SSWM in School Curriculums
Dominique Senn, seecon gmbh
SSWM in School Curriculums
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Copyright
Included in the SSWM Toolbox are materials from various organisations and sources. Those materials are open source. Following the opensource concept for capacity building and non-profit use, copying and adapting is allowed provided proper acknowledgement of the source
is made (see below). The publication of these materials in the SSWM Toolbox does not alter any existing copyrights. Material published in
the SSWM Toolbox for the first time follows the same open-source concept, with all rights remaining with the original authors or producing
organisations.
To view an official copy of the the Creative Commons Attribution Works 3.0 Unported License we build upon, visit
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Disclaimer
The contents of the SSWM Toolbox reflect the opinions of the respective authors and not necessarily the official opinion of the funding or
supporting partner organisations.
Depending on the initial situations and respective local circumstances, there is no guarantee that single measures described in the toolbox
will make the local water and sanitation system more sustainable. The main aim of the SSWM Toolbox is to be a reference tool to provide
ideas for improving the local water and sanitation situation in a sustainable manner. Results depend largely on the respective situation
and the implementation and combination of the measures described. An in-depth analysis of respective advantages and disadvantages and
the suitability of the measure is necessary in every single case. We do not assume any responsibility for and make no warranty with
respect to the results that may be obtained from the use of the information provided.
SSWM in School Curriculums
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Contents
1. Why to Integrate SSWM in School Curriculums
2. Things to Consider
3. How to Integrate SSWM Issues in School Curriculums
4. Learning and Teaching Methods
5. Advantages and Disadvantages
6. References
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1. Why to Integrate SSWM in School Curriculums
Main reasons
• Education can help to equip the next generation with knowledge
and attitudes that promote the wise use of water and appropriate
hygiene behaviour.
• School education can provide an entry point to the community as a
whole, for example, the introduction of latrines and hygieneeducation at schools may trigger the development of improved
hygiene norms in the household.
(SCHAAP et al. 2001)
School orientation on correct use of
urine separation toilet at elementary
school in Baluarte (Cagayan de Oro,
Philippines).
Source: SuSanA on Flickr (2009)
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2. Things to Consider
Choosing suitable activities and material depends on several factors (1/2)
• Age of the children
• Relevant water and sanitation topics in the school's city/region
• Cultural background of teachers and children.
• Time, skills and facilities available.
• Possible linkages with existing school campaigns, educational
programmes or school networks.
• The literature and materials to be distributed should be available,
sufficient and relevant.
(SCHAAP et al. 2001)
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2. Things to Consider
Choosing suitable activities and material depends on several factors (2/2)
• Have the teachers been trained in how to teach water and
sanitation education? Do teachers have and use educational guides
and materials?
• Not all activities are equally suitable for children who are
physically disabled
• Gender and hygiene behaviour
(IRC 2007, KHANAL et al. 2005)
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3. How to Integrate SSWM Issues in School Curriculums
Using specific themes (1/4)
Water, sanitation and waste in school,
homes and community:
• Different types of water sources;
• Transport, handling and storage of
drinking water;
• Different types of waste existing
within a community (such as
human excreta and rubbish) and
how these differ in terms of
cleanliness and risks to health.
Poster on the correct storage of drinking water.
Source: http://communitychoicestool.org/water/solutions/1/ [Accessed:
06.01.2014]
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3. How to Integrate SSWM Issues in School Curriculums
Using specific themes (2/4)
Personal and food hygiene in school,
homes and community (including food
vendors):
• Conditions and practices that are
either positive or negative
• Reasons, ways and means to
change negative conditions or
practices.
A poster for the prevention of Avian
and Pandemic Influenza used at
schools in Egypt.
Source: http://www.influenzaresources.org/index_997.html
[Accessed: 06.01.2014]
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3. How to Integrate SSWM Issues in School Curriculums
Using specific themes (3/4)
Diseases related to water supply and sanitation that have an impact on
someone’s health:
• Information on the incidence and transmission,
• Prevention of diseases in the local environment.
A poster for the prevention of cholera
used in Kenya.
Source: http://www.nuruinternational.org/blog/healthcare/onthe-map-part-ii-of-iii/ [Accessed: 06.01.2014]
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3. How to Integrate SSWM Issues in School Curriculums
Using specific themes (4/4)
Facilities for water, sanitation and hygiene within schools, households
and the community.
• Planning, construction, maintenance, management, monitoring and
use of water supply, excreta disposal and other existing facilities.
Other important concepts such as gender, equity, and helping other
children in the family are cross-cutting and can appear in many of the
topics.
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3. How to Integrate SSWM Issues in School Curriculums
Integrating water and sanitation issues into regular school subjects
Examples of how the topic of “water” could be integrated into regular
school subjects:
• Water and geography: Where does the water come from, from which
streams, and where does it drain?
• Water and chemistry: How is the health of a waterway determined?
What types of tests are typically performed?
• Water and language/art: Create a song or poem on a water issue.
• Water and mathematics: Calculate how much water a family uses at
home.
