Traffic Light Paper Regarding WASH Status of Schools in ...2 WASH Traffic Light Study, Rajanpur,...

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WASH Traffic Light Study, Rajanpur, March 2015

Traffic Light Paper

Regarding WASH Status of Schools in District Rajanpur

May 2015

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Table of Contents

Acronyms 3

Acknowledgement 5

1. Executive Summary 6

2. Introduction 7

2.1. Study Background 7

2.2. Study Objectives 7

2.21. Sanitation 7

2.2.2. Hygiene 7

2.2.3. Drinking Water Supply 7

2.2.4. Policy & Advocacy 8

2.3. Study Methodology 8

2.3.1. Desk Review 8

2.3.2. Primary data collection 8

2.3.3. Study Team 9

2.3.4. Sample Size 9

2.3.5. Training of Data Collectors 10

2.3.6. Data Collection 10

2.3.7. Data Processing & Analysis 10

2.3.8. Time Lines & Work Schedule 11

3. 0 Literature Review 13

4. Study Findings 17

4.1. Water in Government Schools 17

Water Quality Issues 18

4.2. Toilets in Government Schools 19

Functional Toilets 20

Distance of Toilets from Class Rooms 22

Locking & Privacy of Toilets 22

Availability of water resources in toilets 22

4.3. Hygiene promotion and resources in schools 24

Toilets’ cleanliness 25

Hygiene promotion and practices in government schools 25

Menstrual Hygiene promotion in government schools 26

4.4. Solid waste management in schools 27

4.5. Water & Sanitation Infrastructure& Planning in Government Schools 28

Repair and maintenance of water and sanitation resources 28

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Budgeting for schools’ water and sanitation resources 29

Government Standards for schools’ water and sanitation resources 29

Monitoring of schools’ water and sanitation resources 30

4.6. WASH Equity in Government Schools 31

5. Conclusions 32

6. Recommendations 33

Annexure 35

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Acronyms

IDI

In-Depth Interview

CSRED

Centre of Strategic Research, Evaluation & Development

EM

Evaluation & Monitoring

EMIS

Evaluation & Monitoring Information System

FGD

Focus Group Discussion

GES

Government Elementary School

GGES

Government Girls Elementary School

GGHS

Government Girls High School

GGHSS

Government Girls Higher Secondary School

GGPS

Government Girls Primary School

GHS

Government High School

GHSS

Government Higher Secondary School

GLAAS

Global Annual Assessment of Sanitation and Drinking-Water

GPS

Government Primary School

MoE

Ministry of Education

NGO

Non-Government Organizations

PATS

Pakistan’s Approach Towards Total Sanitation

PESRP

Punjab Education Sector Reform Programme

PMIU

Programme Monitoring & Implementation Unit

SMC

School Management Committee

UC

Union Council

WASH

Water Supply, Sanitation and Hygiene

WinS

WASH in School

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Acknowledgement

We would like to express our gratitude to all team members of Muslim Aid and stakeholders, who shared

their valuable inputs that helped in analysis and consolidation of the report, including the district and

provincial government officials, representatives of different NGOs and other organizations.

In addition, the consistent support of Strategic Planning, Learning & Quality Assurance Department and Program Manager WASH during data collection has been found exceptional in carrying out various activities of traffic light study, specifically in designing the Traffic Light Matrix and in finalizing this report. The report is mainly based on findings of quantitative and qualitative interviews, which were conducted in

March, 2015 in the three targeted Tehsils of District Rajanpur.

The traffic light study has taken this shape due to candidness and cordiality of all direct and indirect beneficiaries in the targeted UCs. It is hoped that this report will adequately highlight the key issues and challenges and certainly will contribute further to strengthen the planning, designing and programming regarding WASH, both by public and private sectors.

Last but not the least; CSRED would like to thank Mr. Khalid Bashir (Operations Head, CSRED) and

other all team members for their efforts and advices in the development of this study report.

Centre of Strategic Research, Evaluation & Development (CSRED), April, 2015 Lahore, Pakistan.

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1. Executive Summary

This study is being carried out to assess the overall WASH situation in government schools of district

Rajanpur. The assessment study is aimed to investigate the WASH accessibility, equity and inclusion,

infrastructure, issues, policies, practices and recommendations to be suggested in order to improve the

situation in WASH area in the government schools.

This traffic light study was carried out to have in-depth information on WASH accessibility, infrastructure and resources in the government schools of district Rajanpur. There was no enough data discovered on record about exact number of functional toilets, accessible hand washing and drinking resources and implementation of hygiene practices in the government schools of district Rajanpur.

This traffic light study was exercised by employing several sources for information gathering, including

primary and secondary sources. For the primary data collection, simple random sampling technique was

adopted to conduct the quantitative and qualitative research in the target district along with data collection

at provincial and national level. Besides primary information, the reports, publications and news regarding

water, hygiene and sanitation situation in the government schools of Punjab and of district Rajanpur were

also reviewed in details during the desk study.

The study findings explored inadequate accessibility to toilets in majority of the schools in district

Rajanpur. The student/toilet ratio was also discovered as lower to the prescribed international standards

for WASH in schools. Furthermore, very insignificant girls’ friendly toilets were found available. As a

result, maximum young girls were found leaving their schools hours during menstruation. Similarly only 4

schools were found with disabled friendly toilets.

Drinking water was not found easily accessible in most of the schools. These schools were reported with

hand pumps as a main source of drinking water, thus causing difficulties to students to reach and pump

out water. There was a poor hygiene situation reported in most of these government schools. During

primary visits, most of the toilets were observed as filthy and un-cleaned. Only, a fewer number of hand

washing resources were found with soaps or other cleanliness protocols.

No involvement of school education department was found in designing of the WASH infrastructure in

schools. Similarly, no separate budgets on WASH were found at any government school in district

Rajanpur. Overall, WASH situation in schools of rural areas was found poorer if compared with urban

areas. The students were found acknowledging and practicing minimum hygiene standards because of

the build-in poverty both at institutional and individual level.

The traffic light analysis is further derived on the basis of WASH monitoring standards from

WASHwatch.org, Water Aid and other international best practices.

The study recommends maximum infrastructure development in these government schools with regard to water schemes and toilets. Moreover, to improve the WASH standards and practices, maximum of the sensitization activities were suggested to be introduced in these schools. A need with regard to working with government on WASH budgeting for carefully identified WASH needs especially for girls has also been emphatically highlighted in the recommendations.

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2. Introduction 2.1. Study Background With support of Water Aid in Pakistan, Muslim Aid Pakistan is implementing the project “Improvement of

WASH Services in Government Schools of District Rajanpur”. WASH in schools project not only aims to

promote water, sanitation and hygiene situation as a pre-requisite to conducive education environment

but also supports provincial and local interventions to establish equitable, sustainable access to safe

water and basic sanitation services in schools of Rajanpur.

2.2. Study Objectives The objective of this Traffic Light Study is to carry out research regarding WASH status in Schools of district Rajanpur in coordination with district education department. This research on WASH status in schools has explored coverage of WASH accessibility, infrastructure, its functionality, quality, equity and inclusion, the O&M and an account of the policy framework. The traffic light study is focusing on availability of WASH facilities, adequacy & utilization of budgets, roles & responsibilities of key stakeholders for improving school WASH, key challenges, recommendations, functionality & sustainability of current WASH services. Overall, following areas were covered under this study: 2.2.1. Sanitation

National/departmental standards for toilet construction like number of students/toilet, separate toilets for girls – in-case of co-education

Current boys/toilet ratio and girls/toilet ratio

Average students/toilet ratio in the district

Tehsil-wise student/toilet ratio, availability of adequate water supply to meet sanitation demands

Departmental history of sanitation provision in school

Identification of areas where the sanitation coverage is poor; any difference between boys and girls schools, among level of schools (primary/middle/high/higher secondary schools)

Any major school WASH/sanitation initiatives/projects in the district.

2.2.2. Hygiene

Number of schools children’s practicing adequate personal/ environmental hygiene practices including hand washing and use of latrines, difference among boys and girls, and among primary/ middle/ high schools students

Number of adolescent girls having updated knowledge and adopted safe and hygienic methods of menstrual hygiene.

2.2.3. Drinking Water Supply

Number of schools (both boys and girls schools) with adequate & safe water, differences among boys and girls, and among primary/middle/high etc.)

Main sources of water supply

Resources required for providing water facilities in 100% schools of the district

Functionality of schemes, (Current status) – major issues

Water quality - major issues – type and severity of water quality issues

Details of O&M and mechanisms in place and finances for the same.

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2.2.4. Policy & Advocacy

Budgeting on Water and Sanitation – process of participation and involvement of key stakeholders, budget finalization and utilization for water and Sanitation needs,

Availability of designs/codes for school WASH within the education/district government department,

Current budget gap in school WASH (amount required in the district to reach 50 students/toilet ratio) – as per the approved designs/codes,

Budget required for constructing girls-friendly toilets in all Girls schools,

District-wise budget allocations to see gaps,

Planning and monitoring mechanism to ensure availability and quality of WASH facilities.

2.3. Study Methodology

This study was conducted by employing several sources for information gathering. Primary data was

collected from the field in addition to secondary data through web-based resources. Essentially, the study

process was implemented based on participatory research techniques by involving direct and indirect

beneficiaries and other relevant stakeholders. Both of the quantitative and qualitative research methods;

such as school WASH facilities assessments, focus group discussions, in-depth interviews; library and

archival information were employed as means of data collection and verification; being provided as

Annex-D. A Multi-stage sampling technique was adopted to select the desired respondents. This study

was carried out in the targeted tehsils of Rajanpur, Jampur and Rojhan of district Rajanpur.

2.3.1. Desk Review Overall, a desk review was undertaken in order to have thorough understanding of the following aspects:

WASH situation in the government schools of targeted district

Schools’ O&M and mechanisms and finances

Water and sanitation budget allocation for schools (as per different levels)

WASH planning and monitoring mechanisms for government schools 2.3.2. Primary data collection

In primary data collection, the team applied both quantitative as well as qualitative techniques. For the

purpose of quantitative information, a scientific tool “School Assessment Sheet” was designed and

exercised to explore quantifiably the WASH resources and infrastructure in targeted government schools

of District Rajanpur (Annex-A). Whereas, for the collection of the qualitative information, Focus Group

Discussions (FGDs) and In-Depth Interviews (IDIs) were conducted with the relevant beneficiaries, and

stakeholders.

Tools developed for the same are available as Annex-B. The list of participants of these FGDs and IDIs is

provided as Annex-C. The group discussions and in-depth interviews were conducted to elicit the

response of the respondents on the WASH infrastructure and resources in the government schools, the

strengths and weaknesses; and the risks to be addressed. Gender perspective was also independently

explored in both quantitative and qualitative information gathering, by recruiting and interviewing the

female and children respondents separately.

The data collection team also recorded adequate number of photographs to have the physical evidences

of the current WASH situation in government schools.

