CONCEPT NOTE
Cover Sheet
Request for a New Grant
Project Details
Organization Name:
Project Name:
Project Region/Country/Area:
Period of the Program (number of months):
Total Number of Targeted Beneficiaries:
Anticipated Start & End Date:
Dollar Amount Requested from Dubai Cares
Total Dollar Amount of Program:
Submitted by:
Submitted To:
Nomadic Pastoral and Relief Foundation (NoPReF)
Improving Access to Safe Water, Sanitation and Hygiene Program in schools- In
Ethiopian Somali Regional State (School-WASH)
District: Kelafo & Mustahil Woredas ( Districts); State: Somali Region State;
Country: Ethiopia
12 months
12,710 Direct beneficiaries
1st May, 2017 - 30th April, 2017
$ 119,989.80 USD
$ 119,989.80 USD
Mr. Abdullahi Mohamed ( Executive director) : NoPReF-Ethiopia
Phone: (+251-913110134); Email: nopref.et@gmail.com ; Twitter: @nopref_et State:
Somali Region State; Country: Ethiopia
Donor: Dubai Cares
Country: Dubai-UAE; Email: programs@dubaicares.ae Website: www.dubaicares.ae
Summary:
The proposed programme aims to Improve Access to Safe Water, Sanitation and Hygiene Project in schools- In Ethiopian Somali
Regional State (School-WASH) for marginalized hard to reach children in school by facilitating the creation of enabling
environment that promote their education in Kelafo and Mustahil woreda of Ethiopian Somali regional state.
Poor sanitation, water scarcity, inferior water quality and inappropriate hygiene behavior are disastrous for infants and young
children and are a major cause of mortality for children under five. Those conditions are also detrimental to the health of schoolaged children, who spend long hours in schools. The physical environment and cleanliness of a school facility can significantly
affect the health and well-being of children. Disease spreads quickly in cramped spaces with limited ventilation, where handwashing facilities or soap are not available, and where toilets are in disrepair. Too often, schools are places where children
become ill.
The proposed project which is viewed as a student’s school live saving, will emphasize, on children water mitigation. The
fundamental to all work will undertakes ,the needs , capacities and the well-being of the children which will be central for
School-WASH project activities proposed by NoPReF. Based on that, a minimum 100% of the project beneficiaries will be
targeted from children in schools of the project impact area.
The expected project beneficiaries are estimated 12,710 school children to severing luck of water and sanitary facilities in the
schools and minimize the remarkable risks for water scarcity of the target project area in order to meet the immediate live saving
needs of the mostly water shortage affected population in the hard to reach communities in Kelafo & Mustahil districts of Shebelle
zone. The proposed project will run for 12 months in two districts of Shebelle zone, Somali region of Ethiopia and the project will
include;
 Construction/rehabilitation of School water sources
 Improve basic sanitation and hygiene through cconstruction/rehabilitation of School latrines
 Improve the local children knowledge on water sanitation and hygiene
 Provision of hygiene kits/materials for school girls
The proposed program’s objective is: to increase the safe water supply and improve sanitation and hygiene practices and
education to save the lives of school children at drought risk in two target woredas in the Somali Region.
Sub-objectives:
 To improve the existing water, sanitation and hygiene conditions of the most vulnerable primary schools affected by the
two episodes (drought & flood);
 To promote sustainable and appropriate maintenance mechanisms for water and sanitation systems, and;
 To promote culturally acceptable and appropriate hygiene practices to prevent faecal-oral transmission diseases among
the most vulnerable beneficiaries such as school children, teachers and schools.
Problem Statement:
The water and sanitation problems in Somali regional State are massive. Access to reliable water supplies and adequate
sanitation facilities in the region is among the country lowest and the need for improvement is acute.
Besides, poor access to safe drinking water, lack of adequate sanitation facilities, and poor hygiene practices continue to pose
major threats to millions of children in Somali region of Ethiopia, and also impacts their nutrition status. More than 71% of the
people do not have access to safe drinking water; while 77 % do not have access to safe means of waste disposal with open
defecation standing at 83% for rural areas and 53% overall. As a result, many are at persistent risk of waterborne diseases, such
as Acute Water Diarrhea.
However, children are the most vulnerable and disadvantaged group in the Somali region due to the power imbalance that often
leads to differential access to and control over resources. Above all, in Shabelle zone there are 154 formal and 198 ABE schools
with total student of 101,745 of which 63,326 are boys and 39,009 are girls. During the field assessment 15 ABE and 20 formal
were reportedly closed due to drought, flood and windstorm related emergency that displaced total students of 1,399 with 40%
female. Shabelle zone have total teacher/facilitators of 1461 for both formal and ABE of which 186 are female. However, the
respective Woredas reported absenteeism of teachers. During the assessment a total of 1317 teachers/ facilitators were available
for work and 144 were absent. According to the Woredas education offices of the two Woredas visited the long absenteeism of
teachers are affecting both attendance and enrolment of students. Drought, floods in lower Shabelle Woredas like Mustahil and
Kelafo and lack of water with proper sanitation facilities undermined education of both boys and girls. In Mustahil woreda, for
example only one formal school out of the 42 schools in the woreda has safe drinking water. About 90% of the formal schools and
100% of the ABE schools in the whole woreda lack latrine facilities and safe drinking water. For the 10% that have latrine it is not
separate for boys and girls this also discouraging the required school attendance for girls.
