Learning to Grow up with a Sanitation Culture
A
Case Study
Of
The Nepal School Sanitation and Hygiene Education
Programme
Shree Banganga High School Kapilvastu
September 2001
Prepared by
UNICEF, Nepal
1
ABBREVIATIONS
CBO
CDO
DACAW
DE
DEO
DSC
DWSO
DWSS
HMG/N
IEC
INGO
LDO
NEWAH
NGO
SMC
SSHE
UNICEF
VDC
WHO
Community Based Organization
Chief District Officer
Decentralized Action for Children and Women
District Engineer
District Education Office
District Steering Committee
District Water Supply Office
Department of Water Supply and Sewerage
His Majesty’s Government of Nepal
Information, Education and Communication
International Non-Governmental Organization
Local Development Officer
Nepal Water and Health
Non Governmental Organization
School Management Committee
School Sanitation and Hygiene Education
United Nations Children’s Fund
Village Development Committee
World Health Organization
2
CONTENT
Executive Summary
4-5
1.
6-9
Introduction
a) Why School Sanitation and Hygiene Education Programme?
b) The Importance of SSHE Programme
c) Objectives
d) Methodology
2.
The Project School
10-11
3.
Outlook of the Students
12
4.
Key Players for the Success of SSHE
13-16
4.1. District Steering Committee
4.2.
4.3.
4.4.
School Management Committee
Headmaster/Teachers
Child Club
5.
The Enabling Factors for the Success
17
6.
Recommendations
18
7.
Conclusion
19
8.
The Case Story
20-23
8.1
8.2
9.
A Rolling Success Story
How Shameful She Was
Annex
9.1.
24
List of the People Visited
3
Executive Summary
In 1999 UNICEF in cooperation with Line Agencies and (I)NGOs reactivated the Nepal
School Sanitation and Hygiene Education (SSHE) after numerous of such programme
had been going on in isolation in the years before. The efforts were this year united and
a national strategy was developed, adopted by HMG/N, UNICEF and other
organizations. In 2000 UNICEF and HMG/N selected eight of the 75 districts, and four
of these were (Dadeldhura, Kapilvastu, Sunsari and Chitwan) identified for focused
implementation as lead districts for the newly developed SSHE programme. The main
purpose of the programme is to contribute to reduction of the large-scale prevalence of
diarrhea disease in the country, which claim 28,000 lives each year.
The case study of the Shree Banganga High School Sidhipur in Kaplivastu District
seeks to assess whether the programme activities have been followed as per the steps
identified in the guideline and to document the sanitation status in the study area.
Positive changes were observed in the school environment and behavior of school
pupils, adopting better sanitary practices and positive changes in the role of the School
Management Committee (SMC), Child Club, Steering Committee and Teachers.
As part of the first phase of this programme 132 schools, 55% of total number of schools
in the district were selected. The case study presents a detailed sanitation status report of
one school the Shree Banganga High School Sidhipur, which has a total of 1182
students in grades 1-10. A Child Club has been formed with 50 members from class
four to ten (25 boys and 25 girls) to drive the sanitation/hygiene and other health related
programme. Other important partners in the school sanitation movement are SMC, VDC
members with teachers, who received necessary orientation and training to implement
and support the SSHE programme activities. The school building is a well-built structure
though every classroom is filled to capacity of available seats. The school has a block of
10 latrines built with a septic tank, and is maintained well by the students/teachers and 4
latrines built especially for use during examinations. Moreover 12 urinal places are
under construction with financial support of UNICEF. Four hand-pumps exist in the
compound and a newly built one especially for primary level students, to provide water
for washing and cleaning. Well-plastered platforms around the hand-pumps & drainage
facilities allow the area to remain clean. A garbage pit, constructed by the school after
the programme was launched, has made the disposal of the solid wastes easier and the
greenery in and around the school compound has helped to make pleasant environment.
Due to constant care shown by the Child Club Members, the classrooms/compounds and