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2.3.3. Study Team

The Study team was comprised of the 28 members including Research Head (Team Leader), Operations

Head, Field Coordinator, Research Associates, Field Executives, Field Supervisors, Moderators, Data

Transcribers, Data Analysts, and Data Entry Operators. The team leader has adequate hands on

experience of similar jobs. The data collection team was comprised of 16 members. The whole team was

well familiar with the norms and cultural values of the targeted areas and followed those strictly. Whole

team was given orientation on the project overall objectives, methodology, and work plan and on tools, in

the presence of Muslim Aid team.

2.3.4. Sample Size

Study team collected the primary data in 18 days. For qualitative data gathering, a total of 28 Focus

Group Discussions and 35 In-Depth Interviews were conducted with the direct and indirect beneficiaries

and stakeholders, including representatives of school councils, WASH clubs, NGOs, and government.

For quantitative data collection, 114 Schools’ Assessments were conducted in the targeted government

schools of all levels (primary, middle, secondary and higher secondary schools) and genders (boys, girls

and co-education).The sampling details are as follows:

Sample (Schools Assessment Sheet)

Jampur Rajanpur Rojhan Total

Primary 33 43 18 94

Middle 6 2 2 10

Secondary 3 2 2 7

HSS 1 1 1 3

Total 43 48 23 114

Sample – Gender Segregation of Schools

Jampur Rajanpur Rojhan Total

Girls 1 5 3 9

Boys 7 18 5 30

Co-Education

35 25 15 75

Total 43 48 23 114

2.3.5. Training of Data Collectors

A detailed briefing session was held in a private hotel in Jampur under the supervision of Head, Research

and Development and Project Coordinator. The Muslim Aid representatives also participated in the

training session to have collective understanding of the tools and objectives, to be achieved. There were

conducted mock sessions during the briefing session to ensure the flow, consistency and adequacy of the

tools.

2.3.6. Data Collection

Data collection was carried out utilizing 16 team members comprised of project coordinator, supervisors,

moderators and enumerators. Both quantitative and qualitative data was collected in parallel, to ensure

the quality and reliability of information by comparing each other. The study team was further divided into

different teams as per geographical disparity and requirements. Each team was assigned to different

urban and rural areas. Moderators were moderating the IDIs and FGDs. Similarly; supervisors conducted

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various quality control measures throughout the field exercise. Additional supervisory visits were made by

the Head, Research & Development to ensure that the field staff was performing according to the field

quality control protocols.

2.3.7. Data Processing & Analysis

The consultant’s processing team performed data entry, editing, coding, transcription, processing and

analysis. Data Entry and Analysis:

Data Entry:

Quantitative data was entered into a computer database. Statistical Package for the Social Sciences (SPSS) was used for data processing and analysis. The database was prepared in-house by CSRED internal database developer. Four skilled data entry operators entered quantitative data over a 3 days’ period. All data was entered at CSRED head office in Lahore with maximum quality assurance. Following data entry, thorough data cleansing was conducted and a file of cleaned data was prepared for analysis.

Similarly, all files/notes of IDIs and FGDs were transcribed and tally sheets were prepared for analysis. Data Analysis:

The data analysis was conducted by applying different cross-tabs and models to meet the required

parameters. Results were presented in the form of descriptive statistics and charts in report format.

Where relevant, data has been disaggregated by gender indicators. Qualitative data was analyzed

manually using thematic analysis techniques. Narratives of the data were conceptualized into significant

themes and analyzed along quantitative data to ensure triangulation of findings.

The findings of the study are further concluded, as per Traffic Light analysis. These traffic light colors are

analyzed and concluded as follows; by WASH monitoring standards from WASHwatch.org, Water Aid and

other international best practices from literature review.

GREEN: On Track YELLOW: Progress but

insufficient RED: Not on track

Fewer/No need for further interventions. Existing initiatives are sufficient to achieve effective

school WASH.

There are some gaps to school WASH & stakeholders need to address or remove these gaps

at feasible level.

These are major gaps to effective school WASH & the government (School Education Departments) should take the lead to remove

those gaps.

Each of the WASH indicators is positioned into any of the three categories, as per their performance

analysis. The indicators on track are placed in green category; the indicators with some gaps/progress

are rated into yellow category and the indicators showing major gaps and room for improvements are

allotted yellow color. The indicators with traffic light justifications are available as Annex-E.

2.3.8. Time Lines & Work Schedule

The time period designed for the completion of this study was 60 days for the submission of final draft of

report, started from 30th January, 2015.

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3. Literature Review One cannot negate the beneficial effects of improved school WASH facilities and hygiene practices. Over

a period of time the detailed surveys and researches have shown that educational output are much

improved for the children who have access to WASH facilities and are practicing hygiene. Never the less,

the mortality and morbidity of school children decreases with an increased access to WASH facilities.

According to GLAAS1 report of 2014, almost 718million men, women and children globally do not have

access to improved source of drinking water. The irony of situation is that almost more than a billion do

not have an access to safe drinking water. According to report of WHO, globally only 26% of global

population have access to safe drinking water that is free of fecal contamination (E.coli). These statistics

were gauged against a standard criteria for safe drinking water in which Water is considered, non-

contaminated when it is containing zero E. coli or zero thermos tolerant coliforms in a 100 mL sample.

The figure for access to safe drinking water varies for high income and low income countries. The

variation ranges differently like in Europe it is recorded as 52% and in Africa it is 14%. (Preventing

diarrhea through better water, sanitation and hygiene-exposures and impacts in low middle income

countries-WHO 2014 reports).Based on this analysis, it is estimated that 1.9 billion people worldwide use

either an unimproved source or an improved source of water that is free of fecal contamination.

The situation of sanitation is even more dismal; almost 2.5 billion populations do not have access to

sanitation facilities. These people are left with only choice of defecating in open (GLAAS-report 2014).

Almost 58% people in low middle income countries have access to improved sanitation; however the

comparative figure for Pakistan is 48%. Pakistan is one of the off track countries as far as sanitation is

concerned.

In a world where situation of water and sanitation is not promising the hygiene is equally neglected area.

Globally only 30% of the countries aspire to achieve universal coverage for hygiene promotion. Globally if

we see at the hygiene practices, there is not much to be pleased. Despite the facts a lot has been

researched for the healthy impacts of hand washing with soap, the practices of hand washing with soap

are quite low. Globally only 19% of people wash their hand with soap after the contact with excreta. This

is extremely alarming. However hand washing practices are higher for the developed countries than in

lower income countries.2

According to GLAAS there are only 21 countries where sanitation policy for school is approved and fully

implemented. The number of countries with approved clean water policy for school is only 19, and

countries where fully functional hygiene policy exists are only 18.

Based on GLAAS report 2014, globally, ¾ countries have nationally approved policies for drinking water

and sanitation in schools. Whereas one third of countries have plans for drinking water and sanitation in

school that are implemented. However, there was only one fifth having national plans that are fully

implemented and funded regularly.

Almost half the countries did not have adequate system to report on access to sanitation in schools/

health-care facilities. This is pretty suggestive of weak EMIS systems. (Water and sustainable

development 2015 brief of UN-There is no national plan of action for WASH in Schools)

The Committee on the rights of child ( in the context of Pakistan) reflects that “the number of non-

functional public schools is very high, either for having been destroyed by non-state actors or lacking

basic facilities, including drinking water, toilets, electricity and boundary walls” (paragraph 78 (f)). The

1http://www.who.int/water_sanitation_health/glaas/en/ 2 http://www.who.int/water_sanitation_health/publications/wash_standards_school.pdf

http://www.who.int/water_sanitation_health/glaas/en/

http://www.who.int/water_sanitation_health/publications/wash_standards_school.pdf

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Committee had recommended Pakistan to take measures to provide basic services and facilities for

preventable diseases (recommendation 61). The Committee had also recommended Pakistan to

“provide… access to clean water, adequate sanitation, food and shelter in all regions and communities of

the country, including to the internally displaced and the refugee population” (paragraph 77(c)3.

The data in Pakistan Social and Living standard measurement survey 2008-09 reflects that over a period

of time an improvement in sanitation coverage is visible. It has progressively increased from 30% in 1990

to 63% percent in2008-09. Because of poor sanitation and water facilities Pakistan bears almost 112

billion rupees annually (Economic Survey Report 2013). This is a huge amount that can be allocated for

other development projects and its expansion.

As per the national level survey the access to improved sanitation is only 48% in Pakistan, where as 23%

of inhabitants are practicing open defecation. There are increasing disparities with in this access to

improved sanitation, with a rural coverage of almost 34% against an urban coverage of 66%.4 The JMP

report, 2014 shows that access to improved water has almost achieved its target which is 89%.

Here it is extremely important to note that availability of drinking water does not mean that it is safe to

drink. The Pakistan Council for Research in Water Resources’ (PCRWR) 2006 national water quality

study indicated that 68% of water resources sampled were of poor bacteriological quality, while 24

percent, 13% and 5% were significantly contaminated with arsenic, nitrate and fluoride, respectively. The

PCRWR determined that 80% to 85% of samples analyzed from rural settings were unfit for

consumption.5

According to education system statistics of 2011 there are 270,825 institutions that are catering the needs

of school education in Pakistan. This includes both Public and private institutes. There are 72% public

schools where as 28% are the private institutes. This is an overall picture, deeper down there are many

significant differences for public, private institutes in relationship to urban and rural areas.6

The total number of institution mentioned earlier comprises various categories. This includes pre-primary,

primary, secondary, non-formal education systems, training institutes, deeni madaris and universities.

However the largest proportion goes to primary education that is 58%.

As per the state of education report 2013 the statistics reveal few more missing links. The report states

that the access to drinking water is only 46% in government primary school in rural areas whereas only

47% have functional toilets. In Urban areas the access to drinking water is 76 %and access to functional

toilets is 69% respectively. The more disparities can be visible if the gender specific data is analyzed. If

we look at the disparity of access to water and sanitation among girls and boys, the picture is even

grimmer. According to a Unicef study 74% of girls and 48% of boys in primary schools have adequate

toilets where as 81% of girls and 75% of the boys have access to drinking water (UNICEF Report on

WASH for School in East Asian Region-Pakistan Chapter).7

In Punjab, education sector reforms have recently introduced the quality aspects of WASH infrastructure.

