SCALE- UP BASELINE SURVEY UNILEVER SCHOOL OF FIVE COAST PROVINCE SEPTEMBER, 2013

1. SCALE- UP BASELINE SURVEY UNILEVER SCHOOL OF FIVE COAST PROVINCE SEPTEMBER, 2013

2. Outline • Methodology • Study tools • Baseline results • Background characteristics • Hand washing in school • Hand washing at home • General hand washing information • Pupil observation • Health group assessment • School • School observation • Key informant information • Discussions and recommendations • Questions?

3. Methodology • Study area • Primary schools in Coast Province • Expanded baseline results 70 schools– Kisauni (27), Changamwe (22), Mvita (13), Mtwapa (8) districts • Type of schools (Public (15), Private (52) and Special schools (3)) • Representative sample at Baseline- 70 schools from the three categories (Public, private and special) • All 70 schools participated in baseline survey

4. Methodology • Study design • A descriptive cross sectional studies- • Before intervention activities • Quantitative and structured qualitative data collected • Study population • 3,227 pupils participated from the three school types in Likoni county • Public (723), Private (2,372) and Special (132)

5. Methodology • Selection criteria • Registered schools by the Ministry of Education • Primary schools in the 4 districts • Sampling procedure • Stratified random sampling • Random selection of 70 schools from the 3 types • Random selection of pupils (Boys and girls) of class 5, 6, 7 and 8 from the class registers

6. Methodology • Sampling procedure • 3,227 pupils from the 70 schools randomly selected for quantitative component • An average of 44 pupils from each school selected • Observation of hand washing after visiting the toilet • Selection of boys and girls per class (5-8) proportionate to population within class

7. Study tools • Unilever School of Five questionnaire • Pupil hand washing practices • Pupil Observation tool • To observe hand washing behavior after visiting toilet • School Observation • To observe school infrastructure and hygiene behavior from interviewer observation • Group assessment • To assess pupil participation in health behavior club’s activities • Key informant survey • To assess school infrastructure and hygiene behavior from knowledgeable person

8. Research processes • Training of Research Assistants: • Team of 12 RAs trained on research ethics and all data collection tools (including Unilever tools) • Quality control: • Piloting study tools and corrections before actual data collection; in-field data checks and corrections; regular call-backs • Data management: • Data captured using Android’s tools through phone and central server • Cleaning, coding and analysis using STATA 12.1

9. Baseline Results

10. Background characteristics

11. Hand washing in school

12. Do you wash hands in school?

13. What do you use to wash hands in school?

14. Where do you get soap for hand washing in school?

15. Hand washing at home

16. Do you wash hands at home?

17. Occasions for hand washing at home

18. Hand washing at home- All 5 occasions

19. Do other people wash hands at home?

20. Who washes hands at home?

21. General hand washing information

22. Do you belong to any health/hygiene club?

23. Is there a proper way to wash hands?- Yes

24. Who taught you how to wash your hands?

25. Have you heard of School of Five?

26. From whom did you hear School of Five?

27. Observation

28. Hand washing behaviour observed

29. Availability of soap

30. Cleanliness status of toilet or hand washing facility

31. Values and life skills

32. Water and hygiene

33. Values and life skills

34. School- Life skills and values

35. Schools and gender issues

36. Water, sanitation and hygiene

37. Knowledge of pupils who have used drugs

38. Knowledge of harmful gender-related practices discouraged in school and at home

39. Knowledge of child protection rights

40. Discussions • The practice of hand washing in school remains a challenge as it contrasts reported hand washing practice at home. • Hand wetting still a common practice among Public and Special schools • Most schools have a source of drinking water ; • from rainwater harvesting, piped water, and boreholes among others. • School compounds were found free from injurious materials • Some abandoned pits, dis-used buildings and timber in few public schools. • Special schools have conducive and barrier-free environments which are good for learning. • Not true especially in Private schools • Most of the schools teach life skills and there are no advertisements on drugs around and near the schools. • Marked use of drugs among pupils; • Tobacco, alcohol, cannabis and Khat among others.

41. Discussions • Discouragement of early marriage and child labour was low. • Most of the Pupils know their survival rights; • However, some do not know most of their responsibilities and rights except that of respecting their family members/elders & education as their development right. • Most pupils in Private and Public schools had shoes; • Few in Special schools. • Pupils are knowledgeable on type of parasite and diseases prevented by wearing shoes. • There was no any organized school feeding programmes in most of the school • Only in some Private and Special schools. • Very few pupils belonged to a health club in school and significant number of schools lacked health clubs.

42. Programmatic Implications • Need to strengthen school health clubs • health champions at school level • Pupils to be taught more on values and life skills, gender issues, child rights and protection • Need for adequate latrines, drinking water points and desks in all schools • Girls provided with sanitary towels and sanitary towels disposal facilities • Hand washing (with soap) facilities should be provided and strategically placed for easy access by pupils.

43. Programmatic Implications (Cont.) • Need for sensitization among pupils, parents and the communities at large on dangers of drug abuse. • School management committees to work closely with the teachers in order to appreciate new skill being introduced to them by the pupils • Need for household involvement in creating long-lasting influence on hand washing behavior among pupils.

44. Questions?