Operation and Maintenance Financing

for School WASH Facilities in Indonesia 2016

Kevin is 7 years old and attends school in West Sumba district of East Nusa Tenggara Province in Indonesia. His school receives WASH support from Save the Children. Photo Credit: Save the Children.

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This briefer is based on a 2014 global study by Save the Children and UNICEF on the Operation and Maintenance Financing of WASH facilities in schools. The study was coordinated by Susan Davis, with assistance from Seung Lee, Mohini Venkatesh, and Stephen Sara at Save the Children USA; and Murat Sahin and Greg Keast from UNICEF.

The briefer was written by Mohini Venkatesh, Stephen Sara, and Nanditha Gopal. Copy-editing and formatting was done by Frannie Noble. Thanks to Christie Chatterley for reviewing the briefer.

Special thanks to the following contributors from Indonesia: Aduma Situmorang, Wahdini Hakim, and Ilma Ilmiawati from Save the Children; Aidan Croinan from UNICEF Indonesia; Johann Leonardia from GIZ; representatives from the Ministry of Education and Ministry of Health in Jakarta; Nusa Tenggara Timur (NTT) provincial offices for education, planning (BAPPEDA) and working group on water and sanitation (POKJA AMPL); Kupang district office for planning; Malaka district offices for education, planning and health.

For more information, please contact: Mohini Venkatesh (mvenkatesh@savechildren.org) or Wahdini Hakim (wahdini.hakim@savethechildren.org )

May 2016

Acknowledgements

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Indonesia

The Republic of Indonesia in Southeast Asia has a surface area of 1,910,930 km2 and a total population of 254.5 million people. It is a lower middle income country with a GDP per capita of 3,491.9 US$. (The World Bank Group, 2014).

Administratively, the country is divided into 34 provinces, five of which, Aceh, Jakarta, Yogyakarta, Papua and West Papua, have greater legislative privileges and a higher degree of autonomy. Each province has its own legislature and governor. The provinces are subdivided into cities and regencies, which are further subdivided into districts, and again into administrative villages. Village is the lowest level of government administration in Indonesia.

Indonesian education is based on a twelve-year school structure (6+3+3) followed by four years at the undergraduate level. Education is compulsory for the first nine years (primary from grades one to six and junior secondary from grades seven to nine), and Islamic education is offered at all levels. Upper secondary education lasts for 3 years (grades 10 to 12).

1. Executive Summary This case study on the financing of the operation and maintenance (O&M) of school WASH facilities in Indonesia is based on a review of documents, key informant interviews and visits to 10 schools in the Kupang and Malaka districts of Nusa Tenggara Timur province.

In Indonesia, school WASH is a component of the National School Health Program, Usaha Kesehatan Sekolah (UKS), coordinated by the Ministries of Education and Culture (MoEC), Health (MoH), Internal Affairs for district oversight (MoIA) and Religion for Madrassa-based Islamic education (MoR). The MoEC is the main agency that invests in school infrastructure and maintenance, with district governments sharing responsibility for funding, water services and monitoring. School Management Committees (SMCs) have responsibilities for managing school facilities. Development agencies typically provide WASH infrastructure and support for hygiene promotion.

Indonesia has some good practices with respect to policies and financing mechanisms for schools to manage the O&M of WASH facilities. The MoH 2006 Implementation

of a Healthy School Environment includes standards for maintenance of WASH facilities and these are also referred to in 2014 UKS guidelines for schools. A major source of O&M funding for schools is the School Operation Fund (BOS) from the Treasury, which includes 13 spending categories. The 2014 BOS guidelines note that four of these categories can be used for UKS and WASH. These categories include; learning and extracurricular activities, payment of bills, school infrastructure care, and a free category. Although percentage allocations for WASH within these categories do not exist, development partners have advocated for approximately five percent of BOS funds to be used for WASH O&M. BOS has an online system for schools to request funds and report usage and as an additional public accountability measure, school category expenditure reports are posted online. Apart from BOS, district funds may also be accessible for school WASH facilities and their O&M. Similarly, the recently introduced annual village development fund is a new potential source of recurring WASH O&M funding.