But there is still a long way to go. The institutional setup is still in a state of confusion to define their

respective role for effective implementation of school WASH. There are number of departments who have

an overlapping role for WASH in School. This includes PHED, local government and Education

department. The custodian of policy for school health and sanitation lies with PHED. The operation and

3 http://tribune.com.pk/story/158719/report-launch-violations-of-child-rights-remain-widespread/ 4 http://www.unicef.org/gambia/Progress_on_drinking_water_and_sanitation_2014_update.pdf 5http://www.pcrwr.gov.pk/Research%20Report/National%20Water%20Quality%20Monitoring%20Program/water%

20quality%20status%20in%20pakistan%20phase-v%202005-2006.pdf 6 http://unesco.org.pk/education/documents/2013/pslm/Pakistan_Education_Statistics.pdf 7 http://www.unicef.org/wash/schools/files/UNICEF_WASH_for_School_Children_South_Asia_Report.pdf

http://tribune.com.pk/story/158719/report-launch-violations-of-child-rights-remain-widespread/

http://www.unicef.org/gambia/Progress_on_drinking_water_and_sanitation_2014_update.pdf

http://www.pcrwr.gov.pk/Research%20Report/National%20Water%20Quality%20Monitoring%20Program/water%20quality%20status%20in%20pakistan%20phase-v%202005-2006.pdf

http://www.pcrwr.gov.pk/Research%20Report/National%20Water%20Quality%20Monitoring%20Program/water%20quality%20status%20in%20pakistan%20phase-v%202005-2006.pdf

http://unesco.org.pk/education/documents/2013/pslm/Pakistan_Education_Statistics.pdf

http://www.unicef.org/wash/schools/files/UNICEF_WASH_for_School_Children_South_Asia_Report.pdf

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maintenance of school WASH facilities is the responsibility of Education department. The education

department provides a block allocation of budget for school facilities. This budget holds good for all

school facilities which includes number of other facilities including WASH infrastructure. The soft

components of school WASH which includes establishment of WASH club, hygiene education session

and creating enabling environment for school children to practice the hygiene behaviors are not

addressed in policy or implementation strategies. Along with this a comprehensive school WASH

guidelines which can monitor and plan school WASH are yet to be pondered by relevant department.

In 2009, the Ministry of Environment devised the “WES School Designs” in collaboration with DoE, the

Planning Commission of Pakistan and LG&RD. The WES School design protocol provide the standards

for WASH infrastructure in school like one toilet for 40 girls and one toilet for 50 boys, it further adds to

one toilet for each male and female teacher. The finalized design does address the gender, child friendly

and disability aspects. But it doesn’t speak about the MHM needs of adolescent girls.

There is no WASH action Plan at national level. WASH in school at provincial level is looked after by local

government, PHED and DOE. But at federal level the custodian is Local government and the Ministry of

disaster management (UNICEF WASH for School Report for East Asia).

District Rajanpur falls under the DG-Khan Division in Punjab. It has 44 Union Councils out of which 8 are

Urban whereas 36 are rural. According to MICS (2007-8) reflects that 90% of the population in Rajanpur

have access to improved drinking water source, however only 51% of the population has access to safe

drinking, water without bacterial contamination. The use of improved sanitary facility is 32% and hygiene

practices to wash hands with soap before meal are 33% and after use of latrine is only 36%.

There was a limited secondary data found available on WASH situation in the government schools in

district Rajanpur. As per school census 2014-15, 98% of the government schools in district Rajanpur are

having drinking water and 96% have toilet facilities. However no data was reportedly available on the

functionality of these resources. Further, the location of these toilets was not reported appropriate with

respect to the classrooms and water source. Similarly, there was unavailability of soap for hands washing

(Source: PMIU-PESRP, School Education Department Government of Punjab).

On the basis of international WASH monitoring criteria drawn after reviewing the standards of

WASHwatch.org, SACOSAN IV traffic lights paper, and WASH analysis report by Water Aid Ethiopia, and

other international performance indicators on WASH; following indicators are identified to gauge the

WASH situation and performance in the government schools:

1. A functional water point is available at or near the school that provides a sufficient quantity of water for the needs of school, is safe for drinking, and is accessible to children with disabilities a. A functional water point is available at the school that provides a sufficient quantity of water for

the needs of school b. Gender and school level segregation of access to drinking water c. Source of drinking water, as per MOE a piped water supply shall be available to school d. Drinking water source should have an adequate distance from toilets e. Water quality/safe for drinking f. Water accessibility to disable children g. Regular surveillance of water quality

2. The number of functional toilets and urinals for girls, boys and teachers meet national standards, and

are accessible to children with disabilities. a. Current boys/toilet ratio, Standard set according to MOE is 50 boys /Toilet b. Girls/toilet ratio, Standard set according to MOE is 40 girls/Toilet c. Teacher toilet ratio for Male teacher, MOE standard is one toilet for male teacher d. Teacher toilet ratio for female teacher, MOE standard is one toilet for female teacher e. Availability of water in toilets

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f. Location of toilet g. Accessibility to children h. Accessibility to disable children/persons

3. Hygiene promotion and resources in schools

a. Functional hand washing facility is available in the school premises (adequate hand washing means 1 tap for 100 girls & 150 boys)

b. Soap is available in schools for children hand washing c. Adolescent girls in number of schools have access to appropriate toilet facility that is supportive

of MHM in school premises with privacy and dignity d. No. of schools have appropriate MHM facility (availability of water for cleaning, soap for hand

washing and safe disposal facility for used pads; like covered dustbin) e. Hygiene education included in the school curriculum f. Regular hygiene education sessions are conducted g. Children in number of school practicing hygiene behavior by practicing hand washing after the

use of toilet and before eating h. Materials on hygiene promotion in schools, and level of skills and knowledge on hygiene i. Number of adolescent girls having updated knowledge and adopted safe and hygienic methods of

menstrual hygiene j. Number of school where teachers are trained and communicate with adolescent girls on issues of

Menstrual Hygiene Management

4. Appropriate measures for solid waste management a. School has solid waste management mechanism like appropriate dumping sites and regular

disposal 5. There are institutes and coordination bodies taking up WASH in schools, developing the policies,

setting the standards for WASH in school, involving in planning, finance and capacity building and monitoring. a. A comprehensive school WASH policy exist that address the issues of school WASH b. Agreed minimum national standards for WinS c. Regular plan & clear regional WinS targets d. Lack of clarity of roles and responsibilities for WASH in schools at local level e. Appropriate finance available for the school WASH f. Budget for capacity building on school WASH activities available g. Schools sufficiently involving parents in the development of WASH in schools (both in cash and

kind contributions) h. Strong link between schools and service providers, i.e., building department, district coordination

office, and etc. i. Supply chain developed for maintaining WASH facilities in schools j. Adequate attention is being paid to capacity building of local government institutions to address

WASH issues in schools k. Specific actions have been taken to improve the working conditions of sanitary workers of schools l. Sanitation has been sufficiently integrated within health policies and plans at district and local

levels m. Actions have been taken to mainstream water, hygiene and sanitation across sectors and

ministries n. Planning and monitoring mechanism to ensure availability and quality of WASH facilities o. Effective EMIS exists that ensure that all relevant indicators are monitored and reported p. Existing school monitoring checklists have all requisite indicators of WASH in schools q. Appropriate O&M mechanism available along with resource allocation

6. Equity & Inclusion

a. Gender equity & MHM addressed for WinS b. Accessibility for children/persons with physical disabilities addressed for WinS

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c. Geographic or socio-economic disparity addressed for WinS (access to water similar for urban & rural)

4. Study Findings

4.1. Water in Government Schools Table below shows the traffic light situation of Water resources in the government schools of district

Rajanpur.

Target Indicators Score

A functional water point is available at or near the school that provides a sufficient quantity of water for the needs of school, is safe for drinking, and is accessible to children with disabilities

A functional water point is available at the school that provides a sufficient quantity of water for the needs of school

Gender and school level segregation of access to drinking water

Source of drinking water, as per MOE a piped water supply shall be available to school

Drinking water source should have an adequate distance from toilets

Water quality/safe for drinking

Water accessibility to disable children

Regular surveillance of water quality

Water Sources The main drinking water source in most of the schools was reported as hand pump (67%). These hand

pumps were also recorded as a main source of hand washing in these schools. In 10 out of 23 schools in

Rojhan, no main drinking water source was found available which exhibits the situation in tehsil Rojhan is

comparatively poorer. Spring/stream water was found as a main source of drinking water only in one

school of Rajanpur. 8% schools were recorded having water source as Tap Stand while 5% schools were

having water supply schemes. Overall 19% schools were without any water source available inside

schools and the children had to fetch water from nearby water sources. This provides that a substantial

number of schools (19 %) were doing without any water source which is alarming. No significant

differences were found in main water source among different levels (primary/middle/secondary/higher

secondary) and genders (boys/girls/co-education) of schools. These schools are mostly located in tehsil

Rojhan where water is scarce and the situation of water sources is poorer.

16


Main Drinking Water Source in Government Schools

Status of availability of drinking water Drinking water is found available in most of the schools (100/114) for all the times (7 days a week) where

water is available. Schools in Tehsil Rojhan were lacking availability of water by 26% which is recorded

as the maximum of the rest of two tehsils. In tehsil Rajanpur 85% schools were found where water was

readily available for all times, 10% schools were explored where water was found sometimes available i.e

3-4 days a week and rest of 2% school could not avail water inside school. In Jampur the water

availability conditions were better and almost quite significant (98%) were having water availability. The

qualitative findings also explored issues of water availability to some extent.

Periodic availability of Water in Government Schools

Distance of water sources and patterns of drinking water

According to the survey data, 74% schools have water sources within range of 20 meters from their

classrooms. However, the students were observed getting water through difficulties; especially from hand

pumps, because of the height/posting and the efforts involved. Furthermore, only 47% children schools

were reported using cups or glasses to drink water while the rest were using hands for drinking water.

The situation in rural areas was found poorer than urban areas. There were only 19 schools found with

child friendly drinking water sources for the disabled. As stated by a school girl of class-IV from GGPS,

Ward No.7, Tehsil Rojhan:

""سکول میں پینے والے پانی کا کوئی انتظام نہیں، پانی گھر سے لے کر آتے ہیں

“There is no such facility of drinking water in school. We bring water from home”

Similarly, it was observed in most of the schools that the girls had to wait for water in queue, if the boys

were taking/standing at the water source.

Jampur Rajanpur Rojhan

98%85%

74%

10%

2%

2%2%

26% Not at all available

Rarely (1-2 days in aweek)

Sometimes (3-4 days ina week)

All the times (7 days in aweek)

67%

8%

5%

1%

19%Not at all available

Spring/stream

Tap Stand

Water Supply Scheme

Hand pump

17


Water Quality Issues

No evidence of water quality tests was recorded by the observers, during schools’ visits. Again, distance

of main drinking water facility/source from toilets was recorded as less than 30 meters in 93 schools

which is as greater as 81%, thus neglecting the international hygiene protocols of keeping distances

greater than 30 meters between the toilets and drinking water facilities, to avoid unhygienic situation.

Similarly 9% schools were found with quite larger distance of almost 90 meters and rest of 11% schools

were recorded with average distance of 30-50 meters between classrooms and latrines.

Distance of main drinking water facility/source from toilets in schools

The qualitative findings verified water quality issues, at large scale. The main issues highlighted were

bitter water, stinky water and water with insects/worms. A principal of GPS in Tehsil Rajanpur recorded

as:

“ پانی صاف نہیں ہے، بدبو آتی ہے"

“Water is not safe. It’s stinky”

4.2. Toilets in Government Schools

As per the annual status of Education report 2013, 14% of the surveyed government primary schools in

rural Punjab were found without toilet facilities.

“Both in Rajanpur and Rojhan Tehsils, a number of schools are deprived of fundamental facilities like

classrooms, boundary walls, toilets, main gates, doors, windows, furniture, instructional material,

textbooks, drinking water facilities, playgrounds and number of other essentials, crucial for a learning

environment. Out of 1300 schools of Rajanpur Halqa 249, approximately 850 schools do not have

electricity. District education department identifies around 1000 schools in district Rajanpur that are

deprived of vital services like drinking water, toilets, furniture etc”8

Table below shows the traffic light situation of toilet resources in the government schools of district

Rajanpur.