sanitation facilities are cleaned daily by the students themselves as per the schedule and
norms that they developed, and there is good rapport between the students and teachers.
Students are now exposed to better sanitation at their own village school. SSHE brings
out a "Yearly Plan of Action" for regular propagation of the benefits and to help up
process to bring about of good sanitation and hygiene practices, for students and local
communities to adopt good habits. Given due focus and priority to this school
programme, there is ample reason to believe that the school sanitation programme in
Banganga High School will produce positive results, which on its own will have
spontaneous replication to all adjoining schools. Better monitoring and follow up
practices have to be developed and adopted by all concerned authorities so that the
programme will get the necessary input and support. Better assessment of the lessons
learned from the programme should be a step forward in the enhancement of the hygiene
and sanitation programme in Nepal.
4
N
E
P
A
L
Administrative Division
Far Western Region
Mid-Western Region
D
Humla
Darchula
Bajhang
Mugu
Baitadi
Bajura
Western Region
Dadeldhura
Jumla
Kalikot
Doti
Dolpa
Achham
Mustang
Kanchanpur
Dailekh
Jajarkot
Kailali
Rukum
Surkhet
Manang
Central Region
Myagdi
Salyan
Bardiya
Rolpa
Baglung
Gorkha
Kaski
Eastern Region
Lamjung
Parbat
Pyuthan
Banke
Dang
Rasuwa
Gulmi
Syangja
Tanahu
Arghakanchi
Dhading
Nuwakot
Sindhupalchoke
Palpa
Kapilbastu
Rupandehi
Dolakha
Nawalparasi
Kathmandu
Bhakthapur
Chitawan
Solukhumbu
Sankhuwasabha
Lalitpur Kavre
Makwanpur
Taplejung
Ramechhap
Okhaldhunga
Parsa
Sindhuli
Khotang Bhojpur
Terhathum
Panchthar
Bara
Kapilvastu District
Rautahat
Dhankuta
Sarlahi
Udayapur
Mahotari
Dhanusa
Ilam
Siraha
Saptari
Sunsari
KM
0
50
100
5
Morang
Jhapa
1.
Introduction
His Majesty's Government of Nepal (HMG/N) has prioritized improved hygiene and
sanitation programme as one of the key components of the national development taking
into consideration the high incidence of water and sanitation borne diseases like
diarrhea, which has resulted to the high percentage of mortality and morbidity among
children. With the financial and technical support from UNICEF Nepal, HMG/N and
other organizations have accelerated interventions in hygiene and sanitation related
activities in selected districts and schools. With the basic motto that well-motivated and
educated children can bring effective changes in the community, with emphasis on the
rural and semi-urban areas, the hygiene and sanitation programmes are being
implemented in selected schools. Based on the guidelines developed by UNICEF, the
school children are exposed to different learning processes and possibilities within the
school time. School children are viewed as real frontline actors in the drive of improving
personal hygiene among students and creating better environmental sanitation within the
school premises. The school sanitation guidelines have been developed, based on
experiences in Nepal and in many of the countries of the developing world and these
have allowed the school sanitation in Nepal.
The School Sanitation and Hygiene Education (SSHE) in Nepal has been implemented
intensively in four districts (Dadeldhura, Sunsari, Kapilvastu and Chitwan) and
Kapilvastu is the focus of this case study. As per the guideline, 132 schools of the
district have been selected for this programme. The District Education Office (DEO) and
a District Steering Committee headed by the DDC Chairperson is the overall body for
regular supervision and monitoring apart from the periodic supervision and guidance
provided by UNICEF.
This case study on SSHE programme has been conducted in one of the schools the
Shree Banganga High School Sidhipur of Kapilvastu District located in the Western
Development Region.
This particular school has been
selected as one of the model
schools for the assessment of the
success or failure of the set
objectives and processes being
adopted as per the guideline. The
programme started in early 2000
and has gone through different
stages e.g. the formation of the
School Management Committee
(SMC), Training of Teachers,
Formation of Child Clubs etc.
6
a)
Why School
Programme?
Sanitation
and
Hygiene
Education