Most of the schools in the two targeted Woredas (Kelafo & Mustahil) of Shabelle zone are not suitable for children to study in as
they might collapse anytime. As visited Shubo village of Kelafo woreda the assessment team observed 3 classrooms made of
temporary structures on the verge of collapsing and yet serving the whole village, similar structures of either collapsing or already
collapsed by flood and storm winds emergencies were observed in Kelafo and Mustahil Woredas of Shabelle zone. Most of these
schools, structures are made of branches of trees and it’s in unpleasant condition, it can collapse any time particularly during
heavy rains, flood period and windy period.
Needs Assessment:
During the field assessment on November, 2016, the team noted that there was almost no access to sanitation services for
shoreline Kebeles/villages in the Kelafo and Mustahil woredas; no sanitation facilities in the rural schools (i.e., no latrines, waste
disposal pits, or marked defecation areas); inappropriate hand washing practices in schools does not exist; and high
contamination of water sources in school and at community level including rivers, streams, shallow wells, and Birkads/Earthen
ponds. The team observed poor access to clean water and sanitation that prevents children from going to schools. These were
the country’s poorest children in the Somali region state. Indeed they are denied an education that could help their families and
their communities out of terrible poverty.
Poor sanitation conditions resulted from improper management of both human and animal wastes, particularly in rural
communities including schools, which rely almost exclusively on open defecation. In general, the team observed a low level of
hygiene awareness in almost all of the schools and household level. Compounded by the flood, this has resulted in widespread
outbreak of Acute Water Diarrhea with several mortalities, particular with school children and under five children. There are
increased cases of malnourished children in the target area.
The schools in the assessed two woredas, water quality are a major problem. As a result, the children in schools and under five
years are the most vulnerable to infectious diseases and their productivity is greatly reduced, with frequent outbreaks of waterrelated epidemics in both rural pastoralist and urban areas. Seventy to eighty percent of diseases in Somali region of Ethiopia are
preventable. In hard to reach rural schools, the incidence of water-related disease is high and is worsened by the lack of both
clean and adequate water supply.
Women and children from rural communities often walk up to 6-7 hours to collect water from far distant areas. Most collect water
from unprotected traditional shallow wells, unprotected river and ponds which they share with animals - others collect from
traditional hand dug wells. Both of these sources are subject to contamination as rain water washes waste from surrounding
areas into the source. Along with limited food supply, during times of drought, water-related diseases are rampant. Surface water
sources such as springs and ponds dry up. What limited water sources remain becomes heavily contaminated by environmental
waste, such as human and animal excreta which is washed in when the limited rains do come. The stagnant water serves as a
breeding place for mosquitoes. In addition to the risk of contracting diseases, it is common for there not to be enough water
available to bathe regularly, this is particularly acute during periods of drought. As a result, community members, especially
children, suffer from scabies and eye infections. During these times, in an effort to conserve water, hand washing after
defecation or before eating is rarely practiced. Diarrhea and water-related diseases are among the principle causes of death in
young children in schools and those under five years. Pneumonia, vaccine-preventable diseases (especially measles), malaria,
tuberculosis, and malnutrition are also among the top killers of this age group. This situation costs many lives with more than
thousands preventable child deaths each year. Many of school children die each day from diarrhea and other diseases related to
unclean water. All of the top ten diseases in Ethiopia and particularly in Somali region are directly or indirectly related to poor
water and sanitation which, in turn, leads to problems in maternal and child health.
Rates of access to safe drinking water and adequate sanitation in urban areas have been improving in recent years, helping
reduce the number of deaths due to diarrhea which currently accounts for around 20 per cent of under-five mortality. However,
according to the WHO/UNICEF Joint Monitoring programs in 2016, only 26 per cent of rural households have access to improved
water and only 8 per cent have access to improved sanitation facilities. In Ethiopia, it is estimated that three-quarters of
communicable diseases and health problems affecting children, are as a direct result of environmental factors. Contamination of
water supplies, by both animals and humans, is frequent. This leads to increased exposure to water-borne diseases (such as
diarrhea and dysentery), water-washed diseases (such as trachoma and scabies), water-based diseases (such as
schistosomiasis), and water-related insect-borne illnesses, including malaria. Low levels of water and sanitation coverage also
have important social implications as school children spend several hours every day fetching water thus makes to fail in attending
to school. After walking long distances to reach a water source, school children (mainly school girls) then carry large clay jugs of
water back to their villages. These water jugs can weigh up to 10-20 Litters. Often, young children are left home by themselves
or with a slightly older sibling while their mother and older siblings collect water and their father tends animals or tries to earn
money farming or with work outside the household. School children especially girls, too, often collect water for their families, so
clean water sources close to their homes will allow more time in school. It is the lack of sanitary facilities in schools, combined
with the task of carrying water, which often prevents girls from gaining an education, and travelling long hours to remote water
sources exposes them to physical danger.
