maintained the cleanliness over the week. The toilet usage and cleaning habits of children werealso evident in their homes, as witnessed during the village visit.The water facility was via a force lift hand pump which supplied clean potable water to washbasins whichhad taps for hand washing. As an alternative, a submersible pump was linked to the hand pump, whichchildren knew how to operate to fill up the tank; children, both boys and girls, were checking the overheadtank to see it was full. The drain from the hand pump platform was linked to the covered drain of the village.A garbage bin was located at the rear end of the school – the children dumped their daily litter in it, andthis was cleaned by the sweeper once a week.The handwashing practices after toilet use, and before/after meals, and even after cleaning up the campus,were observed. These practices have been transferred by the children to their families, as they haveeducated their siblings and parents, and often do the cleaning themselves too.They have a committee to organize the MDM, seating arrangements during the meals, and cleaning upafter the meal. No gender/caste-based segregation is visible in classroom practices; nor between havesand have-nots since all homes had toilets and were using them.69
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Cover Photo: © UNICEF/India/Sanjay
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Equity in School Water and Sanitation

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