For the last 30 years, the government has included health education in the curriculum
and textbooks. But no substantial changes have been observed in improved health
among the majority of the school children in rural areas.

School and school children have been identified as one of the effective channels for
improving and enhancing the habits of health, hygiene and sanitation practices in
society as a whole. Since 1997, the child to child approach has been used as a model
approach for the enhancement of the health and hygiene status of the school
children. This has been demonstrated by NRCS & NEWAH have received technical
and financial support from UNICEF.

There are more than 23,300 primary schools in Nepal and most of these schools have
poor sanitary facilities. The majority of the schools has not given priority to health,
sanitation and hygiene that has created a barrier for physical, mental and emotional
growth of the children.

"Prevention is better than cure" has been adopted as a slogan that is seen as key to
the sustainable development of health and hygiene programmes in Nepal, and this is
clearly one of the SSHE programme also.
b)
The Importance of the SSHE Programme.
Children are very eager to learn and to help others through their active, energetic,
enthusiastic and curious behaviour. So childhood is the best time to learn about hygiene
and sanitation. Early childhood experience of pupils would help address the following:

High rate of mortality and morbidity among young children in Nepal are mainly due
to poor personal hygiene practices, unsanitary environment as well as unsafe
drinking water.

After the family, the school is the most important place where children learn. The
knowledge they gain at school is obviously transmitted to other family members and
the community as well.

Teachers play a vital role in disseminating knowledge and skill to the children, so
the SSHE programme focuses on these possibilities to accelerate the programme

Children spend most of the active day time in schools. Therefore, it is important that
the school environment is kept clean and good, workable sanitary facilities are
provided in order to safeguard their health.

It is not sufficient to create awareness and impart knowledge to the children, rather
they should be motivated for bringing into practice by adopting better sanitary
practices.
7
c)
Objectives of the Study
The objectives of the case study are to determine the following:








d)
Whether the SSHE programme has been launched in the school or not.
Whether the programme activities have been followed as per the steps
mentioned in the guideline.
Changes observed in the school environment and behaviors in adoption of
better sanitary practices by the school children.
Impact in the communities, through the students’ exposure and motivation
on hygiene and sanitation.
Impact of the programme in minimizing the incidence of communicable
diseases, especially diarrhea cases among the children.
Role of school teachers, SMC and VDC in the promotion of objectives set
by the programme
Effectiveness of School Child Clubs in the overall programme performance.
Overall supervision and monitoring status of the programme
Methodology/Field Visit

The Shree Banganga High School was selected as object of the case study to assess
the impact of SSHE programme.

During the field visit to the school the required information was gathered through
interview and physical verification.

Meetings were conducted with the members of School Management Committee,
VDC, Schoolteachers and Child Club Members.

Interaction was done with the surrounding village dwellers regarding the impact of
the programme on their school-going children and on the communities as a whole.

Interviews were held with one boy and one girl form among the school children, as
recommended by the club members.