During the field visit in the selected two woredas of Kelafo and Mustahil, we were informed that there are several challenges and
barriers affected by the school children at the two woredas. The barriers/challenges were confirmed by the children families who
participated in the community consultation we organized .For example, they stated that:
 Poor access to clean water and sanitation prevents more than 3000 of children from going to school in Kelafo and Mustahil
districts of Somali region of Ethiopia.
 Due to the current drought in Kelafo and Mustahil woredas, children’s time is taken up collecting water for cooking and
washing, or taking animals long distances to drink. There is simply too little time left to spare for education.
 Illnesses caused by dirty drinking water and poor sanitation are one of the biggest killers of school children in the two
targeted districts (Kelafo & Mustahil) in the region.
 Most of girls do not attend school regularly enough to be considered enrolled-The burdens of housework Water and
sanitation are key issues preventing girls from receiving an education, because of gender inequalities in the home, family
and school. In most hard to reach areas the burden of housework traditionally falls to the eldest daughters. It is girls who
are most often expected to collect water and help their mother to boil it, to prepare food for the family and take animals to
drink.
 Worse impact on Girls who, along with women, bear the brunt of water carrying in both the Kelafo and Mustahil woredas
thus, fail to attend school
 Schools don’t have clean water- children cannot wash their hands after going to the toilet, a classic cause of disease in
many school visited.
 Taking animals to drink -Where a family has cattle, goats and sheep, children are often responsible for taking the animals
to drink. As observed Shubo primary school in the Kelafo woreda of Somali region state of Ethiopia, school children are
absent from school for two or three days a week because they are taking animals on a six-hour round trip to find water and
pasture.
 Girls have more household chores, like collecting and boiling water, and if a teacher or relative becomes sick, girls are the
first to miss lessons. Teenage girls also miss school while menstruating if there is no toilet or no privacy.
 Where education or uniforms have to be paid for and families are poor, boys are given preference than girls.
 Security and privacy challenge: If girls do go to school, they often face privacy and safety issues because of poor
sanitation and water supply there.
 Menstruation Issues for girls in schools: The lack of adequate water and sanitation, at both home and school, prevents girls
from attending school when menstruating
Therefore, we noted that there is an urgent need for action to water supply, sanitation and hygiene (WASH) in schools, but all too
often water and sanitation are overlooked in the global development agenda, despite being consistently cited as top priorities by
communities themselves. Total global investments in water and sanitation would need to double for the Millennium Development
Goal targets, of halving the proportions of people living without water and sanitation by 2020, to be met.
WASH in Schools aims to improve the health and learning performance of school-aged children – and, by extension, that of their
families – by reducing the incidence of water and sanitation-related diseases. Every child friendly school requires appropriate
WASH initiatives that keep the school environment clean and free of smells and inhibit the transmission of harmful bacteria,
viruses and parasites. Improvements in school’s water supply, sanitation and hygiene will dramatically improve the lives of rural
children, especially those children in primary schools. The region faces enormous challenges if it is to reach the Millennium
Development Goals (MDGs) by 2020. The proposed project needs to provide clean water and sanitary facilities for t 12,710 of
children in schools in Kelafo and Mustahil woredas- That is why we have developed this Concept Note proposal to be prioritized
for Dubai Cares funds/grants that are intend to support water, sanitation and hygiene (WASH) in schools through Dubai Cares
partnership.
PROJECT DESCRIPTION
Concept and Goal:
It is clear from the above that Somali regional state of Ethiopia faces complex social and environmental problems that resist swift
and simple solutions. In their struggle to survive, children are unable to balance immediate short-term needs with sound resource
use. Under the growing threat of climate change, there is an urgent need to reverse the situation.
In light of the context of the proposed project areas, the overall goal is to prevent outbreaks of water and sanitation related
diseases in targeted high risk rural children in schools affected by the two episodes of drought and flood in Kelafo and Mustahil
woredas of Shebelle zone. Therefore the proposed school WASH project will promote rehabilitation of water supply schemes and
installation of separate sanitary facilities through promotion of latrine construction that are effectively used in schools, including
consistent hygiene practices. The programme will ensure that existing water sources in schools are sustained, construct newly
water sources for those schools that have no water sources as well they will be well maintained, and managed by the community
of the school children in the two selected woredas of Shebelle zone. The vision is to build a platform for school children to thrive
and prosper.
Therefore, NoPReF’s proposal will only consider primary schools that lacks access to Safe water channels, poor sanitation and
lack of basic Hygiene education and will support them through this proposed project entitled ‘Improve Access to Safe Water,
Sanitation and Hygiene Project in schools- In Ethiopian Somali Regional State (School-WASH)’.
Objectives:
The proposed program’s objective is: To increase the safe water supply and improve sanitation and hygiene practices and
education to save the lives of school children at drought risk in two target woredas in the Somali Region.
Sub-objectives:
 To improve the existing water, sanitation and hygiene conditions of the most vulnerable primary schools affected by the
two episodes (drought & flood);
 To promote sustainable and appropriate maintenance mechanisms for water and sanitation systems, and;
 To promote culturally acceptable and appropriate hygiene practices to prevent faecal-oral transmission diseases among
the most vulnerable beneficiaries such as school children, teachers and schools.
