Presentation by UNICEF Viet Nam at INGO meeting on 7 April 2006, Hanoi

1. UNICEF-supported Global Pilot School Sanitation & Hygiene Education (SSHE) Project Participatory Assessment Sharing Workshop, 6-10 March 2006 Presentation by UNICEF Viet Nam at INGO meeting on 7 April 2006, Hanoi

2. Content • Global SSHE Pilot Project • In-country Participatory Assessments 2005-2006 • Participatory Assessment Sharing Workshop, 6-10 March 2006, Hanoi • Assessment Results and Lessons Learned • Use of Assessment Results • UNICEF Viet Nam Priorities and Planned Actions on School WES in future

3. Global SSHE Pilot Project Project Duration: From 1999-2003 Participating Countries: UNICEF offices in 6 countries around the globe (Burkina Faso, Colombia, Nepal, Nicaragua, Vietnam and Zambia) Technical Support: From IRC, the Netherlands

4. Global SSHE Pilot Project Project Objectives: • To test a methodology for improved SSHE, field tested in at least six countries in three continents; • To develop and improve country-specific, child-centered teaching programmes utilizing the life skills approach; • To develop capacities to utilize the guidelines for school sanitation and hygiene education; • To support and sustain initiatives by different stakeholders at community level; • To document and disseminate experiences of the pilot project; • To increase global, regional and national awareness and commitment towards SSHE.

5. In-country Participatory Assessments 2005-2006 Methodology: Both participatory and non-participatory, including focus group discussions, demonstrations (of hand washing), observations and interviews in programme and control schools. Assessment Questions: • What are the main results of this project in each country at school, district and national levels? • What were the major lessons learned (both positive and negative) that may have relevance for SSHE in general? • What particular experiences, strategies, plans, resources or materials are of sufficient quality that, if appropriately adapted, may be useful in other SSHE and education/WES contexts?

6. Participatory Assessment Sharing Workshop, 6-10 March 2006, Hanoi Workshop Objectives: • To share the findings of the assessments and draw lessons/conclusions • To identify stories to illustrate an update of the UNICEF SSHE-manual • To promote further use of the assessment outcomes Workshop Participants: • Participants from 5 out of the 6 countries that took part in the project, except UNICEF Nicaragua • Guests from various Vietnamese Government departments, UNICEF-Indonesia, the UNICEF Regional Offices of South Asia and South East Asia, Plan International and Church World Service in Vietnam.

7. Assessment Results and Lessons Learned • Water facilities were available and in working order in more than 80% of the programme schools in each country, with some system for maintenance and repair in place. Water quality was not tested except for its chemical composition in one country. • The availability of soap is to be a major problem in most of the schools. • In all countries programme schools did far better than control schools when it came to use and cleanliness of toilets and urinals. The cleaning responsibilities vary from one country to another, either by hired janitors or caretakers, or by children depending on financial means of the school.

8. Assessment Results and Lessons Learned (cont) • Training of teachers: many teachers of the programme schools have been trained, but were then transferred to other schools. • Impact on community: it was difficult to attribute changes in the community and at the household level to the school programmes alone. • Norms and specifications: norms on urinals/cubicles vary considerable among the countries involved. There were also difficulties in ensuring adherence to technical specifications for design and construction quality.

9. Assessment Results and Lessons Learned (cont) • Project costing, cost sharing between donor and community, and programme costs per child were looked into as basis to calculate scaling-up activities as well as of sustainability of existing facilities at the school level. • SSHE is the responsibility of a wide range of institutions and agencies, requiring a good level of coordination.

10. Assessment Results and Lessons Learned (cont) • Gender issues were addressed in all countries, including the need for and presence of separate latrines for boys and girls. There were disaggregate data about cleaning of facilities or filling water containers by sex. The enlarged enrolment of girls has been mentioned as a positive effect of SSHE.

11. Use of Assessment Results • In all countries feed-back sessions on the assessment outcomes have been or are being organised with the purpose of advocacy, improving SSHE programmes and scaling up • UNICEF New York and IRC were suggested to continue to play their role in terms of advocacy for SSHE and in terms of providing support towards further research around SSHE.

12. UNICEF Viet Nam’s Next Steps on School WES

13. UNICEF 2006-2010 Priorities on School WES • Documentation of related materials on WES in school for advocacy purposes, for example, experience & good lessons on SSHE will be consolidated and used to attract potential donors • Internal and external sectoral collaboration to establish standard WES technical design & guidelines on O & M for taking to scale • Follow up of the SSHE workshop and use it as basis to improve WES situation in school and in community • Technical assistance, M & E, capacity building training.. • Promotion of SSHE with special focus on issues such as gender & child rights, ethnic minority children • Organization of a study visit to a relevant country with good WES model for experience & lessons learnt exchange

14. UNICEF 2006 Key School WES Activities • Development of a set of material on water, sanitation & hygiene education in school which consist of 4 parts (target users: teachers & students) • Part 1: Introduction on the necessity and impact of WES facilities in school, operation & maintenance, advocacy, dissemination in the community • Part 2: Development of leaflets on environment, water, latrines… • Part 3: Development of questionnaires to check students’ awareness on WES in school issues, organization of contests in schools (who is the healthiest person?...) • Part 4: Introduction of certain WES model in school which is locally relevant and cost effective • WES model design: • Collection of comments and feedback from end-users & different agencies on WES design • Finalization of different designs for different regions • Development of O & M manual and capacity building training • M & E • Organization of national/cross-sectoral workshop for disseminating standard child-friendly WES designs for school • Organization of a study visit to a relevant country and identify a good model of Vietnam for “on spot mini-workshop” and for visitors from other countries when necessary.

15. Thank you!