Thorough checklist on the procedures was followed throughout the study in
consultation with the school management committee.
8
Kapilvastu District
N
Bhalawad
Motipur
Dubiya
Legends
Shiwapur
Mahendrakot
Shiwagdhi
Gugauli
Banganga
Foc us V D Cs
Other V DC s
Barkhurpur
Gajehada
Budhi
Kopuwa
Chanai
Jayanagar
Hariharpur
Patana
Niglihawa
birpur
Thunhiya
Hathausa
Rajpur
Khushuriya Bishunpur
Manapur
Patthardeiya
Dhankauli
Lalpur
Jahadi
Mahuwa
Patariya
Jawabhari
Tilaurakot Phulika
Udayapur
Ganeshpur
Dharmapaniya
Maharajganj
Ramnagar
Bhalbari
Kapilbastu
Bhagawanpur Bahadurganj
Pakdi
Sauraha
Dohani
Ajigara Sisawa
Dumara Baskhor
Kajarhawa
Shiwanagar
Bhilmi
Gauri
Labani
Sihokhor
Sirsihawa
Abhiraw
Basantpur
Buthuwa
Somdih
Titirkha
Hardauna Bedauli
Bijuwa
Rangapur Pipara
Hathihawa
9
3.
The Project SchoolA Model Example
The Shree Bangagna High School-Sidhipur selected for this case study is one of the
leading government schools located in Gajehada VDC of Kapilvastu District. The school
is located some 70-km West from the Bhairahawa airport. The total area covered by the
school is about 2 bighas. The school building is a permanent type structure having
sufficient rooms for classes. The school has a total of 1182 students (602 girls and 502
boys) ranging from class 1 to class 10. A majority of the students is from Brahmin and
Chettri communities, only 6% of the total students are from indigenous communities of
Tharus. 55% of the students are girls and 10 students are handicapped. Out of a total of
25 teachers 5 are female.
During the field visit it was
observed that the school has
14 latrines, the majority of
which was constructed with
the assistance of FINNIDA
and DDC. All latrines with
septic tank were observed to
be properly used and well
maintained by the students.
Separate urinals for boys and
girls are under construction
with the financial support of
UNICEF. There are five
handpumps with concrete
10
platforms with proper drainage facilities for the wastewater. As per the information
received, before introducing the programme the school had only 20% of the
required number of toilets but since the programme started it has been increased
to 40%.
The overall school environment is attractive, due to a well-maintained garden and
facilities. The school compound is relatively neat and clean and no dumping of solid
waste was observed in the area. A garbage pit constructed within the premises has been
used for dumping of waste. Greenery due to trees around the school compound has made
the environment more appealing.
COMMITMENT IS A KEY TO SUCCESS FOR THE PROGRAMME
SSHE Structure RELATED TO THE Kapilvastu Banganga High
School
DISTRICT STEERING
COMMITTEE
Village Development
Committee
Students
School Management
Committee
Family
11
4.
The Outlook of Students Small Steps-Big Results
The majority of the students were found to maintain a good personal hygiene. They
appeared neat and clean and quite aware about the importance of health and sanitation,
apparently as a result of the effective implementation of the SSHE programme. While
questioned they answered that the knowledge they have gained in the subject matter was
from the schoolteachers and the child club activities. According to them (from survey)
and teachers, before the programme was implemented only 20% of the total students
School Teachers
School Club
Community/Children who
do not go to school
were aware of the hygiene and sanitation but now it has gone up to 90%. Even students
from poor families are also concerned about the personnel hygiene and have adopted
good sanitary practices. The students were knowledgeable and practice regular hand
washing with soap and use of latrine properly. There was no evidence of any defecation
in and around the school area.
Students not adapting the measures for better personal hygiene are singled out by other
students and thus motivated to follow the practices required of a neat and clean child.
The teachers and club members also maintain constant vigilance on the students who do
not adopt proper personal hygiene. The students were having some kind of perception
that in the reverse case, the teachers and the club members would punish them.
Moreover students are curious on health, nutrition, child rights and first-aid related
issues, because of the positive role of child clubs in the school.
12
During interaction with the students, it was noticed that the SSHE has brought dramatic
changes in their sanitation and personal hygiene practices thanks to sanitation facilities
and systematic approach. The students not only had shown deep concern about needs to
change for better attitudes and practices but also they were keen on pressurizing the
other family members to follow the same. While asked whether they were influenced by
the family members in maintaining good personnel hygiene, their reaction was
negative.
SMALL IS BEAUTIFUL AND CAN BE
VERY HELPFUL
4.
Key Players for the Success of SSHE
Key for Success: Commitment and Desire
The UNICEF has classified the SSHE in Shree Banganga High School-Sidhipur as one
of the focal activities that, if made successful, could be replicated in many other schools
elsewhere in the country. Joint efforts and commitment from the VDC, local community
leaders and members of the SMC together with the school club members were the key
factors that brought noticeable results from this programme in the school. Not only