Justification for Intervention
WASH in Schools aims to improve the health and learning performance of school-aged children – and, by additional room, that of
their families – by reducing the incidence of water and sanitation-related diseases. Every child friendly school requires
appropriate WASH initiatives that keep the school environment clean and free of smells and inhibit the transmission of harmful
bacteria, viruses and parasites.
WASH in Schools also focuses on the development of life skills and the mobilization and involvement of parents, communities,
governments and institutions to work together to improve hygiene, water and sanitation conditions. While there are many
approaches based on differing cultural insights and environmental and social realities, NoPReF’s WASH in Schools intervention
will include:
 Sustainable, safe water supply points, hand-washing stands and sanitation facilities;
 Fully integrated life skills education, focusing on key hygiene behaviors for school children and using participatory
teaching techniques;
 Outreach to families and the wider community.
NoPReF’s unique ability to successfully implement School-WASH program in the course of efficiently and effectively
implementation of Water, Sanitation and Hygiene Promotion in primary schools- Hence leads school children who:
 Are healthier;
 Perform better in school;
 Positively influence hygiene practices in their homes, among family members and in the wider community;
 Learn to observe, communicate, cooperate, listen and carry out decisions about hygienic conditions and practices for
themselves, their friends and younger siblings whose hygiene they may care for (skills they may apply in other aspects
of life);


Change their current hygiene behavior and continue better hygiene practices in the future; Learn about menstrual
hygiene and physical and emotional changes during puberty (learning to avoid menstrual odor, discomfort and urinary or
vaginal infections will encourage girls to come to school during menstruation);
Practice gender-neutral division of hygiene-related tasks such as cleaning toilets, fetching and boiling water and taking
care of the sick
Programme Strategies:
i.
ii.
iii.
iv.
Working in new areas: Integrated sanitation, hygiene and water in difficult‐to‐reach, underserved areas in 10 sites of
Kelafo and Mustahil districts of Somali region state
Participatory approach to Total Community Participation on WASH Interventions in Emergency: Conduct stakeholders
meetings with communities, local authorities, key government ministries (MoH, MoE, Water Authority of Somali region
state-Ethiopia, etc.), UNICEF, INGOs, local NGOs/CBOs, in Regional, zonal, Woreda/district, Village, sub-villages, and
local community level. Detailed assessments of targeted locations shall be conducted, including joint by local
communities and school boards, to determine the most appropriate WASH interventions for prevention of further
outbreaks of faecal-oral transmission diseases. Interventions for prevention of outbreaks are expected to include
improvement of sustainable basic WASH services and appropriate and effective hygiene promotion methodologies;
Professional approach on improvement of basic water and environmental sanitation infrastructure and services:
Professionals with proper engineering knowledge on School water and sanitation infrastructure and services are
required to lead the participating communities to improve basic WASH facilities and services. Potential implementing
partners with appropriate engineering capacity are Regional Water bureau of Somali region (District sector), Somali
region society of registered Engineers and participating NGOs in the WASH Cluster. Full engagement of local
communities with the professional engineers is mandatory for the success of the “WASH Hardware” interventions in
schools. Depending on the levels of required assistance and the outcome of the stakeholder meetings at school level,
appropriate WASH Hardware interventions shall be drafted and presented by the professional engineers to all
stakeholders for review and comments before implementation; Integrated Hygiene Promotion and School Level
Operation and Maintenance (SLOM) by School WASH Committee: Develop appropriate, sustainable, and effective
WASH committees at school level in each targeted site to ensure hygiene standards of individuals and children are
improved and basic water and environmental sanitation is operating and maintained in a proper manner. Encourage
continual improvement in WASH in school targeted on prevention of faecal-oral transmission diseases outbreak in
future. Potential implementing organization is NoPReF that have rich experience in Somali region Hygiene promotion
methodologies and accepted and supervised by the MoH;
Periodic Reviews, Monitoring and Evaluation: Conducted independently by NoPReF working in conjunction with the
WASH Cluster for a transparent, timely, participatory and comprehensive review of the WASH Emergency Intervention
on drought and flood disease outbreak prevention.
Project Activities
Water Supply Infrastructures& Health & Sanitation:
I.
Activity 1:- Construction of 2 roof water harvesting schemes/ rainwater harvesting systems for 2 schools to obtain
II.
a safe water supply for drinking and use for latrine cleansing purpose:  Schools facilities constructed away from permanent water sources or developed water system critically lack water for
school children consumption. Therefore, the project will construct 2 circular 50 m3 concrete masonry rainwater harvesting
system, Supply, delivery and installation of complete rainwater harvesting system for schools that needs rainwater
harvesting tank, gutters, down pipe and necessary pipes and fittings in targeted 2 primary schools in Kelafo & Mustahil
district. Indicators of project objectives: Specific, to avoid differing interpretations; Measurable, to allow monitoring and
evaluation; Appropriate to the problem statement;
Activity 2:- Construction of 2 Birkads -15,000 Lt- schools where there no permanent water sources or developed
water system in Kelafo & Mustahil districts:  Concrete Birkads are of the very important water harvesting structures in the schools level. The arid areas of the
project districts are characterized by rains which are very short in terms of duration but very intense at a time. Thus,
harvesting water during the intense raining season will help to cope with dry period, for nearly 3-4 months after the end of
the rainy season. Therefore the project will repair/construct water infrastructure (Birkads) or install appropriate alternative
water supplies in the targeted 2 primary schools in Kelafo & Mustahil districts for use by school children for safe water
drinking, and domestic washing and cleaning during school periods in the school;
iii. Activity 3:- Rehabilitation/Repair of 3 existing rainwater harvesting system in 3 schools in Kelafo & Mustahil
districts:  The project will repair/rehabilitate 3 existing rainwater harvesting system in 3 primary schools Repair Existing
rainwater harvesting tanks and fittings, gravity flow piped system and etc. in Kelafo & Mustahil districts
iv.