There is, however, scope for improving government policies and their implementation to enable schools to better manage their WASH facilities. BOS allocations do not consider the poverty status and remoteness of districts and the online fund requisition process can be restrictive for rural schools without computers. District governments support such schools in submitting their fund requests but there are delays in fund distributions to remote provinces. The absence of a recommended percentage for WASH O&M within BOS leaves maintenance of WASH facilities to the discretion of districts and schools. As found from school visits, none of the schools but for one had engaged a cleaner. There were problems with the functionality and cleanliness of WASH facilities in schools and school grounds were found to be littered. Schools officials noted limited funding as a key reason for not maintaining their facilities properly. Rough estimates of costs for routine O&M and small repairs of WASH facilities in schools indicate that over five percent of the 2015 BOS allocation of 800,000 IDR (64 US$) per student is needed per year.

Key recommendations to improve the O&M of WASH facilities in schools were as follows:

Improve the integration of school health and WASH in schools in school plans and budgets by building the

Operation and Maintenance Financing for

School WASH Facilities in Indonesia

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capacity of district and school management in school health and financial planning and management.

Specify budget allocations for WASH O&M both within BOS and district funds to allow for simple repairs such as fixing the water pump, water treatment, water purchase during the dry season, soap purchase, routine O&M of handwashing facilities and toilets and waste management. This could be done by specifying WASH amounts within existing line items.

Increase funding to build more toilets and improve the septic tanks in schools. Ensure access to toilets in all seasons, particularly the rainy season. Extend the water

1 UNICEF/WHO. Progress on Sanitation and Drinking Water, 2015 2 UNICEF. Advancing WASH in Schools Monitoring, 2015 3 UNESCO. EFAGMR, 2015 4 UNESCO. Education Data Set, 2015

supply systems to schools to address problems of water shortage, particularly during dry seasons.

Add security around schools, such as protective fencing and security personnel, so that WASH facilities are not vandalized.

WASH Indicators %

Estimated urban population coverage, improved drinking water sources1 (2015) 94

Estimated rural population coverage, improved drinking water sources1 (2015) 79

Estimated urban population coverage, improved sanitation facility1 (2015) 72

Estimated rural population coverage, improved sanitation facility1 (2015) 47

Estimated water coverage in schools2 (2013) 83

Estimated sanitation coverage in schools2 (2013) 53

Education Indicators %

Primary education attainment rate3 (2010) 96

Total net enrolment rate, primary, both sexes4 (2012) 95.29

Total net enrolment rate, lower secondary, both sexes4 (2012) 87.46

Finance Indicators4 %

Government expenditure on primary education as % of GDP (2012) 1.49

Expenditure on primary as % of total government expenditure (all sectors – 2012) 7.55

Expenditure on primary as % of total government expenditure on education (2012) 41.76

Government expenditure per primary student (2012) 424.3 US$

Aid Indicators3 US$

Total aid to education (2012)- Indonesia 410 million

Total aid to basic education (2012)- Indonesia 172 million

Gender Parity Index (GPI) Indicators Integer

Gender parity index of the primary attainment rate – poorest & richest children3 (2010) 1.00 & 1.02

Total net enrolment rate, primary, gender parity index4 (2012) 1.01

Key Indicators for WASH, Education, Finance and Gender

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2. Methods

Documentation review: A desk review of relevant national government documents, websites, Save the Children Indonesia responses during the desk review and development partner documents and websites (see reference for a detailed list).

Key informant interviews with government and development partners: This included representatives from the Ministry of Education and Ministry of Health in Jakarta, Nusa Tenggara Timur (NTT) provincial offices for education, planning (BAPPEDA) and working group on water and sanitation (POKJA AMPL), Kupang district office for planning, Malaka district offices for education, planning and health and Save the Children Indonesia staff.

School visits, comprising interviews, observation surveys and local shop visits: Interviews and observation surveys at 10 government primary schools in Nusa Tenggara Timur (NTT) Province. All were rural, single-shift schools, five in Kupang district and five in the newly formed district of Malaka district (see map). Schools had between 90 and 921 students in Kupang with a median of 198 students and between 230 and 345 students in Malaka with a median of 274 students.