Category Indicators Score

The number of functional toilets and urinals for girls, boys and teachers meet national

Current boys/toilet ratio, Standard set according to MOE is 50 boys /Toilet

Girls/toilet ratio, Standard set according to MOE is 40 girls/Toilet

Teacher toilet ratio for Male teacher, MOE standard is one toilet for male teacher

Teacher toilet ratio for female teacher, MOE standard is one toilet for female teacher

8http://www.fdopk.org/files/Final%20Report%20Putting%20Education%202013.pdf

Upto 30 meters, 93

30-50 meters, 11

Above 90 meters, 10

http://www.fdopk.org/files/Final%20Report%20Putting%20Education%202013.pdf

18


standards, and are accessible to children with disabilities.

Availability of water in toilets

Location of toilet

Gender segregated latrines are accessible

Disable friendly latrines

Toilets were found available in all schools; however the toilets were noticed insufficient for all schools in

accordance to the standard criteria of 50boys or 40 girls/ toilet. Again, there were no girls’ friendly toilets

or disabled friendly toilets found in most of the schools. The most common type of toilets was the flush

latrines. There is only one pit latrine (pitch) reported in primary boys’ school in Jampur. Similarly, there

were only 3 out of 114 schools found with toilets outside of their boundary walls. There were 92 schools,

having separate toilets for teachers and students.

Types of Latrines in Government Schools

Types of Latrines in Government Schools (Tehsil-wise Data)

Jampur

School Level School type

Primary Middle Secondary HSS Boys Girls Co-

Education

Pit latrine 1 0 0 0 0 0 1

Improved pit latrine

1 1 1 0 1 0 2

Flush latrine 32 5 2 1 6 1 33

Rajanpur


1 0 0 0 0 1 0


Rojhan


Functional Toilets

Out of the total schools visited 7% had non-functional toilets. There were 5 government schools in

Rojhan including a high school and 4 government schools in Rajanpur; reported with absence of

functional toilet facilities. The main reasons for this non-functionality were explored as the absence of

proper maintenance system at government level.

Boys Toilets Girls Toilets Common Toilets

1 1 1 2

38

16

64

Pit latrine


Flush latrine

19


Availability of Functional Toilets in Government Schools

Interestingly, the functional toilet ratio for both boys and girls was found with significant differences. The

functional toilet ratio in 7 girls’ schools on average is 227girls/toilet; compared with toilets in boys’ schools

as 113 (boys to one toilet). There are 7 co-education schools, where girls and boys have separate

functional toilets. Overall, these toilets were inadequate to meet children needs, with regard to the

international recognized standards (50 boys or 40 girls/ toilet).

Students/Toilets Ratio

Type of School No of Schools No of toilets

No of Boys

No of Girls Toilet Ratio-Boys Toilet Ratio-Girls

Girls 7 16

3624

227

Boys 30 48 5409

113

Co-Education-Overall 77 94 7126 5318 132 98.5

As stated by a mother of a boy of GGPS, No.5, Tehsil Jampur;

"پورے سکول میں صرف دو ٹائلٹ ہیں، بچوں کو انتظار کرنا پڑتا ہے"

“There are only two toilets in the whole school. Children have had to wait”

Similarly, girls’ friendly toilets were found available in 21 schools out of 84 schools (9 Girls schools & 75

are co-education schools). Therefore, there was limited number of adolescent school girls found having

the menstrual hygiene facilitation and resources, in the government schools of district Rajanpur. No

menstrual hygiene support (dustbin, sanitary napkins), material or information was reported as ever

delivered in all of the two middle schools, one secondary and one out of two higher secondary schools

(meant for girls), from the sample. A limited menstrual support (15 schools with only dustbins, and 6

schools with dustbins and sanitary napkins) was found available in government schools (21 out of 84

schools). Mostly, the female teachers recalled sending girls back to their homes during schools hours in

case of sudden menstruation, because of the non-availability of any menstrual facilities/resources in the

government schools.

Primary Middle Secondary HSS

86

10

6

3

101

Non-Functional Toilets

Functional Toilets

20


Menstrual Hygiene Resources in Government Schools (only with adolescent-aged girls)

The child friendly toilets for disabled were also found at a minimum level in the government schools (29

out of 114). No easily accessible toilet for disables was found in all of the 10 secondary and higher

secondary schools.

Accessible Toilets for Disabled Children

Distance of Toilets from Class Rooms

The average distance of toilets from class rooms in most of the schools is less than 30 meters. There

were more schools in Rojhan Tehsil, with toilets located within distance of 30-50 meters. The only school

with a toilet distance of more than 50 meters was a primary school located in Rojhan.

Girls

Toilets Boys

Toilets Common

Toilets Teachers

Toilets

Less than 30 meters 16 34 60 94

Between 30 and 50 meters 1 4 5 10

More than 50 meters

1

Locking & Privacy of Toilets

The locking facility within toilets was available in most of the schools. Similarly, in most of the children’

toilets, this locking chain/buckle was found available in middle of the door, within range of children’ hands.

All the boys and girls toilets in government schools in Rajanpur were found with proper locking facility.

Locking Facility in Government Schools (Gender Type)

9%

22%

69%

Much of resources are found in thelatrines (e.g., dustbin, sanitarynapkins)

Minimum resources are found in thelatrines (e.g., dustbin only with nonapkins)

No menstrual support resources arefound in the school

Difficultly accessible (can

reach and use with difficulty), 69%

Not at all accessible (cannot reach or use), 18%

Easily accessible (can reach and use

easily), 13%

Proper locking/chain facility Poor locking/chain facility No locking/chain facility

36

1 3

14

3

57

3 6

Boys Girls Common

21


The same locking and privacy facilitation in the children’ toilets were further confirmed through the

qualitative findings. Overall, children, parents and teachers were found satisfied with the locking and

privacy conditions of the toilets.

Availability of water resources in toilets

Water availability in children toilets was found for seven days a week in 63% (72) of the schools, if

compared with availability of water in teachers’ toilets in 67% (77) schools. 33% of the toilets in boys and

same in co-education schools were found without water availability, if compared with girls’ schools (28%).

Similarly, 63% of the total 93 primary schools have water availability in toilets for 24/7 hours, if compared

with 60% of the 10 middle schools.

Water Availability in Teachers’ Toilets in Government Schools (Tehsil-wise)

Water Availability in Children’ Toilets in Government Schools (Tehsil-wise)

Furthermore, a significant difference was recorded on availability of water in toilets in urban vs. rural

schools. In urban schools, water in toilets was found available for all the times in 76% of the schools, if

compared with rural schools, where the regular water availability in toilets was recorded as 51% only.

More participants in the FGDs reported the water availability issues in the qualitative findings, if compared

with the respondents of IDIs.

67%

2%

30%

71%

4%

25%

61%

39%

All the times (7 days in a week) Sometimes (3-4 days in a week) Not at all available

Jam Pur Rajan Pur Rojhan

All the times (7days in a week) Sometimes (3-4

days in a week) Not at all available

67%

2%

30%

71%

4%

25%

61%

39%

Jam Pur

Rajan Pur

Rojhan

22


4.3. Hygiene promotion and resources in schools

Table below shows the traffic light situation of hygiene promotion and resources in the government

schools of district Rajanpur.


Hygiene promotion and resources in schools

Hand washing facility is available in the school premises (adequate hand washing means 1 tap for each 40 girls & each 50 boys)

Soap is available in schools for children hand washing

Adolescent girls have access to appropriate toilet facility that is supportive of MHM in school premises with privacy and dignity

No. of schools have appropriate MHM facility (availability of water for cleaning, soap for hand washing and safe disposal facility for used pads; like covered dustbin)

Hygiene education included in the school curriculum

Regular hygiene education sessions are conducted

No. of school children practicing hygiene behavior by practicing hand washing after the use of toilet and before eating

Materials on hygiene promotion in schools, and level of skills and knowledge on hygiene

Number of adolescent girls having updated knowledge and adopted safe and hygienic methods of menstrual hygiene

Number of school where teachers are trained and communicate with adolescent girls on issues of Menstrual Hygiene Management

Status of hand washing

The hand washing facilities were recorded as only available in boys’ toilets in 9 schools, in girls’ toilets in

3 schools, and in common toilets in 15 schools. Teachers’ toilets in 28 schools were disclosed as having

the hand washing facilities. The most common hand washing facility was recorded as tap without sink.

Hand-Washing facility in Toilets (Gender-wise)

Hand-Washing facility in Toilets (Tehsil-wise)


Boys' Toilets 6 3 0

Girls' Toilets 3 0 0

Common Toilets 5 4 6

Teachers' Toilets 14 8 6

23%18%

23%

50%

Boys Toilets Girls Toilets Common Toilets Teachers Toilets

23


The Out-of-Toilets’ hand washing facility for children was also found within range of 5 meters in more than

half of the schools (49 out of 94 schools with out-of-toilet hand washing facility)

Distance of Hand-Washing Facility from Children’ Toilets (Out-of-Toilet Facility)

Boys Girls Common

%age total

Up to 5 Meters 13 9 27 52%

6-10 Meters 6 2 10 19%

11-20 Meters 3 1 8 13%

21-40 Meters 6 1 6 14%

50 Meters 2

2%

Toilets’ cleanliness Only there were 12 schools, where toilets were found as best cleaned, during the primary visits. Toilets in

7 girls’ schools were found optimally clean. Government schools in Rojhan showed up the worst situation

with regard to toilets’ cleanliness. The children’ toilets in schools from rural areas were reporting a more

filthy condition (34%) , if compared with children toilets of urban government schools (25%). 78 % of

these children’ toilets were reported as being cleaned by themselves.

Toilets Cleanliness Situation in Government Schools

Hygiene promotion and practices in government schools

There were no specific toilets cleaning protocols or SOPs found in all of the schools visited. Even the

management was unable to define any SOP for cleanliness in these schools (N: 114).

However, the children were found administering hygiene practices at large, during the qualitative findings.

The common hygiene practices were recorded as:

1. Hand washing after using latrine

2. Hand washing before and after meal

3. Nail cutting

Best Cleaned (Nosign of dirt)

Partially cleaned(some faces/dirt isseen within latrine

pit/flush

Worst (too muchfaces is seen

within/out of latrinepit/flush)

9% 65%26%

16% 55%

30%

6%56%

39%


24


There were found waste bins in 33% of the schools visited. Hygiene promotional material or facilitation

was found only in less than half of the schools (47%). There were only 17 schools, where the observers

reported enough promotional material in this regard. The girls’ and co-education schools were found

deprived of these resources to the maximum, if compared with boys’ schools. There were more schools in

Rojhan Tehsil with missing hygiene material (65%), then the schools of Rajanpur (60%) and Jampur

(40%). As stated by a girl student from GGHS No.1, UC-32, Rajanpur;

"گونمنٹ کی طرف سے کوئی معلومات نہیں ملیں"

“No information has been disseminated from government side”

Availability of Hygiene Promotional Material in Government Schools

Menstrual Hygiene promotion in government schools

Menstrual hygiene information was found disseminated only in a few of the government schools (where

required). Overall, in the qualitative findings, most of the adolescent girls were having little knowledge

about hygiene methods and practices. Primarily they receive information from their mothers and sisters

whereas in school too female teachers guide them but this is not systematic rather the guidance is

provided instantly. The figure reflects that schools are direly lacking necessary support material for

menstruation which is significantly 82% whereas 6% schools are having optimal material for menstrual

hygiene and 12% schools are having inappropriate material and practices for menstrual hygiene

management.

