AAHWAN SWACHCHTA KA SCHOOL SANITATION PROGRAMME
Item
- Title
-
AAHWAN SWACHCHTA KA
SCHOOL SANITATION PROGRAMME - extracted text
-
Aahwan
Swacnciit
School Sanitation Programme
-An Experience
MNIO, UNICEF unw
37IZ
Contents
Introduction-1
Partcipatory Approach to Planning-3
The Doers Group and Their Activities-5
Lessons Learnt-19
Community Health Cell
Library and Documentation Unit
BANGALORE
INTRODUCTION
80% of the diseases that are prevalent today in our country are a result of inadequate
water and sanitary facilities. They are therefore preventable.
Development planners all over the world agree that provision of clean drinking water and
safe waste disposal are the key issues to promoting health. While concerted efforts should
be made to provide clean drinking water and better sanitation, mere provision of
infrastructure is insufficient. Old habits die hard. Educating and thereby effecting
behavioural changes in the people has been recognised to be equally vital.
Children from the socio-economically weaker sections are severely affected and many fall
prey to diseases caused by contaminated drinking water and insanitary conditions.
Children are our future citizens and it is in our interest to keep them healthy. To make
their young bodies strong, children need nutritious food and safe water. Equally important
is a clean environment and good sanitation.
To imprint on young minds the causal link between insanitary conditions and the diseases
that they and their families experience, is indeed the first step towards effecting changes.
If a child is ingrained with these ideas at an early age, the child not only retains and acts
on it, but also communicates to those around that proper sanitation and personal hygiene
are the road to better health.
Schools are a meeting point for most children, and therefore emerge as an ideal ground
for imparting this valuable education. To preach good ideas is simple but to patiently
inculcate good habits is a long and arduous task. Ideas regarding personal hygiene and
sanitation have to be reinforced repeatedly till it permeates the child’s consciousness and
becomes second nature — a habit. This calls for concerted effort and careful nurturing by
planners and administrators.
What is presented in the following pages is the experience gained in implementing an
“education” programme on sanitation and personal hygiene.
1
The venue for this innovative sanitation education programme was the Junior Navyug
School. Located in a South Delhi colony, Laxmi Bai Nagar, the school educates about a
thousand children of varied socio-economic background. The majority of the children are
drawn from the “weaker” sections of society. This school which is administered by the
NDMC has gained a reputation for conducting many such innovative educational
programmes.
While scattered messages on hygiene and sanitation do get imparted through schools in
the normal course of events, to put “education for better sanitation and hygiene” on an
organised footing requires motivated and dedicated leadership. The head of this school
was inspired into action by an orientation training programme organised by the NDMC in
collaboration with MNIO, UNICEF. In her own words: “as the head of the Navyug
school, I felt I should be the chief source of inspiration and motivate my teachers,
students and other staff to take up sanitation as a serious task, because I was convinced
that sanitation is an important feature of education. In fact more than books, it can serve
the children as a very strong shield to protect their physical, social and mental health.”
The principal sought the active involvement of the teachers, the non- teaching staff, the
children and the parents in what could be summarised as “Leam-Practice-TeachReaffirm what was leamt-method”.
Rejecting the Preach-and-Punish method, the head of this institution adopted the
“participatory approach” to planning and implementing the sanitation education
programme. This has been the most crucial factor contributing to the success of this
programme.
The prime objective was simple, i.e., to keep the school and children clean. The method
adopted has breathed life and enthusiasm into the programme.
This booklet sums up the experience of this school, and draws some lessons for use in
other schools
PARTICIPATORY APPROACH TO PLANNING
The principal of this school, initiated a discussion on the state of sanitation in the school,
in the staff meeting. She had recogonised that merely ‘directing and ordering’ cannot help
in achieving the programme objective.
The problems identified were -
❖ the premises were dusty, filled
with cobwebs and dirt;
* children ate unhygenic food, and
drank water which was unclean;
❖ children did not wash their hands
with soap before and after meals,
and after using the toilets;
❖ water tanks were not regularly
cleaned and maintained;
❖ the toilets were filled with foul
stench and were not maintained
properly;
* children were sickly and often
complained of stomach disorders
and pains.