Activity 4:- Rehabilitation of 3 Hand dug wells in 3 primary schools in Kelafo & Mustahil districts:  The project will repair/rehabilitate 3 hand dug wells in 3 targeted primary schools- Rehabilitation of Hand dug wells and
fitting, gravity flow piped system and etc. Will be repaired and reinstalled.
v.
Activity 5:- Construct 4 separate toilets with hand-washing facilities in 2 primary schools in Kelafo & Mustahil
districts: The project will repair, improve, Supply, delivery and installation of complete 2 separate toilets (2 super structures) for
school girls & boys in 4 primary schools in Kelafo & Mustahil districts- (super structure, septic tank, toilet bowl and all
necessary pipes and fittings).
vi. Activity 6:- Repair/rehabilitate and upgrading of existing 6 Toilets facilities for school children (girls & boys) in 6
targeted primary schools in Kelafo & Mustahil districts -(6 Toilets blocks):
 The project will rehabilitate/upgrade/repair 6 existing toilet facilities and install with new hand washing facilities
vii. Activity 7: Supply & Install 10 Hand washing facilities in 10 different primary schools in Kelafo & Mustahil
districts: The project will Supply, delivery and install Hand washing facilities for 10 primary schools in Kelafo & Mustahil woredas
viii. Activity 8: Setting Up/Formation of School Level Operation and Maintenance (SLOM) WASH committees in
targeted 10 primary schools in Kelafo & Mustahil districts: The project will Setup and provide sustainable development to SLOM WASH committees/ school children water users
associations in selected 10 primary schools to ensure all water and sanitation facilities are well operated and
maintained and also the project will empower school children and communities with the skills, knowledge, and a
formal mechanism to support the continued functioning of water points throughout the life span of the project.
ix. Activity 9: Repair and improve school solid waste system for 10 primary schools in Kelafo & Mustahil districts: The project will repair and upgrade 10 solid waste systems in 10 primary schools to improve the hygiene and
environmental sanitation in school levels
x. Activity 9: Training and capacity building of schools WASH Committees in 10 primary schools in Kelafo & Mustahil
districts:  The project will establish school environmental sanitation clubs and WASH committees to improve School children,
families and communities through provision of suitable and sustainable life skills hygiene education promotion as a
result hygiene messages and practices are reliable with the cultural environment, thus the project advocacy will lead
to better hygiene practices that leaves primary schools and communities more knowledgeable and healthier in
homes and communities.
However the project succeeds extensive water sanitation and hygiene care activities, through planning effective social
mobilization campaigns on WASH and capacity building for the following participants in order to obtain the project sustainability: Women, children youth groups out of schools, School based students and health professionals, Religious leaders, community
elders, Social workers, District authorities, Women & children Affairs Bureau, Education bureau, Water bureau and officials in the
selected two districts of Kelafo & Mustahil project areas.
xi. Activity 10: Distribution of Personal Hygiene Kits supply: 200 Hygiene kits for 200 vulnerable school children in
selected 10 primary schools in Kelafo & Mustahil districts will obtain personal hygiene kits : The project will distribute 200 Hygiene Kits for 200 school children in 10 different primary schools in Kelafo & Mustahil.
Thus distribution of hygiene kits particularly for school girls will build the productive health of vulnerable and school
girls allowing them to make a healthy standard for personal hygiene for adults school girls in the schools.