Knowledge Dissemination to Girls on Menstrual Hygiene in Government Schools (only with adolescent-aged girls)

Boys Girls Co-education

20%14% 13%

40%

29%

29%

40%57%

58%

Much ofmaterial/practices arefound in the school

Minimummaterial/practices arefound in the school

No material/practicesare found in theschool

6%

12%

82%

Much of material/practices arefound in the school

Minimum material/practicesare found in the school

No material/practices are foundin the school

25


4.4. Solid waste management in schools

Table below shows the traffic light situation of solid waste management in the government schools of

district Rajanpur.


Appropriate measures for solid waste management

School has solid waste management mechanism like appropriate dumping sites and regular disposal

Overall, signs of open defecation were observed around schools walls everywhere and especially in rural

areas. The observers recorded teachers’ negligence and inadequate number of functional toilets as

common reasons for this menace.

There were no appropriate measures and resources found available with regard to the solid waste

management. The schools cleaning staff (sweepers) were reported using open grounds as dumping sites,

with no waste management protocols. Waste bins were found only in 33% of the schools.

4.5. Water & Sanitation Infrastructure& Planning in Government Schools

Table below shows the traffic light situation of water and sanitation infrastructure and planning in the

government schools of district Rajanpur.


There are institutes and coordination bodies taking up WASH in schools, developing the policies, setting the standards for WASH in school, involving in planning, finance and capacity building and monitoring

A comprehensive WASH policy exist that address the issues of school WASH

Agreed minimum national standards for WinS

Regular plan & clear regional WinS targets

Lack of clarity of roles and responsibilities for WASH in schools at local level

Appropriate finance available for the school WASH

Budget for capacity building on school WASH activities available

Schools sufficiently involving parents in the development of WASH in schools (both in cash and kind contributions)

Strong link between schools and service providers, i.e., building department, district coordination office, and etc.

Supply chain developed school for maintaining WASH facilities in schools

Adequate attention is being paid to capacity building of local government institutions to address WASH issues in schools

Specific actions have been taken to improve the working conditions of sanitary workers of schools

Sanitation has been sufficiently integrated within health policies and plans at district and local levels

Actions have been taken to mainstream water, hygiene and sanitation across sectors and ministries

26


Planning and monitoring mechanism to ensure availability and quality of WASH facilities

Effective EMIS exists that ensure that all relevant indicators are monitored and reported

Existing school monitoring checklists have all requisite indicators of WASH in schools

Appropriate O&M mechanism available along with resource allocation

Repair and maintenance of water and sanitation resources In maximum of the schools (94%), the headmaster (principal) was found responsible of carrying out repair work of water and sanitation facilities. In 59% of the Jampur schools, the repair work was recorded to be done in 1-2 days. However, the empirical evidences (primary observations and pictures) negated these responses, made by the school management. Similarly, the respondents in FGDS and IDIs recorded negligence in repair of water and latrine schemes. There were only 9 schools found where the management reported as lodging a complaint for repair work. However, again the management was unable to provide any empirical evidence (documentation record) of this complaint. Budgeting for schools’ water and sanitation resources No separate government budgets and funding were found available for WASH resources and activities in government schools, both at the hard or soft level. Similarly, government rules and policies were discovered as silent in initiating any specific WASH support in the targeted schools in district Rajanpur. There was only Housing, Urban Development and Public Health Engineering (HUD & PHE) department of government of Punjab who has been found as having initiated WASH support activities (capacity development and awareness raising) in schools through a village-focused project in different districts of Punjab, named as “Scaling Up Pakistan Approach to Total Sanitation in Punjab”.

27


However, they hadn’t been found reaching and providing WASH support services in district Rajanpur, till to-date. There were only a few national and international NGOs found initiating various projects with regard to WASH support services in schools, including Hayat Foundation, Awaz Foundation, Muslim Aid, UNICEF, Water Aid, and Qatar Charity. Government Standards for schools’ water and sanitation resources

There were set national/departmental standards for toilet construction, found available. The School

department is found responsible for raising demands. The building department was reported as sole

responsible for designing and construction of these toilets. There were certain standardized rules for

constructing toilets on aspects, alike; distance of toilets from class rooms, toilet space, positioning of

water tap and latrine pit; wall color, and etc. However, again through empirical evidences during school

visits, the building authorities were found making alterations in the toilet designs as per the situational

analysis. The school council was found responsible for any mini development projects including of WASH

infrastructure within a budget of PKR 400,000 per annum per school. In this regard, first, the

infrastructure/development needs are assessed, analyzed and decided mutually by the school council. If

any infrastructure demands in a government school rises from a budget line of PKR. 400,000 per annum;

the decision is made in the district development committee, headed by the DCO (District Coordination

Officer). Once a need is decided and agreed, the EDO (Executive District Officer) Building Department

proposes a rough budget estimate. Thereafter, on approval of budget

by the DCO, the EDO Finance and Planning releases the funds. The

contract/tendering is initiated and approved by the building department.

The Education Department was found playing a least role in

infrastructure development and management. Similarly, the Education

department was reported lacking of any mandatory engineering or

technical resources for such initiatives.

Therefore, no separate budget provision or policy for WASH

infrastructure was found available for the government schools in district

Rajanpur, both at district or provincial level. The school authorities were

also found unaware of the targeted budget requirements for WASH

improvements and infrastructure. Similarly, the provincial authorities

were also found having no contacts with these schools officials on the

WASH budget requirements.

Monitoring of schools’ water and sanitation resources

A separate and independent provincial unit has been reported as

monitoring the school resources and facilities at district level, under the

Punjab Education Sector Reforms Programme. This PMIU was found responsible for collecting data on

monthly and quarterly basis by employing two separate tools of information to have adequate and

updated information on School WASH situation and practices. This monthly data are found as collected

by their team of monitors (Monitoring and Evaluation Assistants); who pay daily visits to a required

number of schools to collect this data on tablets. This data is uploaded on regular basis by applying GIS

support system with the technical support of PITB (Punjab Information Technology Board).

The common WASH information generated on monthly basis is:

1. Availability of functional toilets and drinking water facilities in school

28


2. Health sessions conducted during last calendar month

3. Students examined during last calendar month

4. Level of schools and students cleanliness

Furthermore, the quarterly data was collected by applying Environmental Monitoring Performa. This data

is collected in hard form and then is entered, processed and analyzed for policy and decisional purposes.

This tool is covering different WASH information, alike water quality testing, availability of clean drinking

water, availability of separate toilets for girls, availability of hand washing arrangements, and availability of

soap.

However, besides these regular and adequate monitoring resources, the school education department

was found unable to ensure availability and quality of WASH facilities in maximum of the schools in

district Rajanpur.

4.6. WASH Equity in Government Schools

Table below shows the traffic light situation of water and sanitation infrastructure and planning in the

government schools of district Rajanpur.


Equity & Inclusion

Gender equity & MHM addressed for WinS

Accessibility for children with physical disabilities addressed for WinS

Geographic or socio-economic disparity addressed for WinS (access to water similar for urban & rural)

Overall, there were fund disparities among WASH resources and infrastructure between boys and girls

government schools and of urban and rural locations. Furthermore, the girls’ schools were reported with

limited MHM facilities and support.

The urban rural schools were found with better WASH resources and standards, if compared with the

rural WASH schools. Similarly, schools in remote Tehsil of Rojhan recorded a more deprived situation

with regard to water, sanitation and hygiene, as compared to the government schools of other Tehsils.

Similarly, there were no specific resources found for the students with physical disabilities.

29


5. Conclusions

1. Most of the schools were found with inaccessible toilet facilities. The students’ toilet ratio was found

poor with least girls and disables’ friendly toilets.

2. Schools were found with adequate water resources. However the drinking water sources were reported as not easily accessible to students, in most of the schools because of their nature and positioning. Similarly, there were issues of safe drinking water reported because of the lack of water quality testing and protocols.

3. Again, miserable cleanliness situation was found in most of the toilets in these schools. The children’

toilets in rural schools were having a more filthy condition, if compared with urban areas’ schools.

Again, there was inefficient girls’ menstruation hygiene resources found in the targeted schools.

4. Availability of a fewer hygiene promotional material and facilitation was reported in the government

schools of all levels. Similarly, waste bins were found missing in most of the schools.

5. No specific WASH SOPs, guidelines and budgets were found available at the government level.

There was an adequate WASH monitoring system found available in the government schools;

however was found silent in proposing any policy recommendations to the decision makers to

improve these WASH infrastructure and resources in government schools, on the basis of regular

monitoring reports.

30


6. Recommendations

1. Policies framework and guidelines with regard to WASH conditions in government schools are

suggested to be launched with the help of NGOs and private schools associations. Similarly, through

these guidelines, minimum water and latrines quality standards are to be introduced and ensured at

each school level, with binding authorities and remedies for non-compliance. Monetary and demotion

penalties are to be introduced at government schools for the head masters/principals against violation

of the suggested minimum WASH quality standards. For this the Punjab provincial assembly is also

requested to introduce WASH friendly laws and parameters in the government schools. Similarly,

parameters are to be adopted to ensure conduct of water quality tests in each government school at

some particular frequency of time.

2. Specific funding and resources are suggested to be introduced in the schools education department

by focusing on strengthening WASH resources in these government schools, especially in remote

and rural areas of district Rajanpur. This could include construction of more latrines, making

availability of girls’ menstruation management resources and permanent and separate staff for

cleaning of these toilets on need basis.

3. A long-term and a multi-tier “Advocacy” strategic plan is suggested to be introduced and adopted

targeting, children, parents, and teachers of these school children by carrying out sensitization and

WASH promotional activities in these targeted areas. To support the adult girls regarding their

menstruation and hygiene issues, special programs are needed to be introduced for female staff

members and mothers; adequately enabling them to help female children especially during

menstruation cycles. Following kind of WASH strategies are suggested to be adopted to reach out to

desired standards:

a) Introduce sanitation education campaigns at each school area/locality/village by involving children

and their parents with the support of in each village of health professionals, educators and local

NGOs.

b) Sensitizing the local communities around schools areas/localities/villages to get involve and take

ownership and responsibility for taking up the sanitation and hygiene activities in their children

schools. Again, these are suggested to be initiated with the support of local municipal/sanitation

officials and the health professions.

c) Mothers are specifically sensitized and involved in these sanitation education campaigns and

activities, by focusing on their children/girls WASH needs and practices.

d) Sensitization activities are also to be introduced to bridge and strengthen the relationship of

Government officials and community members in each school area/locality/village, with support of

district line departments and local stakeholders. The focus would be on educating their roles and

responsibilities with regard to WASH infrastructure and improvements in the government’s

schools.