UNICEF, but also other donors are extending support to this programme; this has proved
catalytic to the motivation of the schoolteachers and students as well. The stepwise
process and activity adopted as per the guideline ensured that all stakeholders and
partners are trained and capable to launch and maintain the programme more effectively.
One of the motivating factors was a feeling of competition among the teaching staff; the
school management had desired to stand in the front line among all other schools in the
districts with regard to school sanitation and hygiene education programme.
Some of the Key Players in the Effective Functioning of the Programme
are:
4.1
District Level Steering Committee
Behind the success of the programme in Shree Banganga High school, the District
Steering Committee (DSC) has played a vital role in providing all kinds of support and
supervision. The financial backup support through UNICEF funding is channeled to the
SMC through this steering committee on a regular basis. The SMC informed that the
13
DSC members visited the school and given suggestions and recommendations to
improve the programme functioning for which a monitoring format has been developed
and used. As chief of the DEO is the coordinator of the DSC, it was felt easy and
effective to develop better linkage and thus smooth functioning of the SSHE was
ensured.
In spite of some delay in the
disbursement of the required fund
from the DSC, the SMC has shown
not less interest in the programme
implementation. The DSC has
provided IEC materials, to the extent
that fulfills the demand of the project
school. Moreover the District
Steering Committee has been
supporting School level innovative
activities such as lottery for fund
District Steering Committee Members discussing on SSHE
raising, training equipment/materials for capacity building etc. In the coming days, it is
expected that the DSC will produce and distribute the appropriate IEC materials to
reinforce the programme .
4.2
The SMC/VDC
The School Management Committee (SMC) was formed under the chairmanship of
VDC chairperson one year ago in 2000. The VDC chairperson is one of the active
members of SMC, who has been supporting to SSHE programme and wants to make a
model VDC on sanitation. Other members of the SMC include representatives from
government line agencies, local leaders and the school's headmaster. This committee has
been the backbone of the whole programme being conducted in school and community.
A one-day orientation was given to the SMC members by the resource person from
UNICEF and other experts. This has made the SMC more responsive towards the
programme. Their roles and responsibilities have been made clear and conducive to the
local environment. As this programme
was meant basically for the promotion
of child health, there was positive
support from the parents also.
Continuous support and monitoring
from the UNICEF and District
Steering Committee, headed by the
DDC chairperson and coordinated by
the District Education Office (DEO)
have been instrumental in making this
SMC and VDC more activated and
effective from the early detailed
planning stage to each stage of
14
implementation, monitoring and evaluation. The SMC and VDC have provided financial
support for the physical facilities such as the building, latrine construction, water supply
and furniture etc.
As the hygiene and sanitation programme in the VDC was a new programme, developed
for the improvement of the health of the rural people, especially of children, it was
accepted by all as a very challenging and interesting activity. Especially through the
willingness of the mothers, the programme was backed and thus the local teachers were
also made more responsive. A kind of festive environment was created within the
villagers and the students. All VDC members were well motivated to participate and
make all necessary support available to the SMC in order to make this programme a
remarkable success.
WHERE THERE IS PROBLEM THERE IS SOLUTION
4.3
School Headmaster/Teachers
The SSHE has been designed with the active participation of the
schoolteachers. Teachers are among the few -educated and respected
persons in the community as well as in the villages, so the villagers
and students take whatever they say and teach seriously. The SSHE
in general, has been developed with the maximum involvement of
the teachers and their role as the prime force to bring success to the programme
objectives. Teachers were given a three-day training programme which was conducted
to familiarize with the programme components, the objectives and the roles and
responsibilities of teachers. The training programme was conducted in the school with
the support from UNICEF personnel and other resource person from the district. The
health teacher was made the coordinator to guide all activities within the school and at
the same time guide and monitor the students. The teachers were entrusted to give
special attention to the handicapped students. The female teachers were found to be
more motivated in the overall activities.
The teachers were instrumental in the formation of child club and motivation of the
students to actively participate in the club activities. During the site visit, it was noticed
that majority of the teachers were keen on the hygiene and sanitation promotion through