xii. Activity 10: Conduct Baseline survey, periodic reviews, regular monitoring and evaluation of WASH interventions
in targeted primary schools in Kelafo & Mustahil districts:  The project will conduct detailed baseline assessments of the hot spot sites to determine the most appropriate WASH
interventions for each site and where assessment indicates a need;
Expected Outcomes and Indicators:
1)
2)
3)
4)
5)
12,710 beneficiaries in 10 primary schools have reduced potential of contracting faecal-oral transmission diseases due
to improved water and sanitation conditions and practice of appropriate hygiene behaviours;
 # Number of beneficiaries in primary schools with reduced potential for contracting faecal-oral transmission
diseases due to improved water and sanitation conditions and practice of appropriate hygiene behaviours;
500 school children in the 10 highest risk primary schools avoid an outbreak of faecal-oral transmission diseases by
major improvement in water and sanitation conditions and practicing appropriate hygiene behaviours;
 # Number (%) school children in the 10 highest risk primary schools avoid an outbreak of faecal-oral
transmission disease due to a major improvement in water and sanitation conditions and practicing appropriate
hygiene behaviours;
80% of WASH committees continue operating School Level Operation and Maintenance (SLOM) on WASH facilities and
conducting regular hygiene promotion methodologies by the end of the intervention;
 % WASH committees continue operating School Level Operation and Maintenance (SLOM) on WASH facilities
and conducting regular hygiene promotion methodologies by the end of the intervention;
80% of beneficiaries observed practicing appropriate hygiene behaviour such as hand washing and clean environment;
 % of beneficiaries observed practicing appropriate hygiene behaviour such as hand washing and clean
environment;
80% of beneficiaries ( especially Teen-age girls) Learn to avoid menstrual odor, discomfort and urinary or vaginal
infections
 % of beneficiaries ( especially Teen-age girls) observed practicing appropriate menstrual hygiene such as avoid
menstrual odor practicing personal cleansing
IMPLEMENTATION PLAN AND TIMELINES
Month May Jun Jul
Conduct project Launching/
community sensitization
Detailed assessment
x
Engineering and Contracting
x
Aug
Sept
Oct
Nov
Dec
Jan
x
x
x
x
x
x
x
x
x
x
x
x
Feb
Mar
Apr
x
x
x
x
Construction of WASH
facilities
Setup WASH committee
x
x
Hygiene promotion
x
Monitoring and evaluation
x
x
x
x
x
Preparation and submission
of progress reports
x
x
x
x
x
x
x
x
Project Management and organization plan
1. Project organization and Management
Nomadic Pastoral and Relief Foundation (NoPReF) has sub-office located in Kelafo & Mustahil Woredas/districts; where the
program manager and project staffs will be based in the target intervention sites. There will be 1-WASH Program Manager, 1WASH Construction Team, 1-Hygiene Promotion Officer, 1- WASH Monitoring and Evaluation Officer and 1- Project Accountant
/Cashier. The Program Manager will be based at Gode City town with frequent visit in all project sites. There is a Regional
Coordinator- volunteering this proposed school WASH project and will have an overall networking, fund raising, project
formulation and submission to donors and partners. Hygiene Promotion Officer, WASH Construction Team (water technicians)
and WASH Monitoring and Evaluation Officer are the key field staffs who are also working on planning, executing/implementing
and reporting with the target beneficiaries. The community representative, Parents, PTAs, school Teachers/Principles, Religious
leaders, Government line bureaus and social representatives are also part of the proposed stakeholders that conducts planning,
implementation, operation and maintenance of facilities, and have important roles in monitoring the impact of WASH in Schools
interventions and taking appropriate measures to improve children’s health.
At all levels of the project implementation the community representatives, Parents and local administrations are consulted their
cooperation roles are always part on it. NoPReF is also working a ground work in setting networking at all regions in the countrynational level and widen its involvements in other geographical location of the wider country.
2. Reporting Procedure
With the support of the organizational program staffs, such as Program coordinator and program officers with collaboration of the
Field office, program manager will be responsible for the preparation and submission of the project progress report as donor
requirements. Specified objective, verifiable indicators and their means of verification will be basic monitoring tool against the
project progress report. Work plans, minutes, circulars and physical field visit will be also used.
Monitoring data will be collected on monthly basis, this information will be collected by all implementation sites and this will follow
on quarterly basis and an annual report will be developed at the end of the year and final report at the end of the project period by
focusing on the lessons learned and good practices that can be scaled up with other programs.
NoPReF will be expecting from the Field office program manager to maintain a harmonious and effective working team to
provide a programmatic and financial over sight , to support also the Field office Manager NoPReF will be providing technical
and administrative backstopping from the Regional office based at Jijiga city of Somali region state, the Administrative and
Finance sector will offer assistance through systemically, accounting unit performance, routine financial backstopping including
reviewing monthly reports and other financial activities and managing the fund.
3. Human Resource Management
Human resource management: All NoPReF staffs are local with future involvement of national and international volunteers.
Capacity building will be facilitated for the project staff and experience sharing with other organizations and individual with similar
vision and mission.
All the relationships between the organization- Nomadic Pastoral and Relief Foundation (NoPReF) and its employees are clarified
in a staff/personnel management manual policy and in individual contracts. Based on the Ethiopian labor law
All the procedures are clearly implemented in the staff/personnel policy (recruitment, staff regulations, working time, medical care,
holidays, termination of contract, salaries and other allowances etc…). All staffs must agree with a staff policy before starting
employment with Nomadic Pastoral and Relief Foundation (NoPReF).
The executive committee is the group of coordinators which decides as a collective organ. The Executive director and Deputy
Executive director have representative functions. Every project manager and coordinator is responsible for their individual budget
of his/her own project or office
Regarding the staffing plan: Besides the planning, implementing, monitoring and evaluation of the project, the other resources,
such a as human resources is also very crucial, therefore for the effective, efficiency and timely implementation of the project,
NoPReF is proposing to recruit 5 technical and supporting staffs as we indicated in the project financial plan and at the end of the
project, the necessary experienced and qualified local staffs will be relocated to other projects within the organization.
4. Finance Management
NoPReF is committed to ensure the realization of the following documents: Ensure a yearly annual audit by a certified and
external company and Annual report, specific reports and the report from the auditor to all donors upon request.