All 10 schools in NTT province were supported by Save the Children between 2011 and 2013 with student mobilization, health and hygiene education, and teachers school management committees trained to support school health and nutrition issues. Toilet facilities were repaired and simple handwashing facilities installed by Save the Children during this period.

3. Resource Setting for WASH in Schools 3.1 Agencies Investing in WASH facilities in Primary

Schools In Indonesia, WASH in Schools comes under the healthy environment component of the National Program on School Health, UKS1, which has been in place since 1956 and is implemented through the collaboration of four ministries, namely the MoEC, MoH, MoIA, and MoR at provincial, regency, district and school level (MoEC et al, 2014). Inter-departmental UKS committees at the center,

1 UKS has three components – health services, health education and healthy school environment 2 Ministry of Planning / Bappenas, Ministry of Public Works, Ministry of Home Affairs, Ministry of Health, Ministry of Environment, Ministry of Finance, Ministry of Education and Culture, and Central Bureau of Statistics.

province, regency and district oversee UKS activities in schools. At the MoEC, the Directorate of Primary and Secondary Education (DPSE) and education office at each level are responsible for ensuring schools have WASH facilities and a functioning UKS (MoEC et al, 2014). Government working groups on water and sanitation called POKJA AMPL, formed in 1997 and comprising eight ministries2 coordinate several WASH programs in communities, including those implemented in schools through the UKS (POKJA, 2015). The district government and its departments are directly responsible for WASH in their communities, which includes ensuring these facilities are functional and well-maintained in schools:

Construction and Rehabilitation

The DPSE under the MoEC is responsible for the fund allocations from the Treasury to schools for the construction and rehabilitation of school facilities, including toilets, handwashing facilities, and waste disposal bins (MoEC, 2014). A team comprising the SMC, school principal, teachers and parents manage the rehabilitation and report on receipt of grants and status of project to the district education department. The team duties include hiring a planner/supervisor for the rehabilitation, technical and financial administration and mobilizing community participation (DPSE, 2014). The DPSE also supports construction and rehabilitation of WASH facilities through its Clean and Healthy Primary

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School initiative called SDBS (Sekolah Dasar Bersih Sehat). The Ministry of Public Works also occasionally supports schools with low-cost toilets (UNICEF et al, 2014).

Other than the government, development partners including donors such as AusAid, USAID, Dubai Care, World Bank, UNICEF, and NGOs such as CARE, Save the Children, Plan International, Indonesian Toilets Association and the private sector (e.g. Unilever) support construction and rehabilitation through funds, technical guidelines, capacity building and supporting project management (WASH in Schools, 2014).

Water, Waste Disposal and Hygiene Services

Water services in urban areas are provided by water utility companies called PDAM, which are government or public-private partnerships. Kupang city has a PDAM, however in rural areas boreholes and dug wells are more common. Primary schools pay for their water, electricity and other utility bills using the School Operation Fund (BoS) from the Treasury to the MoEC (BOS, 2015).

Waste disposal and hygiene services in schools is supposed to be managed by the school’s UKS team. The UKS team, which is responsible for the UKS plan, budget and daily waste management and toilet repairs may not be active in all schools (MoEC, 2014c).

The school’s UKS team is responsible for purchasing hygiene supplies, including soap and disinfectants, however menstrual hygiene supplies are typically not included. In addition, a UKS trained teacher and students are involved in curricular and extra-curricular – little doctors, or student peer educators – hygiene promotion in schools (MoEC, 2014c).

Maintenance and Monitoring

The SMC is responsible for the management and maintenance of the school and its WASH facilities (RoI, 2003). Local district health offices are supposed to oversee if schools maintain a healthy and hygienic environment, and are also supposed to be guided and supervised by the regency UKS committee to ensure schools meet guidelines for a healthy school environment (MoH, 2006).