constant discussion and guidance to students. Any student not following the basic norms
for sanitation and personnel hygiene was marked by the teachers and he/she was
cautioned. Similarly teachers were sensitive to student behavior in protecting the school
environment. It was informed that teachers should conduct regular meetings to examine
and assess the status of the programme. The
teachers were conscious about their
behaviour and practices on better hygiene
and sanitation in order to give impression to
the students and villagers that personal
15
hygiene was important for better living. Not only inside the school premises the teachers
have practiced giving useful messages on the importance of better sanitation but to
whole communities, wherever possible
e.g. in tea stall, shop vendors etc.
Students listening to the teacher
The teachers, on their own, have tried their best to convince students that they should
disseminate the knowledge and skill to the family members and the community in
whatever way possible.
In totality, the school Headmaster and teachers have acted as the prime force in
reinforcing the hygiene and sanitation programme in the Shree Banganga High School.
TARGET AND PROCESS ARE LIKE FLESH AND
BLOOD
4.4
Child Clubs- Wonder Workers
In Shree Banganga High School, 50 students
(25 girls and 25 boys) from class four to ten,
are enrolled as the members of the child club.
The child club members were given one full
day orientation with the objective of training
them on different aspects of sanitation,
hygiene and basic communication skills. The
training was conducted by the headmaster and
teachers of the school. In the training, special
attention was given to the child to child
approach.
Children cleaning school compound
The child club members have been the role models for sanitation practices, constructing
latrines, garbage pits etc. The club members are the leaders among the students in
developing the yearly plan of action and its implementation. Under the guidance of the
group leader, they plan the cleanliness of each classroom and school compound to be
maintained by the student groups and regular checking of whether the plan has been
followed or not. Status of the classroom cleanliness was reported through the notice
board of the club. The 50 member club has been a key force to drive all students and the
school management in keeping the school environment in a better condition. The club
has initiated the construction of the garbage pit in the school compound and its proper
use. The formation of the club and its functioning has been extremely fruitful to bring
the child to child approach model into reality, imparting the knowledge and change in
behaviour and practices among children. The harmonized relation between the teachers
and the club members has been a stimulating force in successful planning and
implementation of the programme.
16
The child club is divided into five groups in the school, to reach the purpose of students
for improving child survival, growth and development, especially focusing on sanitation
and hygiene. The groups are: (1) Environmental Sanitation, (2) Personal Hygiene,
(3) Health & Nutrition, (4) Child Rights and (5) First Aid.
It was observed that girl members were more persuasive in the overall performance of
programme activities, which is a positive indication of the success. Their honesty and
desire to bring changes among the school children and community have brought visible
impact in the project area. The child club members have also conducted a baseline
survey in the community, based on which they have mobilized students for campaign
and other sanitation and hygiene promotion activities. The SMC has given full support
(financially and technically) to the club and the health teacher has coordinated the club
activities from the SMC side.
If the club members worked in the same pace it is certain that the target and objective set
by the SSHE programme will bring tremendously success in Banganga High School, so
that this will have replication to the other schools of the district. Thanks to the strong
commitment and motivation of the club members, students and families are being
benefited by improvements in health and sanitation that will reduce the water and
sanitation related diseases, which has prevailed so far in a high magnitude in the area.
5. The Enabling Factors for the success of the SSHE
programme in Shree Banganga High School appears
to be the following:
 Construction, use and maintenance of sanitation facilities such as latrine and urinals
for boys and girls; water supply facilities with soap and a waste management system,
garbage pits/drums etc.
 Development of sanitation norms for daily and weekly follow up routines for
cleaning and maintaining purpose.
 Good leadership of the headmaster, teachers, child club coordinators, VDC, SMC as
well as steering committee chairperson and members.
 Formation of the child club and the use of the child to child approach for primary to
secondary grades for sanitation, hygiene and health related activities.
 Capacity building support for training, latrine and water supply construction and
technical support from the district steering committee and VDC.
 Implementation
of systematic and innovative SSHE programme activities from
promotional and sustainable point of view as well as fund raising activities.
17
6.