4. A WASH integration unit is to be introduced with in School Education department, again comprising of

education, building and PHED officials at district level, to bring all stakeholders in one room, and to

make collective strategies, plans and targets, by understanding and analyzing the WASH needs

collectively. Similarly, all these departments are involved in the WASH infrastructure building and

development, collectively, by giving equal role to the Education and PHED department, as par to the

31


building department. To stream line this, special technical appointments are to be created within

schools department, at least at the divisional level, with a background in engineering and WASH

infrastructure. DRR components are also to be incorporated by building Hand Pumps on raised

platform to have gravity flow to latrine.

5. Separate girls’ friendly toilets with cloth washing and napkins arrangements and incinerators are to be

introduced in co-education and girls schools for adult girls. To enhance the latrines cleanliness

conditions, awareness raising programs are to be introduced among children, like “clean the toilet

week”, and etc. Similarly, the NGOS and other private organizations are required to work with the

government on special budgeting for carefully identified WASH needs especially for girls, also.

6. Similarly, separate drinking water taps/points are to be introduced in co-education schools, to ensure equal gender segregation in drinking water accessibility.

7. Water pots in latrines are to be made available as mandatory in all of the government schools in

district Rajanpur.

8. Similarly, special and independent WASH monitoring team/resources are to be developed comprising

of NGOs and technical department professionals (PHED and health); who are given mandate to visit

any school in the district and to observe the existing WASH resources and situation and to

recommend the corrective measures with binding authority.

9. Specific designs of latrines by focusing more on girls and special children are to be developed and

introduced with the help of external engineering consultants.

10. Sanitary workers/ janitorial services are to be hired at the corporate level by the school education

department by providing these janitorial services to each and every school, independently.

11. System for rehabilitation of existing WASH facilities is to be improved by focusing more on existing

capacities, instead of having new construction.

32


Annexure

Annex-A

School Assessment Sheet

SCREENING QUESTIONNAIRE

Date: _________________ Time: ___________________

General Questionnaire

Name of the school:

Village: __________

Street: ____________________________________________________

UC: ________________ Tehsil: ________________ District:

_______________

Date: _____Name of the Observer:

School area: Urban (1) Rural

(2)

School Level: Primary (1) Middle (2) Secondary (3) HSS

(4)

School Type: Boys (1) Girls (2) Co-education (3)

(Please check following from school records, with permission of the headmaster/school principal)

Number of Students: Boys: ________ Girls: ________

Number of Teachers: Male: ________ Female: ________

Number of Disabled Students: Boys: ________ Girls: ________

Number of Disabled Teachers: Male: ________ Female: ________

33


Annual budget available for school for construction/renovation of water resources and latrines (please

request the principal/headmaster to show the relevant document/circular)

In Rs ____________ (For water resources) In Rs ____________ (For

latrines)

In Rs ____________ (Total)

34


Water Section:

سکول میں پینے کے لۓ پانی کا آہم زریعہ کون سا ہے؟ )صرف ایک جواب سرکل کریں( -1س

م زریعہ کون سا ہے؟ )صرف ایک جواب سرکل کریں(سکول میں ہاتھ دھونے کے لۓ پانی کا آہ -2س

Q1 Q2

Water Supply Scheme 1 1 پانی کی سکیم

Hand pump 2 2

Well 3 3

Tube well 4 4

Spring/stream 5 5

Tap Stand 6 6

Not at all available 7 7 کوئی بھی نہیں

Any other (specify): _______________________ 99 99

)ایک سے زیادء جواب آ سکتے ہیں(؟ ہیں سکول میں بچے کہاں کہاں سے پانی پیتے -3س

Hand pump 1

Well 2

Tube well 3

Tap Stand 4

Water cooler 5

Water bottle 6

Jug 7

Water bucket 8

Any Other:_________________________________

99

اور یہ پانی کب کب دستیاب ہوتا ہے؟ )صرف ایک جواب سرکل کریں( -4س

35


دن( 7ہر وقت )ہفتے میں 1

دن( 3-4کبھی کبھی )ہفتے میں 2

دن( 1-2بہت کم )ہفتے میں 3

پانی ہی نہیں ہوتا/ملتا 4

سکول میں پانی کی سب سےآہم زریعے/جگہ سے کلاس رومز تک کا انداز فاصلہ کتنا ہے؟ ______ )میٹر( -5س

)صرف ایک جواب سرکل کریں(بچے زیادہ تر پانی کیسے پی رہے تھے؟ -6س

کیا پینے کے لۓ یہ پانی صاف/محفوظ تھا؟ )پانی کو چیک کرنے کے لۓ ایک خالی بوتل میں پانی بھر کر دیکھں، اور مطلوبہ کوڈ سر -7س

کل کریں(

بلکل صاف پانی )کوئی بھی مٹی نہیں( 1

پانی بلکل صاف نہیں تھا )تھوڑی تھوڑی مٹی/ریت تھی( 2

پانی ہلکے بھورے بیسا تھا )گندا تھا/مٹی سے بھرا ہوا تھا( 3

پینے کے پانی کا زائقہ کیسا تھا؟ )پانی پی کر چیک کریں اور مطلوبہ کوڈ سر کل کریں( -8س

کیا پینے کے پانی کا کوئي لیبرٹری ٹیسٹ کیا گیا ہے؟ )ہاں کی صورت میں ٹیسٹ رپورٹ چیک کریں( -9س

Yes (1) No (2)

کیا معذور بچے آسانی سے پانی پی سکتے ہیں؟ )صرف ایک جواب سرکل کریں( -10س

اپنے اپنے گلاس/کپ سے 1

صرف ایک ہی گلاس/کپ تھا 2

اپنے ہاتھوں سے 3

ٹوٹی/نل سے منہ لگا کے 4

بد زائقہ 1

کھٹا 2

کھارا 3

36


ہاتھ آسانی سے پہنچ جاتا ہے(بہت آسانی سے پانی مل جاتا ہے )بجوں کے 1

مشکل سے ہاتھ پہنچتا ہے/پانی حاصل ہوتا ہے 2

بلکل نہیں مل پاتا 3

Latrine Section:

کیا سکول میں لیٹرین/ٹائلیٹ ہیں؟ -11س

Students

(Boys)

Students

(Girls)

Teachers

(Male)

Teachers

(Female)

Pit latrine صرف گڑھا ہے 1 1 1 1

Improved pit latrine گڑھا کو پکا کیا

ہوا ہے2 2 2 2

Flush latrine فلش 3 3 3 3

Pour-flush toilet فلش کے ساتھ پانی کا

سسٹم 4 4 4 4

No Toilet کوئی لٹرین نہیں

5 5 5 5

؟کی کتنی جگہیں ہیں لیٹرین/ٹائلیٹسکول میں -12س

Functional: )استعمال ہو رہے ہیں(

For students (girls): ______ For students (boys): ______ For teachers/staff (female): _____ For

teachers/staff (male): _____

Non-Functional: )استعمال نہیں ہو رہے ہیں/قابل استعمال نہیں(

For students (girls): ______ For students (boys): ______ For teachers/staff (female): _____ For

teachers/staff (male): _____

( 2( نہیں )1) ؟ہاں علیحدہ ہیں لیٹرین/ٹائلیٹکیا لڑکوں اور لڑکیوں کے لۓ -13س

( نہیں 1؟ ہاں )علیحدہ ہیں لیٹرین/ٹائلیٹ کیا بچوں اور ٹیچرز کے لۓ -14س

(2 )

لیٹ معذور بچوں اسانی سے استعمال کر سکتے ہیں ؟ )صرف ایک جواب سرکل کریں(کیا یہ لیٹرین/ٹائ -15س

معزور بچے اسانی سے استعمال کرتے/کر سکتے ہیں 1

معزور بچے مشکل سے استعمال کرتے/کر سکتے ہیں 2

معزور بچے یہ لیٹرینیں استعمال ہی نہیں کرتے/کر سکتے ہیں 3

Q16. Location of toilet facilities?

37


سکول کے باہر سکول کے اندر

Boys Toilets 1 2

Girls Toilets 1 2

Teachers Toilets 1 2

تک کا انداز فاصلہ کتنا ہے؟ سکلاس رومز/سٹاف روم سے ان لیٹرین/ٹائلیٹ -17س

Girls Toilets Boys Toilets Teachers Toilets

Less than 30 meters 1 1 1

Between 30 and 50 meters

2 2 2

More than 50 meters 3 3 3

کیا ان لیٹرینوں میں ہاتھ دھونے کی جگہ ہے؟ -18س

Yes No

Boys Toilets 1 2

Girls Toilets 1 2


اگر ہے تو ایسی کس قسم کی جگہ ہے؟ -19س

سنک کے ساتھ

نلکاسنک کے ساتھ پانی کا

ڈول/بالٹیسنک کے بغیر

نلکاسنک کے بغیر

ڈول/بالٹی

Boys Toilets 1 2 3 4

Girls Toilets 1 2 3 4

Teachers Toilets

1 2 3 4

کیا ان لیٹرینوں میں ہاتھ دھونے کی جگہ نہیں ہے تو پھر کہاں ہے؟ -20س

38


ٹائلٹ سے دور ٹائلٹ کے ساتھ

Boys Toilets 1 2

Girls Toilets 1 2

Teachers Toilets

1 2

لیٹرین سے ہاتھ دھونے کی جگہ انداز کتنے فاصلے پہ ہے، اگر یہ ٹائلٹ سے باہر ہے؟ )میٹر میں نوٹ کریں( -21س

Boys Toilets

Girls Toilets

Teachers Toilets

۔ کیا ہاتھ دھونے کے لۓ صابن موجود ہے؟22س

Yes No

Boys Toilets 1 2

Girls Toilets 1 2


کب کب دستیاب ہوتا ہے؟ )خود سے چیک کریں(میں لیٹرین/ٹائلیٹ پانی ان -23س

Teachers Students

دن( 7ہر وقت )ہفتے میں 1 1

دن( 3-4کبھی کبھی )ہفتے میں 2 2

دن( 1-2بہت کم )ہفتے میں 3 3

پانی ہی نہیں ہوتا/ملتا 4 4

فائی کی کیا صورتحال ہے؟صمیں لیٹرین/ٹائلیٹان -24س

Teachers Students

بلکل صاف 1 1

کچھ کچھ صاف )لٹرین/فلش میں کچھ گندگی تھی( 2 2

بہت بری )لٹرین/فلش کے اندر/باہر ہر صرف گندگی تھی / پاخانہ تھا( 3 3

39


کی کیا صورتحال ہے؟ سکیورٹی/دروازے لاک کرنےمیں لیٹرین/ٹائلیٹان -25س

Boys Girls

لاک/کنڈی لگی ہوئی ہے 1 1

لاک/کنڈی لگی ہوئی ہے، لیکن ٹوٹی/خراب ہوئی ہے 2 2

لاک/کنڈی نہیں لگی ہوئی ہے 3 3

ہے؟ کو کون صاف کرتا لیٹرین/ٹائلیٹان -26س

Students Teachers

Students 1 2

Teachers 1 2

School class-IV staff/ چوکیدار/چپڑاسی

1 2

Hired cleaners/sweepers باہر سےجمعہ دار آتا ہے

1 2

؟ )تفصیل سے لکھیں( سکول میں لٹرین کی صقائی کے حوالے سے کوئی وضع کردہ طریقہ کار ہے -27س