NoPReF will use a clear and transparent financial system, all the procedures will be implementing in a financial policy that every
staff should respect. All the details concerning the procedures are available in the financial policy and therefore, a detailed budget
is attached in this project document.
The budget summary indicated here is for 12 months May 2017-April 2018. The main source of the funding is donor agencies
while maximizing community participation/members congregation and securing other source from other organizations.
All the expenditure will make based on the organizational financial and administrative manual policy with full documentation and
justification which will be also attached.
5. Materials resource and Logistics
Material resource: The organization believes on the quality and fair prices of purchases or provision of materials. This issue of
preventing of the expected risks of water for the school children in this area is the integral part of the organization. Therefore
proper materials and logistic movements will set and reported. Local markets are encouraged depending on the availability.
Logistics: One rent land cruiser pick up will be deployed at the project sites. A local available transportation like private cars will
be also utilized for necessary renting.
Communication: Communications will be made through reporting internet, telephone, pastoral services and all available means
in the area. NoPReF will use its existing Filed office based in Shebelle zone.
Monitoring and Evaluation
Monitoring Plan Monitoring activities will be an integral part of program implementation and will be carried out under the existing
country monitoring and evaluation structure at NoPReF-Ethiopia.
At the inception of the program, NoPReF’s WASH in School project Program Manager and Monitoring and Evaluation (M&E)
Officer will design a monitoring system that will allow easy information flow between NoPReF and Donor Agency. Staff will review
and analyze data on a monthly basis to inform program management decisions. Program stakeholders, such as regional
governors, District line bureaus, and School WASH committees, will receive regular updates on monitoring information and
program progress and help interpret results to make any needed course corrections. Monitoring will focus on reviewing program
achievements/accomplishments versus targets, identifying issues and concerns affecting program implementation, and designing
courses of action necessary to address those issues. A regular staff feedback session will be conducted quarterly to analyze
monitoring results and prepare action plans. Monitoring tools and data collection forms will be specifically calibrated to the needs
of the program. NoPReF has a number of relevant, existing monitoring tools that can be adapted to fit the WASH in School
project and WASH knowledge, skills, and abilities questionnaires. NoPReF’s Ethiopia Monitoring and Evaluation Technical
Support Unit will be available to assist with systems set-up and adaptation of tools to the local context and program.
NoPReF-Ethiopia M&E unit will oversee and provide expertise to the school WASH project monitoring system. NoPReF has a
dedicated M&E Manager and one fully-trained M&E officer. The M&E unit is experienced in conducting participatory monitoring,
working with local partners, and various methods of data collection and analysis.
The monitoring system will allow NoPReF to generate regular reports to share with Dubai Cares-Donor Agency and other
stakeholders. NoPReF will compile formal quarterly reports for Dubai Cares-Donor Agency and provide more frequent informal
updates as needed. Reports will include all Dubai Cares-Donor Agency process indicators in addition to several WASH in School
specific impact indictors, NoPReF will give regular updates on program activities to coordinating agencies in the Taskforce
including UN agencies, and partners’ agencies working in the target regions.
If the need arises for NoPReF to involve partner agencies in program implementation, NoPReF will develop easy to use tracking
sheets for partners. Tracking sheets will clearly delineate the information partners will be required to collect and easily feed into
the overall program monitoring system.
Evaluation Plan
Evaluations are crucial in determining program impact. In the program area of the Somali regional state of Ethiopia, external
evaluators to reach some of the program areas is straightforward and accessible. Therefore, NoPReF will contract with a
reputable regional or national consultant to undertake a final evaluation. NoPReF has been developing relationships with regional
and national consultants to perform such evaluations and will use our contacts to ensure the quality and rigor of an end of
program evaluation.
A final School WASH project evaluation will be conducted in sampled districts from every program area. Evaluation activities will
include meeting with beneficiaries-school children, community elders, project staff, local government officials, Line bureau sectors
and other humanitarian organizations in the zone, district level and regional level. The evaluators will verify program indictor
measures and collect qualitative information on program successes, lessons, and sustainability. The results of the evaluation will
be shared with Dubai Cares-Donor Agency, school management committees, PTAs, communities, and other stakeholders.
NoPReF will strive to ensure that a reliable and comprehensive evaluation is conducted.
Similarly, the project evaluation plan will be as follows:
 Initial baseline study to ascertain extent of problem prior to project interventions


End of project evaluation to assess overall impact of the project.
Case studies, best practices, lessons learned and other information, including gender disaggregated data will be
carefully documented and presented in the final report.
Exist Strategy and Sustainability
Before implementation of projects, efforts will be made to create real demand on proposed projects from the community side.
Community contribution and sense of ownership will be enhanced for the sustainability of projects during execution of projects at
various stages. Moreover, at district level, water resource development, health and education offices are the main responsible
government institution to ensuring the long term sustainability of water supply and hygiene-sanitation projects. The sustainability
of the project after the phase out is as follows;
 The NoPReF-WASH in School project will be implemented with strong parents, teachers, school managements, PTAs,
community and line government sectors involvement to ensure sustainability of the proposed program activities long
after the program ends. NoPReF experience and proven approaches for school community participation that build
capacity have been integrated into all activities.
