Why Child participation is important in providing water and sanitation facilities in schools All the children are born with all the human rights that are entitled for adults as well. These rights enable them to claim for their right to participation in many of things that affect their lives. The United Nations convention on the rights of the child (CRC, 1989) is the first human right treaty to recognize children’s rights. Under the article 12 of CRC children have rights to express their opinion freely and to have their opinions taken into account on any matter affecting them and article 13 explains about their right to express their views, obtain information and make ideas or information. There is no common definition for child participation. The right to participate can be further elaborated as the “activities where girls and boys, young men and women express their views and are involved in an informed and willing way in shaping decisions that affect them regardless of their gender, abilities, ethnicity and social background and are entitled to obtain information, express their views on all matter of concern to them and to have those views taken into account, according to their evolving capacities.” (Minimum Standards for Children’s Groups, Asia Region). The term of child participation is being used for a wide range of activities. Children participation has been promoted in events, activities and projects in order to achieve their outcomes. In most situations their rights have not been turned into practical approaches that make real differences in their lives. Participation of children can be at different levels as per the ladder of child participation. One type is not necessarily ‘better’ than another, since it depends on what works best for the project and children involved. Different levels of participation can be appropriate with different children at different stages of a project. Types of approaches involving children from level 1 to 3 are NOT ‘meaningful’ children’s participation. 1. MANIPULATION: Children or young people don’t understand the project and its aims. They are directed by adults to do things, sometimes/often for political purposes 2. DECORATION: Adults ask children or young people simply to sing or dance or wear a slogan T-shirt at an event related to a particular cause. They do not explain the cause to the children or involve them in organizing level. 3. TOKENISM: Children or young people are apparently given a voice, but in fact they have little or no choice about the subject or how they will communicate it. They have little or no opportunity to express their own, rather than the adult’s opinion. 4. ASSIGNED BUT INFORMED: Adults decide on the project and children volunteer to be involved. Children understand the project and know why they are involved and who decided to involve them. The children have a meaningful role and the adults respect their inputs. 5. CONSULTED AND INFORMED: The project is designed and run by adults, but children fully understand the process and their opinions are taken seriously. 6. ADULT INITIATED, SHARED DECISIONS WITH CHILDREN: Though adults have the initial idea for the project, young people are involved in planning and implementation. Their views are considered and they are involved in making the decisions. 7. CHILD INITIATED AND DIRECTED: The children or young people have the initial idea for the project and decide how it is to be implemented. Adults are available for support but do not take over. 8. CHILD-INITIATED, SHARED DECISIONS WITH ADULTS: The children or young people have the idea and initiate the project. They then seek advice, discussion and support from adults. The adults provide their expertise for children to consider. Child learning and teaching methods are fundamental for encouraging children to express themselves in schools. Therefore children are entitled to be involved in decisions and different stages of the projects cycle that provide water and sanitation facilities in schools and promote hygiene, which ideally should be child friendly. But most of times children are excluded from decisions that affect them at home, communities and schools. Student associations and students councils such as school health club in Sri Lanka offer opportunities for student representation management and planning. and participation in schools The schools health club is a forum for children’s participation in hygiene promotion and which is endorsed by the circular, 2007/21 issued by the Ministry of Education. This is an important forum for children to learn and practice, debating and democratic decision making skills. As children have competencies, knowledge and abilities and are able to contribute to shape their school environment. Even younger children should be given opportunities for participation. Community level planning of water and sanitation projects, housing projects and water and sanitation projects in schools can offer opportunities for involving children in decisions that affects them such as location of facilities, requirements for lights, ventilation, privacy and external environment. Provision of water and sanitation comes under the healthy, safe and protective environment for children, one of the dimensions of Child friendly school framework. There are factors that are considered in providing child friendly water and sanitation facilities schools, in where participation of children can be considered. Facilities should be encouraged the hygiene behaviors of children. They should be simple to use and are provided with necessary items such as soap and cleaning material at toilets and hand washing stations that promote hygiene behaviors. Facilities should have appropriate dimensions and adjustments for children to make facilities accessible and comfortable. As children require different dimensions than those for adults. Facilities should offer enough capacity and minimal waiting time, to use toilet/drink water/ hand washing facilities. Small children need the assistance from adults to go to the toilet. Lack of facilities can lead to urinate and defecate in open, ‘forget’ to wash their hands, throw garbage on the ground or drink water from unsafe sources Facilities should provide appropriate locations for young children, considering about their practical, environmental and cultural aspects. As well-designed facility might not be used if the location is not considered properly. Facilities must address the gender-related needs and roles, in which privacy and security of both girl and boy students are protected. Facilities for special needs of adult girl children, especially on menstrual hygiene management should be provided. Facilities should address the needs for children with physical disabilities. As exclusion from sanitation and safe water, can result in isolation, poor health, and poverty. Disable friendly facilities can be incorporated into original design and that allows disabled to use the facilities. Hygiene promotion can stimulate children’s learning and development, and ensure that educational tools are designed in an age-appropriate way. Water and sanitation projects are designed with involvement of all relevant stakeholders and active involvement of the users, mainly the children is essential in all phases of the design process. As Their involvement during the design stage of hygiene, sanitation and water facilities will lead to better solutions and increased acceptance of these solutions. facilities should look for low-cost solutions without compromising quality and should be affordable, durable, encourage proper use, and are easy to maintain and keep clean Construction and use of facilities should not harm the environment and environmental sustainability should be an integral part of the design, implementation, operation, and maintenance of sanitary facilities and hygiene education program. Facilities should have a good operation and maintenance plans that indicate who is responsible for cleaning, maintenance and the costs involved. It will also ensure involvement of children, teachers, parents and the community in the continuous process of monitoring and improving hygiene practices at school