)آگر اس سلسلے میں گورنمنٹ/دیپارٹمنٹ کی طرف سے کوئی لکھی ہوئی ہدایات/گائیڈ لائن ہیں تو اس کو دیکھنے/حاصل کرنے کی کوشش

کریں(

صورتحال ہے؟ )ایک سے زیادء جواب آ سکتے ہیں(سٹوڈ ننٹس کے لیٹرین/ٹائلیٹس کی مجموعی طور کیا -28س

40


صورتحال ہے؟ )ایک سے زیادء جواب آ سکتے ہیں(ٹیچرز کے لیٹرین/ٹائلیٹس کی مجموعی طور کیا -29س

Teachers Students

اچھی حالت میں ہیں/ہے 1 1

بچے آسانی سے استعمال کر سکتے ہیں 2 2

صاف ہیں 3 3

کم جگہ ہے 4 4

ٹوٹے ہوۓ ہیں 5 5

گندے ہیں 6 6

بدبودار ہیں 7 7

لوگ/دوسرے دروازے کے اوپر یا نییچے سے دیکھ سکتے ہیں/چھوٹے دروازے/ٹوٹے ہوۓ دروازے 8 8

فلش/لیٹرین بلاک ہے/بند ہے 9 9

صحت اور صفائی کی پرومشن کے حوالے سے بچوں کے لۓ کوئی بھی پروگرام یا سہولیات مہیا کی گئی ہیں؟ سکول میںکیا -30س

)انٹرویور خود سے بھی کوشش کریں کہ ایسا کوئی مہیا کی گئی میٹریل/سہولت کو دیکھیں( )صرف ایک جواب سرکل کریں(

سہولیات/پروموشنل میٹریل نظر آیا سے بہت زیادہصحت اور صفائی کے حوالے 1

صحت اور صفائی کے حوالے سے بہت کم سہولیات/پروموشنل میٹریل نظر آیا 2

بھی سہولیات/پروموشنل میٹریل نظر نہیں آیاصحت اور صفائی کے حوالے سے کوئی 3

(Q31& Q32 are for Girls Middle/Secondary/HS Schools)

صحت اور صفائی کی کیا کیا سہولیات میسر کی گئی ہیں؟ سکول میں ان کے پیریڑز کے جوالے سےنوجوان لڑکیوں کے لۓ -31س

)انٹرویور خود سے بھی کوشش کریں کہ ایسا کوئی مہیا کی گئی میٹریل/سہولت کو دیکھیں( )صرف ایک جواب سرکل کریں(

صحت اور صفائی کے حوالے سے بہت زیادہ سہولیات/ میٹریل نظر آیا )مثلا ڈسٹ بن/ سینٹری پیڈ/روئی وغیرہ( 1

2 ڈسٹ بن تھی کوئی سینٹری پیڈ/روئی صحت اور صفائی کے حوالے سے بہت کم سہولیات/ میٹریل نظر آیا )مثلا صرف

وغیرہ نہیں تھی(

صحت اور صفائی کے حوالے سے کوئی سہولیات/ میٹریل نظر نہیں آیا 3

41


)صرف ایک جواب سرکل کریں(ملیں ہیں؟ سکول میں ان کے پیریڑز کے جوالے سےکوئی بھی معلوماتکیا نوجوان لڑکیوں کو -32-س

سے بہت زیادہ پروموشنل میٹریل نظر آیاصحت اور صفائی کے حوالے 1

صحت اور صفائی کے حوالے سے بہت کم پروموشنل میٹریل نظر آیا 2

صحت اور صفائی کے حوالے سے کوئی بھی پروموشنل میٹریل نظر نہیں آیا 3

(ASK Following Qs from School Headmaster/senior teacher)

؟ ا کتنا ٹائم لگتا ہےبھی پانی کی سکیم/ٹوٹی وغیرہ کی خرابی/ٹوٹنے کی صورت میں مرمت کرانے میں اندازسکول میں لٹرین یا کسی -33س

)صرف ایک جواب سرکل کریں(

1-2 days 1

3-4 days 2

5-6 days 3

4 ایک ہفتے سے زیادہ

5 ایک مہینے سے زیادہ

)صرف ایک ؟ سکیم/ٹوٹی وغیرہ کی مرمت کرانے کی زمہ داری کس کی ہوتی ہےعام طور پر سکول میں لٹرین یا کسی بھی پانی کی -34س

جواب سرکل کریں(

؟ )تفصیل سے لکھیں( سکول میں لٹرین یا کسی بھی پانی کی سکیم/ٹوٹی وغیرہ کی مرمت کرانے کا طریقہ کار کیا ہوتا ہے -35س

)آگر اس سلسلے میں گورنمنٹ/دیپارٹمنٹ کی طرف سے کوئی لکھی ہوئی ہدایات/گائیڈ لائن ہیں تو اس کو دیکھنے/حاصل کرنے کی کوشش

کریں(

ہیڈ ماسٹر 1

ٹیچر 2

چپڑاسی 3

کوئی اور ______________ 99

42


ی مانٹیرنگ نظام ہے، گونمنٹ کا کوئدیکھ بھال کے جوالے سے /سکول میں لٹرین یا کسی بھی پانی کی سکیم/ٹوٹی وغیرہ کی مرمت -36س

؟ )تفصیل سے لکھیں(اگر ہاں تو کیا ہے

سکول میں لٹرین یا کسی بھی پانی کی سکیم/ٹوٹی وغیرہ کی خرابی/ٹوٹنے کی صورت میں کبھی بھی ڈپارٹمنٹ کو کوئی شکایت یا -37س

؟ )آگر ہاں توریکارڈ دیکھنے/حاصل کرنے کی کوشش کریں( درخواست کی گئ ہے

ہاں 1

نہیں 2

؟ ؟ )تفصیل سے لکھیں(لٹرین یا ہینڈ پمپ اگر نان فنکشنل ہے تو اس کی کیا وجوہات ہیں -38س

؟ )تفصیل سے لکھیں(لٹرین اور پینے کے پانی کے آہم زریعے کا فاصلہ کتنا ہے -39س

_______ )میٹر(

)ختم شد(

Annex-B

43


FGD Guidelines for Male and Female Children

Students of primary level (4-5 grades)

Students of middle level (7-8 grades)

Students of high/HSS level (9-10-11-12 grades)

Date: _________________ Time: ___________________

Interview Start Time: _______

Interview Finish Time: _____

Introduction:

Note names, ages, parents’ name and classes of respondents in a separate list. (Birth year of

children also mentioned in sheet)

Age of Respondents:

Middle & higher classes’ groups/IDIs (13-19 years)

Primary Class groups/IDIs (4-5 class) (9-11 years)

Size of FGD: 6-8 Respondents

Q1. Where do you get drinking water at school, mostly? Is there drinking water available conveniently?

Do you face any problems in getting drinking water? If yes, what kind of problems? (Probe, any other, any

other)

سکول میں آپ زیادہ تر پانی کہاں سے پیتے ہیں؟ کیا یہ پانی آسانی سے دستیاب ہوتا ہے؟ آپ کو پینے کے پانی کے لۓ کون کون سی -1س

)کریدیں، کوئی اور، کوئی اور(؟ ہےمشکلات کا سامنا کرنا پڑتا

Q2. How often do you wash your hands in school? Where do you get water for washing hands at school,

mostly? Do you have this facility within your school? Is it nearer enough? Is there always enough water?

Is there always soap/? Is it sometimes too crowded? Do you face any problems in getting water for

washing your hands? If yes, what kind of problems?

(Probe, any other, any other)

سکول میں آپ اپنے ہاتھ کب کب دھوتے ہیں؟ اور اسکول میں ہاتھ دھونے کے لئے یہ پانی کہاں سے حاصل کرتے ہیں؟ کیا یہ پانی -2س

ہے؟ کیا ادھر ہاتھ صاف کرنے کے لئے صابن/مٹی وغیرہ موجود ہوتی نزدیک سے مل جاتا ہے؟ کیا یہ پانی ہمیشہ ضرورت کے مطابق ہوتا

)کریدیں، ؟ ہےہے؟ کیا وہاں کبھی کبھی بہت بھیڑ ہوتی ہے؟ آپ کو ہاتھ دھونے کے پانی کے لۓ کون کون سی مشکلات کا سامنا کرنا پڑتا

کوئی اور، کوئی اور(

Q3. Do you have any complaints regarding washing facility/water resources? If yes, what kind of

complaints? (Probe, any other, any other) Have you ever raised such complaint to local staff or Govt

officials too?

)کریدیں، کوئی اور، ؟ کیا آپ ہاتھ دھونے کی جگہ / پانی کے وسائل کے بارے کبھی کوئی شکایت کی ہے؟ اگر ہاں، تو کس قسم کی -3س

کیا آپ نے ایسی کوئی بھی شکایت لوکل/سکول سٹاف یا گورنمنٹ کے کسی ملازم/افسر سے کی ہےکوئی اور(

44


Q4. Do you go to the toilets/latrines during school hours? Why/Why not? Do you have enough latrines in

your school? What problems are/were you facing in usage of latrine? Are the doors properly locked? Is

their privacy? Could you go to the latrine whenever you want? Even during class? (Probe, any other, any

other) Latrines functional? Clean and usable? Whether sufficient water available inside latrines? What is

source of water inside latrine? Maintenance mechanism if something missed or broken? Who is

responsible to keep latrines clean? Whether it is child friendly? Q7. Do you have any complaints

regarding toilets/latrine conditions? If yes, what kind of complaints? (Probe, any other, any other)

کیا آپ اسکول کے اوقات کے دوران لیٹرین جاتے ہیں؟ کیوں / کیوں نہیں؟ کیا یہ لیٹرینیں ضرورت کے مطابق ہوتا ہے؟ انہیں لٹرین -4س

اسب طریقے سے بند/لاک ہو جاتے ہیں؟ کیا ؟ کیا دروازے منہےاستعمال کرنے کے حوالے سے کون کون سی مشکلات کا سامنا کرنا پڑتا

)کریدیں، کوئی یہاں پرائیوسی ہوتی ہے؟ کیا آپ اپنی مرضی سے کبھی بھی لیٹرین جا سکتے/سکتی ہیں؟ یہاں تک کہ کلاس کے دوران بھي؟

ا ہے؟ ان لٹرینوں میں پانی کہاں سے آتا اور، کوئی اور( کیا یہ لٹیرنیں قابل استعمال ہیں؟ صبف ہیں؟ کیا ان لٹرینوں میں کھلا پانی موجود ہوت