The problems identified needed solutions. The solutions necessitated concrete and
practical steps which in turn threw up the necessity for an organised effort
The organisation for initiating and maintaining the Sanitation Education Programme, was
drawn from amongst the teachers who volunteered.
An “Active Doers” team was constituted.
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THE DOERS GROUP AND THEIR ACTIVITIES
The Doers group met and worked out a strategy for the involvement of teachers, children
non-teaching staff, parents and the community in which the school is located
They decided that each of these groups have to LEARN, PRACTICE AND TEACH.
TEACHER TO TEACHER
from owe child to another
5
They have to stop nail biting, chewing lead pencils, erasers, papers, etc., digging nose,
thumb sucking, scratching of hair and rubbing their eyes with dirty hands.
7
Children have to be taught that many diseases are spread through unclean water. They
have to learn that unclean habits leads to ill health, and that unclean toilets, water puddles,
etc., are breeding grounds for germs.
8
To imprint in their minds, the importance
of sanitation and personal hygiene, the
children have to be taught about the need
to:
❖ wash hands with soap and water before
every meal
❖ usewaterfrom handpumps or tap
* use ladles while taking out water from a
pitcher
* cover the water pitcher after use
9
All these can be taught to the children in the classroom as part of their studies.
However, the method of teaching should be varied and interesting.
These activities should be extended outside the classroom as well, and all teachers
have a role to play in this.
Some Ideas on HowThe Music teacher educates
the children about clean
habits and sanitation through
songs, skits, Qawali, etc.
The Language teacher helps and
directs children to write poems,
songs, stories and compositions
on clean habits and sanitation.
10
The Art teacher helps the children to
draw and sketch posters, banners,
placards on particular ideas and
themes.
The class teacher prepares games,
riddles, quiz and trains them to develop
good habits as a part of what they learn
in class.
The science teacher educates the
children about the science of spread
of diseases.
C-Hloo
have to impress upon other staff (non-teaching staff) the
Teacher to Other Staff Teachers
importance of maintaining cleanliness of the school and the school
children. The non-teaching staff have an important role in
imparting sanitation education to the children.
Their tasks include-
* keeping the school and the facilities of the school clean;
❖ setting an example and reminding children about good habits;
❖ assisting the teacher in monitoring the use of the school
facilities.
The Safai Karamcharis who as part of their regular function
maintain toilets and the cleanliness of the school were brought to
the centre stage. It was their task that was ‘crucial’ for promoting
better health. It was their daily effort which was being celebrated
through the sanitation programme.
They were mobilised to understand their role as communicators in
inculcating good habits in children. They were made aware of the
fact that children who are conscious of cleanliness and personal
hygiene will be great assets in lightening the work burden carried
by the Karamcharis.
The bus driver and the conductor were mobilised to carry the
programme into the buses which transport the children. Even the
peons and administrators were involved in implementing the
sanitation education programme.
12
Teacher to Parent
The third and important group to be involved in the sanitation
education programme, are the parents. Parents play an
important role in reinforcing the education imparted in the
school.
Parents can help in❖ imbibing the spirit of keeping clean
❖ involving children in keeping their homes clean
❖ reinforcing what has been taught in the school - i.e.,
encourage and commend good habits and firmly disapprove of
dirty habits
Parents can also help in organising programmes at school and in
the community. For example,
❖ Meetings
❖ Seminars
❖ Workshops
❖ Community level campaigns, etc.
In many cases, parents themsleves need to be
educated for behavioural change. This can be done
through PTAs, special programmes, and by using
the children to educate the parent
13
From One Child to
Another
There are numerous things a child can do in communicating to
another child. One example is the formation of a “sanitation
squad”.
Each class has a sanitation squad which is assigned a monitoring
role, for checking the cleanliness of both the children and the class
environment.. A daily-check up is conducted by the squad to
ascertain the state of the uniform, personal cleanliness
(nails, hair ,etc.), books and tables of all children in their
class. Additionally, the maintenance of the class room, the dust bin
and the immediate environment around the class becomes their
responsibility. The squad uses a system of marking. Each child is
subjected to a through scrutiny by none other than their own peers.