 Through using a baseline survey assessment before the startup of the project, strong school community input, and
NoPReF’s experience in the hard to reach areas, will ensure that the school WASH project addresses the real needs of
the target population and will respond to needs on-the ground thus resolve and enhance the sustainability of program
activities by improving school children’s lives in relevant and significant ways. Proposed program activities such as
school improvement needs prioritization of water infrastructures repair/rehabilitation/constructions and WASH activities
will ensure school children’s receive the infrastructure and water sources that they need and will use.
 NoPReF will ensure that school WASH committees including teachers & school principle managers have the necessary
plans and training in place to maintain infrastructures. Additionally, distribution of hygiene kits particularly for school girls
will build the productive health of vulnerable and school girls allowing them to make a healthy standard for personal
hygiene for adults school girls in the schools.
 Families, Parents Teachers Associations (PTAs) and community contribution will easily participate with full involvement
in latrine building construction thus will enhance to enable school to build additional latrines as needed even after the
project ends. Through forming School Level Operation and Maintenance (SLOM) WASH committees/ school children
water users associations, NoPReF will empower school children and communities with the skills, knowledge, and a
formal mechanism to support the continued functioning of water points.
 The proposed School WASH project also uses proven, sustainable life skill hygiene education that leaves primary
schools and communities more knowledgeable and healthier. Activities have been designed to every extent possible to
address real needs, transfer ownership, and build capacity to ensure the WASH in Schools makes sustainable gains.
 Accordingly, the established and well-trained school water committees have the responsibility to run the system in
cooperation with the woreda water office. The scheme care takers and water technicians are responsible for operation
and maintenance of the scheme as they will be provided with sufficient training and tools.
 In essence, WASH in Schools will be a pathway to healthier schools and healthier, better performing children. The
proposed project will be involved political leadership of ministries of education as well as related ministries such as
Health Ministry, Public Works department, Women & Children Ministry and District governance and District Water
Bureau and District Education Bureau thus in the future after the phases out of the project WASH in Schools remains
externally subsidized.
 The involvement of the families PTAs and communities in Schools WASH intervention promotes a sense of ownership,
which is a necessary prerequisite for sustainability. The participation and involvement families and communities will take
the shape of school management committees, parent-teacher associations or committees specifically set up for WASH
in Schools. These groups are particularly important while Health bureau and Education bureau and local authorities in
the district level will prepare to provide such services after the phase out of the project.
 Community Mobilization and motivation will extend the impact of life skills development beyond schools to the whole
community. While the school parents and the community understand the importance of appropriate hygienic behaviour,
long-term effects will result.
 The proposed project engages the program both families and communities to ensure that children apply their knowledge
at home. Prior experience shows that children are enthusiastic promoters of their newly acquired hygiene skills and can
potentially be effective agents of change within their homes and communities. Hygiene messages and practices are
reliable with the cultural environment, thus the project advocacy will lead to better hygiene practices in homes and
communities.







NoPReF will ensure that all the targeted schools under this proposal will be actively engaging parents and the
community in WASH in Schools interventions thus they will be the partners during planning, implementation, operation
and maintenance of facilities, and have important roles in monitoring the impact of WASH in Schools interventions and
taking appropriate measures to improve children’s health. School parents and communities will also be engaged in any
emergency preparedness and response plans, which address the operation and use of WASH facilities at schools during
emergencies.
The project will motivate selected school teachers and school principles through involvement and buy-in of teachers and
school managers. Therefore, while most of the selected schools have some type of health or hygiene education as part
of their regular curriculum so the project will train teachers under this program which will be an important focus of
teacher training and will remain attitude changes towards WASH in Schools in the targeted woredas.
The engagement of the district water bureau in the project, the water bureau will be responsible for monitoring of the
management and maintenance of the constructed/and or rehabilitated school water schemes at higher level.
Success of the project will also be judged on the quality as well as the quantity of the work. A School WASH project
cannot be said to have sustainable access, if the safe drinking water supply only works for a few hours a day or only in
the rainy season. In the case of sanitation, latrines must be accessible and school children must want to use them. Hand
washing facility, Soap and water must be available at the latrine and school children should know why it is important that
they wash their hands. Sanitation and hygiene need to be addressed at the school level as unhygienic behavior by some
can contaminate water sources of all.
A monitoring strategy will be developed with Somali region Education Services to examine the progress of the
interventions and also to document lessons learned. Interactive meetings will be held with the school management
committees and family communities to generate feedback, facilitate planning and promote people’s participation.
Strategic alliances will also be established with the local government authorities and institutions such as the District
administrative, Woreda Education bureau and other stakeholders organizations operating in the area, to ensure that the
project is successfully implemented and its gains sustained upon winding-up.
Moreover, NoPReF project staff will continue to visit the schools to offer them technical support after the project has
winded up, as we would be working with them to develop other interventions aimed at improving their living standards.
PROJECT BUDGET
The Proposed budget requested is shown the table below
Budget Summary
Programme Costs
Direct Programme Support Costs
Sub-total
Indirect Programme Costs (7% of Cash Transfer component of
the Sub-total, added to Sub-total)
Total Budget
(See separate Excel file for full template completed budget is attached separately)
Total budgeted $ USD
74,555.00
37,585.00
112,140.00
7,849.80
119,989.80