The MoEC DPSE has an online e-monitoring system for rehabilitation and BOS funding, which includes

WASH in schools. In addition, the Directorate is responsible for quarterly and annual assessment and monitoring of UKS in Indonesia. But, there is variation among local governments in implementing this monitoring system (Save the Children, 2014). New UKS guidelines include school WASH indicators, both in terms of cleanliness and functionality of facilities, which are to be reported quarterly (MoEC, 2014c). This system is still developing and a nationwide database on WASH in Schools is needed (WASH in schools, 2014).

3.2 Policies for WASH in Schools

The MoH 2006 guidelines on Implementation of a Healthy School Environment includes standards for maintenance of WASH facilities. The 2014 UKS guidelines also refer to these standards for WASH in schools (see box 1) (MoEC et al, 2014). The standards include O&M activities on a daily and weekly basis. The guidelines also recommend that each school have one UKS trained teacher and that hygiene and sanitation promotion should take place with students, parents and faculty using various IEC materials (MoH, 2006).

Andini, 10 years, wants to be a nurse when she grows up. She was chosen by her classmates to be a Little Doctor. Photo Credit: Save the Children.

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3.3 Financial Allocations for O&M of WASH

facilities in Primary Schools

In Indonesia, there are two main funding channels for education and WASH that influence allocations for O&M of WASH facilities in primary schools. BOS, the main source of routine O&M funds for schools, are sent from the Treasury to the MOEC and provincial government before they are transferred to school accounts. District governments also provide some funds to schools. Other funding sources include the MoH, development partners, the private sector and special WASH initiatives such as SDBS, or the Clean Indonesia Movement, launched in 2011. The recent introduction of village development funds holds new resource possibilities for schools.

MoEC regulations recommend the BOS for non-personnel operating costs of schools and to conduct educational activities regularly and sustainably (BOS, 2015). In fiscal year 2012, allocations were 580,000 IDR (46.4 US$)/student/year for primary schools. These figures were increased in 2015 to 800,000 IDR (64 US$)/student/year. Disbursement of funds is done quarterly, but for schools in remote areas it is every six months (MoEC, 2014b). New MoEC guidance states that the school BOS team is responsible for providing data on its student population through a computerized system, which is monitored by the district, provincial and national BOS teams. Where a school is unable to provide its data, the district team must support. In case data on a school is not entered online, the MoEC will not calculate BOS allocations for the school. Schools approved must include the BOS amount in their

Water

Water supply of 15 liters / person / day should be available. The quality of clean water should meet MoH standards

(issued in order No. 416 of 1990) and should be monitored.

Minimum distance between water facilities and waste disposal facilities (and septic tanks) should be 10 meters.

Toilet and wastewater

Location of toilets to be separate from classrooms, the infirmary, teachers' room, library, counseling rooms.

Separate toilets for boys and girls, with 1 toilet / urinal for 40 boys and 1 toilet/ urinal for 25 girls.

Toilets must be clean, with no puddles nor odor. Disinfectant is to be used for cleaning floors and toilet.

Ensure soap for handwashing.

Drain water tubs for anal cleansing once per week, and during holidays.

Sewers for wastewater must be made of water-resistant material and be closed, and not pollute the environment, and

wastewater must flow smoothly.

Garbage disposal facilities

Each room must have waste bins with lids.

Daily garbage disposal from classroom and school to the disposal site.

Lay the landfill or garbage collection site at least 10 meters away from classrooms.

Garbage collection from sites done every three days. If not collected, waste to be buried or burned.

Daily cleaning of school yard and classroom using disinfectant solution.

School yard to always be clean, not a breeding site for insects, mosquitoes, rodents and other vermin. The density of

Aedes aegypti mosquito larvae observed through an index container in the school environment should be zero.

Box 1: Excerpts on WASH in School from the UKS and MoH Guidelines for Schools

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school annual work plan (RKAS) and report quarterly through an online system (MoEC, 2014b).

BOS covers 12 spending categories1, of which three (items 3, 6, and 7) can be used for UKS related activities, payment of water and electricity bills, and WASH facilities repair and maintenance. A thirteenth free-category, for miscellaneous activities, can also be used UKS and WASH related activities (MoEC, 2014b). Funds distributed to schools, including requisition and reporting process, are accessible on the BOS website (BOS, 2015). According to the website, BOS funds were not distributed to remote provinces of Papua and North Maluku or to Lampung in 2014. By 2015, funds were distributed to all provinces but some did not receive funds for more than six months.