The direct involvement of “responsible” children in monitoring
cleanliness of fellow students and the school is an effective way
of inculcating clean habits in children.
Children who have learnt and actively participated in keeping
themselves and the school clean, carry forward these messages
to their homes and the community in which they live.
Other than these activities, the Doers group decided to organise
specially focused activities on sanitation. This was how
“PROJECT SANITATION” was conceived. “Project Sanitation”
was organised in three phases.
14
Phase-l-THE SCHOOL GOES TO THE COMMUNITY
This was carried out through street theatre,
songs, dances and sponsored walk. The
purpose was to carry the message on
sanitation to the community, and through
such a process reinforce the messages in
the children’s minds and raise general
awareness in the community.
The children prepared the cultural
programme, the posters and the banners in
the music, art and other classes with the
assistance of the Active Doers group. This
was done over a period of a month.
This programme had a positive impact both on the children and the
people in the community.
15
Phase-2-THE COMMUNITY COMES TO THE SCHOOL
An exhibition was prepared and presented
by the students with the assistance of the
Active Doers group and the entire staff of
the school.
This exhibition was kept open for the
public for a week, and over 3,000 people
visited it
The exhibition went into details on all
aspects of sanitation and personal hygiene.
The preparation of the models, posters and
other exhibits helped to further implant in
the children’s minds that ’’proper sanitation
and personal hygiene are indeed the road to
better health."
16
Phase-3-THE ANNUAL DAY
The annual day was celebrated with a cultural programme, which had as its theme
“sanitation”. Through dances, drama, skits and songs, the children presented to their
parents and the community and once again “educated” their parents and others about
sanitation.
In the words of a parent:
“...the programme was very successful and of high educative and aesthetic value. The
programme succeeded to a commendable extent in creating an awareness among children
for sanitation as a key to good health. The way the entire programme was conceived and
designed deserves appreciation, as it made an impact on the students and their parents
alike”.
17
The children and staff of the Navyug school did not rest on their laurels. The Project
Sanitation continued. Activities in the class and the monitoring of the cleanliness, both of
the school and the children have taken roots and is becoming a way of life. That the
education imparted has indeed heightened the consciousness of the children was seen in
the prompt reaction of this school community to the cholera epidemic which struck Delhi
in August 1988.The school organised a door to door campaign in the neighbourhood. 124
children from class four and five accompanied by their teachers went into the community
and with posters and pamphlets explained to the residents the preventive steps that needed
to be taken by the people, about Oral Rehydration Therapy, etc.
The sanitation education programme in the Laxmi Bai Nagar Navyug School has only just
begun. Inculcation of good habits cannot be achieved in a couple of months. Therefore
the school community has decided to give this education component a pride of place in its
activities in the years to come as well.
The Navyug school experience has been a success. However what contributed to this
success?
The detailed planning exercise carried out, the organisational structure evolved, the
training programme organised, the level of involvement of the school and the
community effected, the zeal and enthusiasm generated and the determination with
which the programme was pursued are some of the crucial factors which has
contributed to the success of this programme.
It is important to highlight here that what set the ball rolling was the ‘push’
provided by the NDMC (School of Science & Humanities Education Training
Centre) and UNICEF. This ‘push’ was none other than the all—Delhi programme for
sanitation education. As part of this programme, the authorities provided the heads
of the schools with an informative and action oriented Orientation Training. The
organisational support and assistance provided by the Administrators served to
encourage and sustain the sanitation education programme in more than 3,000
schools in the Delhi area.
18
LESSONS LEARNT
The Delhi Sanitation Education Programme and the Navyug School’s experience have
brought forth certain valuable lessons for administrators and implementors.
To the Administrators-
ORGANISATION
❖ All departments dealing with the provision of sanitary facilities have to incorporate a
strong education and communication component, in order to effect necessary
behavioural changes and to increase the utilisation of services provided.
❖ In any State or Unit of Administration there are several departments (education, health,
etc.) and organisations which are responsible for sanitation-related programmes. While
implementation is departmentally handled, the efforts of all these need to be
coordinated centrally, in order to avoid duplication and to strengthen efficiency.
