The Power of Self-Assessment Triggering Action for WASH in … · 2019. 8. 30. · SWWW 2019 Event:...

The Power of Self-Assessment Triggering Action for WASH in Schools

Stockholm World Water Week 2019 I Seminar I 29 August

Bangladesh

Binayak Das, Water Integrity Network

Pakistan / Uganda

Gladys Nantume, GIZ Sanitation for Millions

Uganda

Uganda

Sandra van Soelen, Simavi

Philippines

Dr. Bella Monse, GIZ Regional Fit for School

Program

Intro Case Examples Discussion Summary16:00 – 16:20 16:20 – 16:50 16:50 – 17:20 17:20 – 17:30

Wrap up & ClosingStatement

Welcome and Opening

Thilo Panzerbieter, German WASH

Network

Cambodia / EthiopiaLucie Leclert, Swiss Water and Sanitation Consortium

Introduction

Dr. Bella Monse, GIZ

Plenary

mentimeter

How to ask your question by using in online polling “Mentimeter”

SWWW 2019 Event: Power of Self-Assessment - Triggering Action for WASH in Schools

82 46 5

• Schools take the lead in assessing their own environment and practices

• Does not depend on external parties to conduct assessment

• Can serve many purposes, e.g.:

– simple school-based survey for self-reflection

– means of nationwide data collection

What Is Self-Assessment?

• Efficient way to reach (many) schools

– Cost effective (no need for external monitors)

– Minimizes time needed (all schools can collect and submit data at once)

– Accesses hard to reach areas

• Many possible means of data collection: paper-based, mobile app, SMS

Why Use Self-Assessment?

• When the school collects data, it draws their attention to the most relevant aspects of WinS

• If they collect their own data, they own the data

• The survey itself serves as a capacity development tool


• Creates ownership over the data produced

• Schools understand what their own data means

• Results are transparent and schools know their status

• More likely data will be used by schools for planning and decision making


Data collection

Data (submission and) analysis

Feedback to schools, sub-

national offices

Using the data

WinS implementation and improvement

• Often, schools do not receive data on their own status → planning at school level not based on data

• National WinS monitoring increasingly important to track SDG targets, but challenging to collect data from all schools

• Without their involvement, schools may not feel ownership over the data

Monitoring Challenges


Case example: Bangladesh

Integrity Assessment of WASH in Schools Bangladesh 2017-19- Binayak Das, WIN -

Case Example: Bangladesh

Binayak Das I Water Integrity Network


Purpose

• To understand how integrity issues affect WASH services in schools

• To build an advocacy initiative for policy change based on the assessment

• To pilot initiatives to address identified integrity risks

Process• Review School WASH related policy documents

and Guidelines

• Use the TAP framework

• Apply adapted Annotated Water Integrity Scan (AWIS) as an assessment tool to identify risks and generate data

• Undertake Focussed Group Discussions

• Randomized Control Trial

• Initiate Advocacy Campaign

• Monitor change process


Use of Data

• Scoring used as a part of annotated discussion

• Identify priority risk areas for advocacy and interventions

• Measure impact of tool from baseline and endline data

Limitation/ potential

• Limitation: Anonymous Scoring process with indicators may have varied perception from participants

• Limitation: Role of facilitator is crucial

• Potential: Scaling up can lead to identifying key integrity issues that can drive key policy changes at the national level




Change observed

• Government directives on School WASH available in schools

• Budget allocated for separate toilets for girls and for cleaning purposes

• Transparent and participatory decision making mechanism has been established among school management committee, parents/guardians and students on WASH services in 30 Schools.

• Regular Radio discussions on status of WASH services in schools




Case example: Uganda

Risk Assessment and Mitigation tool of the WASH and Learn programme in Uganda 2016-2019

- Sandra van Soelen, Simavi-

Case Example: Uganda

Sandra van Soelen I Simavi


Purpose

• Awareness of risks linked to the WASH in School project, before, during and after implementation

• To put in place Sustainability measures

• To create ownership of WASH facilities in schools

• To create transparancy in the management of WASH facilities

Process

• To identify risks in line with the FIETS sustainability framework

• To identify sustainability issues

• Early involvement of school community stakeholders

• One off assessment displayed in the school and reviewed on regular basis


Use of Data

• Determine the need for and type of mitigation measures

• Mobilisation of local contribution for the construction and O&M of the WASH facilities

• Hiring of a security guard to prevent vandalism


Limitation:

• Facilitator needed to guide the assessment

Potential:

• User-friendly tool, could be up-scaled on district level for schools and health centres




Change observed

• Better managed and upgrading of existing WASH facilities

• Addition of new WASH facilities

• Interest from District Local Governments in Uganda for up-scaling



How Can Donor Policies Support Innovation for Humanitarian Sanitation Solutions?