1 1) purchase of textbooks, 2) new admissions related activities, 3) learning and extracurricular activities, 4) test related activities; 5) purchase of consumables (books, chalk, drinks, snacks); 6) payment of bills 7) school infrastructure care; 8) honorarium for honorary teachers; 9) teacher professional development; 10) transportation support for poor students; 11) stationary and incentive to staff preparing BOS plan; and 12) purchase of computers.

Since the implementation of provincial autonomy in the early 2000s, the management of public primary schools in Indonesia has decentralized to the district education departments with districts sharing some responsibility for education funding (RoI, 2003). District governments allocate operational funds to schools either from local revenue or their DAK from the Treasury. Schools receiving DAK funds cannot use BOS funds for the same categories however, if BOS funds are insufficient DAK funds may be used (MoEC, 2014b). Indonesia’s Village Law of 2013 has also resulted in a village decentralization process where the central and district governments will transfer close to 1.4 billion IDR (112,000US$) annually for village development (PSF, 2015). This opens a new possibility of funding recurrent O&M costs in schools.

The MoH has operational funds as well for health centers (puskesmas) and district and provincial health offices called BOK. These funds may be used for UKS services and hygiene promotion activities in schools (UNICEF et al, 2013).

Development partners, including the private sector, do not provide any funds for routine O&M of WASH facilities, although they support hygiene promotion supplies. During a joint project CARE, Dubai Care, Save the Children and UNICEF advocated for five percent of BOS to be used on WASH O&M. This led to Belu and Takalar districts in NTT province passing favorable local directives (Dubai Cares et al, 2014).

4. Situation in Schools

4.1 Condition of WASH facilities in schools

Overall, schools in Kupang and Malaka faced challenges in maintaining functional and clean WASH facilities. Schools in both districts did not meet minimum standards of separate toilets for boys and girls.

In the five Kupang schools the most commonly used water supply was dug wells (three schools) or boreholes (two schools) with pumps connected to water tanks. These were functional on the day of the visit but in

Kevin is 7 years old and attends school in West Sumba district of East Nusa Tenggara Province in Indonesia. Kevin is the chairperson for his class, the second grade. He likes to lead. “In many activities that we do as a class, I always lead my classmates. We play soccer and volleyball and I encourage my classmates to wash our hands after playing.”

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three schools there were leaks in the distribution system. There were 56 handwashing stations across the five schools most of them water tubs in toilet areas (see figure 1). Thirty (54 percent) of these stations were clean and functional, half of which were from one school. However, just half of these stations had soap. None of the schools had a posted cleaning schedule or menstrual hygiene management facilities. There were signs of food and plastic waste on the grounds behind classrooms in all schools. All schools had pour-flush toilets with water supply and these were either common toilets for girls and boys or for all. Of 14 student toilets only six were functional across four schools.

Of the five Malaka schools, four had water supply on the school ground. This included a well in three schools and piped network in one school and all of them were functional on the day of the visit. Three schools had handwashing facilities comprising buckets with taps, all of which were functional and clean, though with proper drainage in only one school, and soap only in two schools. In the other two schools these handwashing facilities were stolen. None of the schools had posted a cleaning schedule or had menstrual hygiene management facilities. There were signs of food waste on the grounds in two schools. All schools had pour-flush toilets with water for flushing. In three schools there were separate facilities for boys and girls which were partly functional to functional and clean to partly clean. The other two schools had common facilities which were functional and clean to somewhat clean.

Figure 1: From top: waste disposal; toilet with handwashing tub; tippy taps in schools in Kupang. Photo credit: Save the Children.