• Water and History: Compare and contrast how the use of the river
has been changed over the years.
By using a topic like water, pupils can practice skills such as researching
issues, debating, studying the economics of decision making and
developing marketing material.
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4. Learning and Teaching Methods
Learning and teaching methods should:
• Provide the basis and motivation for behavioural changes or action,
• Be activity based and joyful for children,
• Give children the opportunity to learn at their own pace and in their
own style,
• Give children the opportunity to personalise the information and to
develop positive attitudes and values,
• Give children the opportunity to practise the new skills,
• Be in line with the age of the children with regard to physical,
cognitive and social-emotional age characteristics (see following
slides).
SSWM in School Curriculums
Sources:
http://moihannah.wordpress.com/;
http://washafrica.wordpress.com/201
0/10/18/kenya-school-childrenattempt-to-break-world-handwashingrecord/;
http://www.defeatdd.org/blog/washand-learn-community-leadership-andbest-practices-make-difference
[Accessed: 06.01.2014]
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4. Learning and Teaching Methods
Children of 4-7 years
Children in this age
• Find it difficult to sit for a long time
• Have short attention spans
• Can only concentrate on single elements at a time.
Teaching methods should include:
• A variety of activities involving frequent changes of body position
• A lot of opportunities to speak with others and listen to good language
• (Physical) reassurance (e.g. through appropriate patting and touching) to
give them a sense of security and confidence.
The teacher could tell a story about the consequences
of not washing hands. The story has to be simple, short
and fun, and the teacher should allow children to
interpret and comment at some point.
Source: http://www.peacecouncil.net/pnls/07/761/761africa.htm [Accessed: 03.02.2014]
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4. Learning and Teaching Methods
Children of 8-11 years
Children in this age:
• Can perform movements involving better body control
• Develop the capacity to see other points of view and to understand logical
relationships
• Get easily embarrassed by physical displays of feelings
• Are sensitive to gender differences
Possible teaching methods:
• Analysis of water or sanitation-related problems
• Reflecting upon solutions to a problem
• Pantomime games (e.g. to depict different hygiene behaviours)
Teachers should:
• Be careful not to reinforce unhelpful or antisocial gender differences and
stereotypes, but instead promote cooperation
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4. Learning and Teaching Methods
Adolescents of 12-16 years
Children in this age:
• Start to develop social and analytical skills
• Can question socio-economic differences
• Become aware of gender disparities
• Begin to understand abstract concepts around sanitation, water and social
relations.
Possible teaching methods
• Group and class discussions
• Role-plays
• Skills demonstrations
• Doing hygiene tasks with an educational
purpose (e.g. helping younger children
visiting toilets and washing hands or
family members observations and
analysis of behaviour (MOOIJMAN 2010)).
SSWM in School Curriculums
Role-play.
Source: http://www.thehindu.com/todays-paper/tp-national/tptamilnadu/what-words-dont-convey-best/article875538.ece [Accessed:
03.02.2014]
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5. Advantages and Disadvantages
+ Education can help raise the next
generation with knowledge that
promotes sustainable water,
hygiene and sanitation behaviour
+ School education can provide an
entry point to the community as a
whole
+ Knowledge will provide the basis
and motivation for behavioural
changes or action
+ Children can positively influence
the practices among their family
members
+ Suited to supporting the
acceptance and effectiveness of
other instruments
SSWM in School Curriculums
- Education is not enough inhibiting structures have to be
addressed as well
- Effectiveness and impact often
hard to measure
- Teachers have to be trained in
how to teach water and
sanitation education
- Teachers must be able to
integrate water and sanitation
subjects into the syllabus
(especially when these subjects
are traditionally not given much
importance)
- The measures must achieve a
measurable impact
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6. References
IRC (Editor) (2007): Towards Effective Programming for WASH in Schools: A manual on scaling up programmes for water,
sanitation and hygiene in schools. Delft: IRC International Water and Sanitation Centre.
KHANAL, S.; MENDOZA, R.; PHIRI, C.; ROP, R.; SNEL, M.; VAN WIJK, C. (2005): The Joy of Learning: Participatory lesson
plans on hygiene, sanitation, water, health and the environment. Delft: IRC International Water and Sanitation
Centre.
MOOIJMAN, A.; SNEL, M.; GANGULY, S.; SHORDT, K. (2010): Strengthening Water, Sanitation and Hygiene in Schools – A
WASH guidance manual with a focus on South Asia. The Hague: IRC International Water and Sanitation Centre. URL:
www.irc.nl/redir/content/download/149102/493695/file/TP53_WASH_in_Schools_10.pdf [Accessed: 06.01.2014]
SCHAAP, W.; STEENBERGEN, F. van (2001): Ideas for Water Awareness Campaigns. Stockholm: The Global Water
Partnership. URL: http://metameta.nl/wp-content/uploads/2011/04/IdeasBookAwareness.pdf [Accessed:
06.01.2014]
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“Linking up Sustainable Sanitation,
Water Management & Agriculture”
SSWM is an
initiative
supported by:
Created
by:
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