Mr. Jan Spit I Waste / SuSanA

• Bullet 1

• Bullet 2

• Bullet 3


Case example: Uganda

’Toilets Making the Grade’ Competitions for Operation and Maintenance

- Gladys Nantume, Sanitation for Millions -


Gladys Nantume I GIZ


Purpose

• Increase ownership of school infrastructure

• Curb vandalism of sanitary facilities

• Inspire self-assessment

• Create local problem-solving

• Ensure sustainable operation and maintenance

Process

• Engaging local education departmentsand authorities such as Kampala Capital City Authority

• Engage parents, teachers and school-level committees

• Results of the assessments in thecompetitions were assessed by GIZ and the local authorities




Use of Data

• All data gathered at the divisionoffices

• Data feeds into Sanitation for Millions overall monitoring system


• One-time assessment does not show improvement

• Delayed understanding of the concept and methodology of the competition by many school actors

• The self-assessment were key in developing solutions and bestinterventions




Change observed• Schools have a clearer understanding

of WinS related needs and are able to communicate them

• Many schools went ahead to implement more of their proposed solutions

• Schools are committing budgets for the operation and maintenance ofschool sanitation

• Less requests for operation andmaintenance works



• Bullet 1

• Bullet 2

• Bullet 3



Case example: Philippines

WinS Monitoring through Self-Assessment- Dr. Bella Monse, GIZ -

Case Example: Philippines

Bella Monse I GIZ


Purpose

• Transparency on WinS status on school, division and National level

• Provide transparency and accountability on WinS management

• Develop capacity of schools on WinS through participation in the WinS monitoring

• Improve planning and decision making

Process

• Schools oriented on WinS policy and monitoring system (online course, videos, booklets)

• Each year, schools receive an online form

• School community conducts a self assessment using the provided form and submit data online

• Schools are provided with immediate feedback to understand their results and areas to improve


Use of Data

• Provide schools with feedback regarding their status relative to national WinS standards

• Track national progress towards realizing the SDG targets for WinS

• Provide incentive and guidance for schools to improve on ‘flagged’ areas

• Provide solid and transparent base for recognition of achievements


Bella Monse I GIZ



• Questions on reliability / bias are being posed

• Self assessment offers the potential to reach all schools without overburdening the education sector

• Improvement in WinS monitoring participation:

- 66% in 2016/2017 of all schools in the Philippines

- 74% in 2017/2018 of all schools in the Philippines

• National and sub-national offices, and schools using data for planning and (targeting resources and technical assistance)

• National budget allocated for hygiene materials

Change Observed


Bella Monse I GIZ


Case Examples: Cambodia and Ethiopia

Self-assessment as a starting point for school stakeholders to define THEIR pathway towards a

healthy and environmentally-friendly school

- Lucie Leclert, Swiss Water and Sanitation Consortium -

Case Example: Cambodia and Ethiopia

Lucie Leclert I Swiss Water and Sanitation Consortium


PurposeComparing the current situation of their school with their dream school, school stakeholders are able to define the steps to make their school as healthy and environmentally friendly as their dream school.

Process

• Teachers draw their dream schools. • We link it to the Blue Schools component• Teachers self assess their current situation • Topic per topic, we provide a technical

background, the possible low cost technologies and the practical exercises.

• Teachers make an action plan on what they want to implement in their school to help them become a dream school.


Use of dataEach school has a set of context specific and SELF SELECTED actions to implement.

Limitation/ Potential/Limitation

• School stakeholders sit on the driving seat. The Blue Schools Kit is just inspiration.

• Monitoring based on target set by themselves

• Ownership of the process + acknowledgement that each school is different

• Interest from local government




Change observeddata

Facebook page in Cambodia!

Please contact us for more information on the Blue Schools Kit and training of trainers! [email protected]





• Bullet 1

• Bullet 2

• Bullet 3


Thank you for your attention!

The Power of Self-Assessment Triggering Action for WASH in … · 2019. 8. 30. · SWWW 2019 Event:...

Documents

Transcript of The Power of Self-Assessment Triggering Action for WASH in … · 2019. 8. 30. · SWWW 2019 Event:...