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4.2 School Resources and Systems for O&M of

WASH facilities

All visited schools in Kupang and Malaka reported having an annual plan and a budget for maintenance funded by BOS. Schools did not have special budget lines for WASH but they reportedly used between five and 20 percent of BOS funds for WASH. All schools had a school management committee (SMC) and student-led organization both of which were involved in O&M of WASH facilities. While SMCs supported budget preparation, fundraising and manpower support, students were involved in cleaning toilets and waste disposal. In most schools authorities noted that the O&M and repair of their WASH facilities was not successful due to funding and functionality problems. Hygiene promotion took place in schools either through classroom or little doctor activities.

All schools reported having a school action plan which was generally prepared by teachers and the school head master and submitted to the district education office for review and approval. Three schools in Kupang and three in Malaka confirmed that the plan included WAS.

All schools reported having annual budgets funded by BOS. The BOS website confirmed that all schools received these funds in 2014. Teachers, headmaster and the SMC prepare their annual school budgets and submit it to the district education office. Reporting on spending to the district office is generally every quarter.

All schools had an SMC. In nine schools the SMC played a role in supporting WASH in schools. SMC

support for WASH included fund raising or manpower support in four schools in Kupang while in Malaka the SMC support included budget preparation and participation in trainings and meetings.

Nine schools had student-led organizations in the form of little doctors (UKS) and/or boy scouts (Pramuka) which were involved in the O&M of WASH facilities. Activities of these organizations included hygiene promotion and leading ‘Clean Friday’ programs. In Malaka, little doctors had NGO support.

Eight schools, five in Kupang and three in Malaka, reported routine water system O&M activities. This included checking if the water pump was functioning and that the water tank was full. Schools generally do not treat their water on a regular basis. In Kupang children reportedly bring water bottles from home. None of the schools had tested their water. Schools noted that they purchased water particularly during the dry season to meet their needs. Seven schools, five in Kupang and two in Malaka, reported routine O&M for their handwashing facilities, which included ensuring there was water in the tubs or buckets. Water system and handwashing O&M activities were generally performed daily by teachers or students and in two schools by porters (Penjaga). Five schools in Kupang reported repairs to their water pumps or tubs when they are broken and they undertook these repairs themselves. Overall, only two schools noted that O&M of their water/handwashing system was working successfully. Others cited limited BOS funds to fix

Figure 2: From left: handwashing stations; waste disposal; toilet. Photo credit: Save the Children.

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broken water pumps and purchase soap, insufficient quantity of water and theft of facilities as problems. Few schools in Kupang and Malaka received NGO, district or SMC support for handwashing materials in 2013.

All schools reported that their students were responsible for cleaning their commonly used pour-flush toilet. Two schools report ed their porter (Penjaga) and teacher also cleaned facilities, while only one school had a cleaner. Schools in Kupang noted the students clean their toilets weekly on “Clean Fridays”. None of the schools had facilities to dispose of used menstrual hygiene materials. Nine schools noted that problems with their toilets were reported to their UKS teacher and five schools from Kupang and two from Malaka noted making repairs. All schools in Kupang and one in Malaka noted that their sanitation system was not working successfully citing insufficient toilets, poor

functionality during rainy season and limited BOS funds for repair of toilets as reasons.

Nine schools reported that their students were responsible for collecting waste, while in eight schools (five from Kupang) disposal was by burning solid waste.

Nine schools reported that hygiene education took place, usually by the sports teacher or little doctors. Four schools in Kupang also noted having a UKS teacher. Eight schools reported using IEC posters and booklets, commonly provided by the government or NGOs. District health offices reportedly visit schools in Kupang every quarter for health and hygiene promotion.

Seven schools, five from Kupang, reported purchasing WASH supplies. The median distance to shops in Kupang was 20 Km, but in Malaka it was 2 km. Schools in Kupang noted the school treasurer purchased items

WASH in School Item

Number of schools (median size, s)

* schools from Kupang ** 1 school from Malaka

Cost IDR (US$)/ student /year

Water O&M (electricity bills) 4 (s=196)* 4,569 (0.37)

Water Purchase (when insufficient supply) 4 (s=382)* 3,175 (0.25)

Handwashing O&M (filling tubs daily) 5 (s=198)* 1,276 (0.10)

Handwashing materials (soap, bucket) 2 (s=251)** 5,125 (0.41)