Recommendations
The monthly calendar has to be followed up in consultation with District
Steering Committee, VDC and SMC. However the club members should also be
taken into confidence in this regard.
Provision should be made for exchange visit by the Teachers and Child Club
Members in order to upgrade their knowledge/skills and know how on the subject
matter and the importance of the school sanitation programme.
The participatory baseline study of the school and community be properly
done and recorded, based on which the impact of the programme should be
assessed from time to time.
Some reward mechanism has to be developed for students and teachers who
have done a good job as a sanitation promoter. This will encourage children to
come forward with more enthusiasm and competitiveness.
A Sanitation Revolving Regular Fund (SRF) be created in the school to carry
out different activities. For this resources from DDC, VDC, local communities
and SMC could be mobilized.
Emphasis should be given to prepare more IEC materials as part of the
sanitation and hygiene promotional activities as per the local context.
More frequent self monitoring and follow up mechanism would be nice by the
DSSC and SMC/VDC for the betterment of the programme activities.
18



Some refresher training and orientation programme has to be developed for the
teachers and club members.
Knowledge about the appropriate technological options for sanitary
facilities should be given to the students and teachers for dissemination to the
villagers whenever required.
Provision of soap for handwashing in the school after the
use of latrine and before eating. For this mesh soap bag
concept can be developed as an alternative.
Mesh Soap Bag
7.
Conclusion
The child to child approach has been adopted as one of the prime activities in order to
bring substantial change in the health and hygiene of the children in Nepal. Reaching
parents and communities through child club and children is another goal set to achieve
through the school sanitation programme that has proved effective and sustainable. In
this direction, joint effort of the DDC/HMG of Nepal and UNICEF in 25 DACAW
districts in coming days will be intensified and expected to show positive results. The
concentrated efforts of all government line agencies, INGOs, NGOs and community
leaders will be seen as a condition that will reinforce the programme in totality.
The school sanitation programme in Banganga High School in Kapilvastu is trying to be
a role model among the schools in the district. From the case study, the conclusion can
be drawn that this programme is leading to a notable success. From the changes that are
seen among the school children and villagers, it seems obvious that the programme has
great positive impacts in their health condition. The guideline steps are being followed
and still more activities are underway leading to the full-fledged accomplishment of the
activities showing positive results in the improvement of hygiene and sanitation status
within the school and community.
However, the complete success will be dependent on the active involvement of all
concerned actors with constant monitoring, follow up and supporting to morale
development.
The lessons learned from this school programme should be well documented by the
District Steering Committee and they should be used as tool for other schools in the
district.
19
8.
The Case Story
8.1
Instinct within Amrit: The case of a rolling success story
During the field visit, I had an opportunity to meet and talk
with one of the outstanding boys from Shree Banganaga High
School. His introduction is as follows:
Name: Amrit Sharma
Age: 16 years
Class: 9
Parent's Occupation: Street Vendor
Child Club Member since last one year
No
toilet
experience
before
the
programme
This is a real story based on the interview with Amrit.
Amrit Sharma's family did not have any toilet and there was
no felt need. But after being the club member and listening to
the teachers about the importance of sanitation and hygiene,
he was so motivated that he insisted to
build a toilet in the house. His parents
responded
negatively
with
the
arguments that only rich families could
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build and use it. But Amrit did not give up his effort and he
went on convincing the parents that the poor families also
could build a pit latrine at low cost. Only what was required
was the change in the perception and belief for which Amrit
was serious. He was absolutely a successful boy when he
could motivate the parents and the toilet was built at last a
“simple pit latrine”. Hand washing with soap after defecation
was another practice he introduced to the family members.
An example of reaching parents through children. Congratulations
Amrit !!!!
After success in the family, Amrit was so enthusiastic that he
started convincing other villagers together with his friends to
build and use the toilets. And in this effort, he is getting
tremendous success. Let us hope that Amrit will be a real
leader on sanitation.
Amrit recalled an incidence that occurred in one of the poor
families of the village where a small kid was about to die due
to diarrhoea and the parents were looking for help from a
JHAKRI to save the child. But Amrit did not allow them to
lose time and immediately, he explained that JIVAN JAJ is
the only medicine to cure the child. The parents listened to
him carefully and learned from him how to prepare and use
it. Fortunately the kid was saved:
What A great job Amrit did to the family !!!
From this success, Amrit has been a hero among his friends
and villagers. But he expressed anxiously that motivating
villagers was a real difficult task and many did not listen to
and accept his advice. But he has not lost his hope that
though slow, he will win the race. Amrit is so motivated and
committed that at this early age, he has been like a pioneer
on sanitation in the school and in the village. For his
everlasting success, what is needed is that all should render
moral and other support to him and always encourage to do
so in the future as well.
Amrit was completely convinced about the need for following
proper hygiene and sanitation practices
before the programme started and he
was included as a member of the child
club. The knowledge and skill he
acquired during the training and while
working together with other club
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members, his vision and behaviour changed. He thanks his
teachers in bringing such change within himself. He believes
that the school sanitation programme should be launched in
almost all schools in the country. If given a chance, he would
like to go to some other places and disseminate the messages
to others.
Illustrated by Amrit Sharma promoting the ideas to use latrine.
8.2. A GIRL : HOW A SHAMED SHE WAS !!
S
ita Neupane is a student of class nine in Shree
Banganga High School and she is about 14 years old ( I
guess ). I do not know her exact age because she did not
like to say, may be because she was a girl. She is from a
middle class family and her father is working at present in
Japan. So her economic status is better than that of many
other villagers and she lives in a pucca moderate house.
While talking with me, Sita recalls an interesting incident
which she would never forget in her entire life.
One evening some of her relatives, including students came to
her house visiting a guest from
Kathmandu in vacation. She was
delighted to welcome visitors of her
age group. At night one of the girls
named Sushma wanted to go to
toilet and asked about it, but
unfortunately Sita could not show
the way as there was no toilet in
the house. She had to take her to
the open field inspite of the guest's
disagreement. There was no alternative to it. Sita tried to
explain that defecation in the open field is a normal practice
in terai and that there was no question of any shame and
discomfort. After hearing this, Sushma did not hesitate to
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complain and express her painful feelings about defecating in
the open field. Sushma insisted that she would leave the
place next day early morning, as she could not stay there
without a toilet. Sita was surprised when actually Sushma left
the place the next day saying that she will never come to her
house in the future.
Sita had such a bad feeling that she could not control
weeping and she was blaming her family members for not
having built any toilet in the house. Though she had heard a
lot about the need to build a toilet from the teacher and
classmates in the school, she herself was not fully aware of
such consequences. When she talked to her teacher and
friends about the incidence they advised her to insist to her
family members to build the latrine immediately. They
requested her to be a member of the sanitation child club
which was already initiated in the school. At last she joined
the club and actively participated in many of the activities,
through which she came to know about different aspects of
hygiene and sanitation.
After some days Sita was so determined
that at any cost she would be able to
convince her family members to build a
latrine. How lucky she was that her
convincing arguments were enough to let
others build the latrine. A few days after, she could use the
latrine at home. Sita was delighted to share her happiness
with other friends and at the same time she insisted that
other friends also have latrines in their house. She is now
working on her own as a motivator in the village and many
families listen carefully to what she says. There has been a
success story where Sita has played a vital role in promotion
of sanitary toilets in the village.
Sita is convinced that Wealth will now come
to the place, which is neat and clean. Sita
also loves young children and she always
cares for them, teaches them about better
sanitary practices and helps to bring
changes in the traditional behaviour.
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Sita is waiting for the day when her friend Sushma will again visit her
house !!!!
Illustrated by Sita Neupane encouraging to use sanitation facilities.
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Annex
Name of the Persons visited
Mr.Ananda Raj Pokhrel
Mr.R.B. kunwar
Mr.Sagar Shrestha
Mr.Hari Sundar Shrestha
Mr.Nanda Kishor Sukla
Mr.Dwarika Prd.
Mr.D.B. Rana
Mr.K.B. Ranamagar
Mr.L.N Aryal
Mr.T.B.Shahi
Mr.Umakanta Aryal
Mr.Narayan Gyawali
Mr.S.L.Pandit
Mr.Ram Niwas Chaudhary
Mr. Mahendra Shrestha
Mr.Birendra Pradhan
Community Members
CDO
VDC Chairperson
SMC Chairperson
DEO
Head Master
VDC Member
VDC Member
SMC Member
VDC Member
SMC Member
Teacher
Health Teacher
Teacher
DE
Officer, DEO
DFO, UNICEF
Gajehada
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Based on the field visit to
Shree Banganga High School,
Gajehada VDC, Kapilvastu
September, 2001
By Er. Archana Neupane
Consultant, UNICEF Nepal
26
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