❖ Each of these departments should develop a system for planning, supervision,
monitoring and evaluation. Each department should develop a sub-plan of activities.
These sub-plans should clearly enunciate the nature of the activities to be undertaken
and their cost estimates. The various sub-plans should be combined into a Master Plan
of Action, to be coordinated by the local administrative authority.
❖ To facilitate implementation, each department should identify a nodal person for the
development of the sub-plan and for coordination with relevant departments.
19
TRAINING
❖ Orientation training for policy and decision makers, implementors (at all levels) is
crucial for effecting sound planning and implementation of sanitation programmes.
❖ The training programme should be ongoing, as experience gained should be constantly
summed-up and shared. ■
❖ All training programmes should assist in the development of Action Plans.
To the Implementors (at school level):
❖ Initiative and leadership are two crucial qualities to be developed in the Principal of
the School.
❖ Participatory approach to planning and implementation which allows for the maximum
involvement of staff, non-teaching staff, students, parents and the neighbourhood is a
must.
❖ For a sanitation education programme to succeed, school level organisation, detailed
planning and continued and systematic monitoring are necessary.
❖ Extreme care should be taken to see that the messages communicated are clear, precise
and realistic.
* Education and Awareness Campaigns should be action-oriented programmes.
In the final analysis, it is persistence and patience that will pay rich
dividends.
20
Annexures
Annexure 1 - Organisation, Planning and Training for sanitation
education in the NDMC schools
Annexure 2 - Scripts of songs, drama!skit etc., produced by the
Junior Navyug School, Laxmi Bai Nagar
Annexure1
The Organisation, Planning and Training for the Sanitation
Education Programme
■ This individual, i.e., the Coordinator is assisted by a
Committee which played the role of an Advisory Board. The
coordinator also formed a panel of Resource Persons,
comprising five heads of institutions;
Sanitation education programmes, large or small, need
organisational support and meticulous planning. The planning
exercise will no doubt vary from place to place depending on the
organisational structure and the specific programme needs of each
area.
■ These resource persons assisted the coordinator in the training
sessions and in providing assistance to schools which needed
it.
In Delhi, the santiadon education programme in schools was
planned and organised as follows:-
Thus to the last detail, the school principals and teachers of each
school were clear about:-
■ The Local Self Government, under the LtGovemor, New
Delhi, coordinates the sanitation education programme. The
programme emphasises sanitation education and awareness
building in schools and through the schools to the community;
■ The Education and Health Departments under the Delhi
Administration, the Municipal Corporation of Delhi and the
New Delhi Municipal Committee developed sub-plans,
outlining the strategy, objectives, activities and organisation
for implementation and monitoring. These sub-plans were
then compiled into a Master Plan of Action for santiadon
education in schools;
■ Each implementing agency, for example, the NDMC,
identified a nodal person who would coordinate the planning
exercise, the implementation and the monitoring of activities;
❖ the objectives
programme;
of
the
education
❖ the need to plan and the planning
method;
❖ the organisation, and where they
could go for assistance.
One of the first steps that the NDMC coordinator and his
department took was that of Training and Orientation.
This programme-covered the following:
■ Role of Teachers, schools and students in promoting
sanitation;
Orientation programmes were organised for Planners, Resource
Persons, School Principals and Teaching Staff.
■ Sanitation programmes, the scope and activities;
These Orientation programmes helped in:
■ Communication Techniques;
■ generating ideas
■ Concept of Activity Plans;
■ bringing people together and in the sharing of experiences
■ Group exercises on activity plans;
■ providing information and knowledge
■ developing skills in communication
The purpose of the communication session was to expose
participants to different styles of communication, factors
affecting the process of communication, the possible use of
various media to communicate messages related to sanitation
issues for seeking the involvement of teachers and children.
■ clarifying roles and responsibilities
■ developing concrete plans and future course of action.
The Resource Persons were drawn from the NDMC education
and health departments, from colleges and institutions
experienced in community extension work and communications,
from UNICEF and other local resource organisations, like The
Voluntary Health Association of India, etc.