Toilet cleaning labor (cleaner) 1 (s=198)* 21,250 (1.70)

Toilet cleaning materials (detergent, bleach) 1 (s=198)* 625 (0.05)

Health Club activities (little doctor and teacher training) 2 (s=382)* 4,125 (0.33)

Item No. of schools (median size, s) *Schools from Kupang ** 1 school from Malaka

IDR (US$)/ student

Water system repair (replacing water pump) 4 (s=381)* 750 (0.06)

Handwashing repair (replacing parts) 5 (s=198)* 152 (0.01)

Toilet repair (technician, and fixing broken part) 6 (s=221)** 3,250 (0.26)

Table 1. Median costs of each WASH repair event reported during interviews with school authorities

Table 2. Median costs of WASH O&M items per year reported during interviews with school authorities

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every quarter and the median travel time was 30 minutes. Visits to a shop close to two schools in Kupang confirmed only the presence of soap while visits to shops in Malaka gathered stock and cost data on handwashing (soap, tissue paper), cleaning (broom, scrubber), and repair (elbow pipe, bondex, cement, tap, door latch and hinge, iron sheeting) supplies.

4.2 School WASH O&M Costs

School officials provided rough figures on cost of WASH repair events and WASH O&M per year which were used to determine median cost per student (see table 1 and 2). The cost for routine O&M (such as handwashing washing and toilet supplies) water O&M and toilet labor and health club activities amounts to 36,970 IDR (2.96 US$) per student per year. With the addition of occasional WASH repairs the total cost for WASH facilities upkeep would be in excess of five percent BOS allocation per student per year. These rough estimates of funds needed for WASH O&M need to be verified through a detailed cost analysis.

Expenditure data by spending category could be retrieved from the BOS online monitoring system for three visited schools in Kupang for the first six months of 2015. Overall, the three schools had spent an estimated1 54 to 70 percent of their per student allocation for 2015 in the first half of the year. Related to the three categories for WASH, one school did not report expenses for repairs of the school infrastructure while the remaining two schools reported expenses of 2,273 IDR (0.18US$) and 29,337 IDR (2.35US$) per student in the six month period. Median expense across schools for services, including water and electricity, was 8,769 IDR (US$0.70) per student. Median expenses across schools for extra-curricular activities including UKS was the highest at 28,000 IDR (2.24US$) per student for six months. Although the WASH percentage was unknown, the three categories made up 5 to15 percent of the total expenditures for the three schools for the period. With the free-category these costs made up 20 percent of BOS funds.

1 Calculations based on 2014 student population

5. Conclusion and Recommendations

Indonesia has some good practices to ensure an enabling resource environment for the construction, rehabilitation and maintenance of WASH facilities in schools. The School Operational Fund is a steady source of funding for schools to maintain their facilities and the district also support schools. The National School Health program has been in place for many years with school WASH as one of its main components. Despite these and other good practices, school visits found there were issues with the functionality and cleanliness of WASH facilities in schools. The absence of recommended percentages for WASH O&M under BOS leaves maintenance of WASH facilities to the school’s discretion. Most schools reported their WASH O&M systems as not working well, citing funding limitation as a primary cause. A rough calculation of costs also indicates that at least five percent of BOS funds are needed for ongoing WASH O&M.

Recommendations made by key informants and schools to improve the O&M of WASH facilities in Indonesian schools were as follows:

Improve the quality of integration of school health and WASH in schools in school plans and budgets through capacity building of districts and school management committees.

Specify budget allocations for WASH O&M both within BOS and district funds to allow for simple repairs such as fixing water pump; water treatment; water purchase during dry season; purchase of soap; and routine O&M of handwashing facilities and toilets. This could be done using the existing line items of BOS and district funds instead of creating new ones.

Increase funding to build more toilets and improve the septic tanks in schools. Ensure access to toilets in all seasons, particularly the rainy season.

Extend water supply systems to schools to address problems of water shortage, particularly during dry seasons.

Improve security around the school with additions such as thorough protective fencing and security personnel so that WASH facilities are not vandalized.

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