The preparation of the activity plan was one of the main
objectives of this and other training sessions. At the end of the
orientation, by carrying out the planning exercise, the
participants were able to focus on realistic activities.
The Training programme was organised in 6 stages. As a first
step, the Heads of NDMC schools were exposed to a 2 day
Orientation Programme.
ii
The framework which helped them to develop activity plans was as follows:
Activities to be organized
Name of school
In class
In school
Frequency
In the community
From this group, a resource group of 5 persons were selected and
they were then exposed to another 1 day orientation. This time it
was with the specific objective of training them as trainers.
Time
Resources
Responsibility
Materials.
Resource
Persons
Training
They then as trainers, assisted the Coordinator and the NDMC
Committee, Sanitation Programme, in organising further training
programmes for school teachers.
Almost all schools have been exposed to the orientation programme, and
several activities have been initiated. These are being regularly monitored
by the Coordinator, and new ideas, and initiatives are encouraged.
Organisation for Promotion ofSanitation Education in Schools
iv
An example of a 2-day training program for teachers
Telephone No. 603255
N.D.M.C. School of Science & Humanities Education
Department of Education, NDMC, Laxmi Bai Nagar
New Delhi - 110023.
ORIENTATION PROGRAMME ON SANITATION (UNICEF AIDED) FOR HEADS OF NSY. SCHOOLS & S.W.WS.
(18.8.88 to 19.8.88)
♦Programme*
Date & Time
18.8.1988
10.00 AM to
11.00 AM
11.00 AM to
11.45 AM
11.45 AM to
12.00 Noon
12.00 Noon to
1.00 PM
1.00 PM to
2.00 PM
2.00 PM to
2.30 PM
2.30 PM to
3.30 PM
3.30 PM to
3.45 PM
3.45 PM to
4.30 PM
Topic
-
Registration of participants
Education & sanitation
Mrs. Unithan, SCERT
Tea-break
••
Sanitation & Diseases
Dr. VJ^JReu, NDMC
Role of nursery schools
in Sanitation.
Lunch-break
Mrs. QAzad, HJvf., NDMC
Sanitation & Community
Mrs. U.S.Tomar, H.M..NDMC
Tea-break
—
Participant’s discussion
Date & Time
19.8.1988
10.00 AM to
11.00 AM
11.00 AM to
12.00 Noon
12.00 Noon to
12.15 PM
12.15 PM to
1.15 PM
1.15 PM to
2.00 PM
2.00 PM to
2.30 PM
2.30 PM to
—
Resource person/Experts
— .
Topic
Resource person/Experts
Personal Hygiene
Dr. RahejaJNDMC
Environmental Sanitation Shri R.N.Agarwal, Health
& Film Show
Edn. Unit, NDMC
—
Tea-break
Planning of School activitiesMrs. A.Kukreti, H.M.,NDMC
Lunch-break
—
Participant’s discussions
Sh. Nand Lal, Sr.Lecturer,
Dept of Edn.,NDMC
(i) Importance of SanitationDr.S.Chatteijee,MOH,NDMC
(ii) Partcipant’s reactions
(iii) Thanks.
Sh. Nand Lal, Education
DeptJWMC
(Nand Lal)
Co-ordinator.
v
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ACKNOWLEDGEMENTS
New Concept was given the task of assisting MNIO, UNICEF, in editing and finalising
the text, and designing and producing this document
We thank:
❖ Mrs.Um a Tomar, Principal Junior Navyug School, Laxmi Bai Nagar, and her team Mrs.Malti Mathur, Ms.Vandana Saxena and Mr.Ajit Singh, for the draft text, for
being available for consultations and for all the assistance provided.
❖ Mr.Nand Lal Arora, Coordinator, Extension Services cum Science Centre,
Department of Education, NDMC for his valuable advice and for making it possible
for us to visit the Science Centre, and the Video screening that was arranged.
❖ Dr.(Ms)Krishna Mahapatra, Project Officer, Sanitation, MNIO, UNICEF, and
Mr.Krishnan, Secretary, for all the assistance rendered.
❖ Ms. Smita Garg for the artwork.
❖ Messrs. Printing and Software Services for printing and binding.
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