آپ کو انکیا ہے؟ کسی چیز کے ٹوٹنے پر ٹھیک کرانے کا طرعقہ کار کیا ہے؟ لٹرین کون صاف کرتا ہے؟ کیا یہ بچوں کے لۓ آرام دہ ہیں؟

)کریدیں، کوئی اور، کوئی اور(لیٹرین کے بارے کوئی شکایت ہیں؟ اگر ہاں، تو کس قسم کی؟

Q5. Do you know children ever urinating/defecating outside the toilets/latrines? If yes where? And, why

do they do this? (Probe, any other, any other)

ایسا کیوں کیا آپ کو معلوم ہے کہ یہ بچے/بچیاں کبھي لیٹرین سے باہر بھی پاخانہ/ پیشاب کرتے/کرتی ہیں؟ اگر ہاں تو کہاں؟ اور، وہ -5س

)کریدیں، کوئی اور، کوئی اور(ہیں؟ کرتی کرتے/

Q6. Did you ever told or shared any knowledge with regard to your health and hygiene (trainings/

orientation sessions) in your school-like purpose of hand washing or washing yourself in latrine, etc. If

yes, what was the knowledge shared/delivered? And by whom? Any benefits achieved? What are you

commonly practicing? Do you know, what are the steps of hand washing, etc.? (Probe, any other, any

other)

بھی کوئی معلومات ملیں/ کوئی بھی سیشن اٹینڈ کۓ؟ مثلا ہاتھ کیا آپ کو سکول میں صحت اور صفائی کے حوالے سےکبھی-6س

دھونے/لٹریں میں اپنے آپ کو دھونے کے جوالے سے، وغیرہ وغیرہ؟ آگر ہاں تو کیا کیا معلومات ملیں؟ اور کن سے ملیں؟اور آپ کو ان

ہی/رہے ہیں؟ کیا آپ کو معلم ہے کہ ہاتھ دھونے کے سیشنز/معلومات سے کیا کیا فوائد حاصل ہوۓ؟ اور ان میں سے کیا کیا آپ پریکٹس کر ر

کیا کیا مراحل ہیں، وغیرہ وغیرہ )کریدیں، کوئی اور، کوئی اور(

Following Qs are to be asked from only Adolescent Girls Group (Class 8th-2nd year)

Q8. What do girls/you do when they have their menstrual periods? Are there any basic facilities that would make things easier for them? And especially the problems faced by young girls during their periods? And what is the cleanliness situation normally in your latrines? (Probe, any other, any other)

لڑکیاں پیریڑ کے دنوں میں کیا کرتی ہیں/کیسے گزارہ کرتی ہیں؟کیا آپ کے لۓ اس حوالے سے کوئی سہولیات ہوتی سکول میں آپ -10-س

ہے؟ اور کن کن مشکلات کا سامنا کرنا پڑتا تا کہ آپ کو اسانی ہو سکے؟ اور خاص طور پر لڑکیوں کو ان کے پیریڑ کے دنوں میں -ہیں

تی ہے؟ )کریدیں، کوئی اور، کوئی اور(لٹرینوں میں صفائی کی کیا صورتحال ہو

Q9. Did you ever tell or share any knowledge with regard to your menstrual health and hygiene (trainings

sessions) in your school? If yes, what was the knowledge shared/delivered? And by whom? Any benefits

achieved? What are you commonly practicing? (Probe, any other, any other)

صحت اور صفائی کے حوالے کبھی بھی کوئی معلومات ملیں/ کوئی بھی سیشن اٹینڈ کۓ؟ آگر ہاں تو کیا آپ کو پیریڑز کے دوران کیا -11-س

نز/معلومات سے کیا کیا فوائد حاصل ہوۓ؟ کیا یہ معلومات آپ نے ان لڑکیوں کو بھی بتائیں؟ کیا معلومات ملیں؟ اور کن سے ملیں؟ اور ان سیش

اور ان میں سے کیا کیا وہ ابھی پریکٹس کر رہی ہیں؟ )کریدیں، کوئی اور، کوئی اور(

45


Q10. Have you ever received any support from your teachers on your hygiene and menstruation

practices? If yes, kind of support? (Probe, any other, any other)

کیا آپ کو پیریڑ کے دنوں صحت و صفائی کے حوالے سے اپنی ٹیچرز سےکبھی بھی کوئی بھی سپورٹ/مدد یا چیز مہیا ہوئی ہے ؟ -10-س

آگر ہاں تو کیا کیا؟ )کریدیں، کوئی اور، کوئی اور(

Q11. Do you have any complaints regarding facilitation in your school during your menstruation

cycles/periods? If yes, what kind of complaints? (Probe, any other, any other)

گر ہاں، تو کے جوالے سے کوئی شکایت ہے؟ ا سپورٹ/مدد یا چیزمیں اپنے سکول میں کسی بھی پیریڑز کے دنوںکیا آپ کو اپنے -11س

)کریدیں، کوئی اور، کوئی اور(کس قسم کی؟

Q12. Do girls attend school during menstruation periods? What is the %age of girls attending or not

attending school during this specific time? Do you think girls in general leave school going on account of

no proper facilities of handling menstruation issue properly? (Interviewers are advised to collect primary

and secondary data if got available from school attendance?

میں مناسب لوازمات نہ ہونے کی وجہ جاتی ہیں اور کتنے پرسنٹ؟ کیا سکول میں اپنے سکول پیریڑز کے دنوںکیا آپ لڑکیاں اپنے -11س

)کریدیں، کوئی اور، کوئی اور( )انٹرویورز اس حوالے سے سکول سے سکول اسسمنٹ شیٹ کے دوران کوئی ڈیٹا ؟ سے آپ چھٹی کرتی ہیں

اکھٹا کرنے کی کوشش کریں(

THE END

46


IDI/FGD Guidelines for Male and Female Teachers/Staff

(Separate FGDs and IDIs with male and female teachers)

Date: _________________ Time: ___________________



Introduction:

Note names, ages, contacts in a separate list.


Q1. Where do you get drinking water at school, mostly? Is there drinking water available conveniently?

Do you face any problems in getting drinking water? If yes, what kind of problems? (Probe, any other, any

other)

سکول میں آپ زیادہ تر پانی کہاں سے پیتے ہیں؟ کیا یہ پانی آسانی سے دستیاب ہوتا ہے؟ آپ کو پینے کے پانی کے لۓ کون کون سی -1س

)کریدیں، کوئی اور، کوئی اور(؟ ہےمشکلات کا سامنا کرنا پڑتا

Q2. Where do the students get drinking water at school, mostly? Is there drinking water available

conveniently? Do they face any problems in getting drinking water? If yes, what kind of problems? (Probe,

any other, any other)

کے پانی کے لۓ کون کون سکول میں بچے/بچیاں زیادہ تر پانی کہاں سے پیتے ہیں؟ کیا یہ پانی آسانی سے دستیاب ہوتا ہے؟ انہیں پینے -1س

)کریدیں، کوئی اور، کوئی اور(؟ ہےسی مشکلات کا سامنا کرنا پڑتا

Q3. How often do you wash your hands in school? Where do you get water for washing hands at school,

mostly? Is it near enough? Is there always enough water? Is there always soap/ash/mud? Is it sometimes

too crowded? Do you face any problems in getting water for washing your hands? If yes, what kind of

problems?


ہاں سے حاصل کرتے ہیں؟ کیا یہ پانی سکول میں آپ اپنے ہاتھ کب کب دھوتے ہیں؟ اور اسکول میں ہاتھ دھونے کے لئے یہ پانی ک -2س

نزدیک سے مل جاتا ہے؟ کیا یہ پانی ہمیشہ ضرورت کے مطابق ہوتا ہے؟ کیا ادھر ہاتھ صاف کرنے کے لئے صابن/مٹی وغیرہ موجود ہوتی

)کریدیں، ؟ ہےپڑتا ہے؟ کیا وہاں کبھی کبھی بہت بھیڑ ہوتی ہے؟ آپ کو ہاتھ دھونے کے پانی کے لۓ کون کون سی مشکلات کا سامنا کرنا


Q4. How often do students wash their hands in school? Where do they get water for washing hands at

school, mostly? Is it near enough? Is there always enough water? Is there always soap/ash/mud? Is it

sometimes too crowded? Do they face any problems in getting water for washing their hands? If yes,

what kind of problems?


سکول میں وہ اپنے ہاتھ کب کب دھوتے ہیں؟ اور اسکول میں ہاتھ دھونے کے لئے یہ پانی کہاں سے حاصل کرتے ہیں؟ کیا یہ پانی -2س

دیک سے مل جاتا ہے؟ کیا یہ پانی ہمیشہ ضرورت کے مطابق ہوتا ہے؟ کیا ادھر ہاتھ صاف کرنے کے لئے صابن/مٹی وغیرہ موجود ہوتی نز

)کریدیں، کوئی ؟ ہےہے؟ کیا وہاں کبھی کبھی بہت بھیڑ ہوتی ہے؟ انہیں ہاتھ دھونے کے پانی کے لۓ کون کون سی مشکلات کا سامنا کرنا پڑتا

ر(اور، کوئی او

47


Q5. Do you or students have any complaints regarding washing facility/water resources? If yes, what kind

of complaints? (Probe, any other, any other)

ں، تو کس قسم کی؟ کیا آپ یا بچے/بچیاں ہاتھ دھونے کی جگہ / پانی کے وسائل کے بارے کبھی بھی کوئی شکایت کرتے ہیں؟ اگر ہا -3س

)کریدیں، کوئی اور، کوئی اور(

Q6. Do you go to the toilets/latrines during school hours? Why/Why not? Do you have enough latrines in

your school? What problems are/were you facing in usage of latrine? Are the doors properly locked? Is

their privacy? Could you go to the latrine whenever you want? Even during class? (Probe, any other, any

other)

کیا آپ اسکول کے اوقات کے دوران لیٹرین جاتے ہیں؟ کیوں / کیوں نہیں؟ کیا یہ لیٹرینیں ضرورت کے مطابق ہوتا ہے؟ انہیں لٹرین -4س

؟ کیا دروازے مناسب طریقے سے بند/لاک ہو جاتے ہیں؟ کیا ہےکون سی مشکلات کا سامنا کرنا پڑتا استعمال کرنے کے حوالے سے کون

)کریدیں، کوئی یہاں پرائیوسی ہوتی ہے؟ کیا آپ اپنی مرضی سے کبھی بھی لیٹرین جا سکتے/سکتی ہیں؟ یہاں تک کہ کلاس کے دوران بھي؟

اور، کوئی اور(

Q7. Do the students go to the toilets/latrines during school hours? Why/Why not? Do they have enough

latrines in your school? What problems are/were they facing in usage of latrine? Are the doors properly

locked? Is their privacy? Could you go to the latrine whenever they want? Even during class? (Probe, any

other, any other)

کیا آپ کے بچے/بچیاں اسکول کے اوقات کے دوران لیٹرین جاتے ہیں؟ کیوں / کیوں نہیں؟ کیا یہ لیٹرینیں ضرورت کے مطابق ہوتا ہے؟ -4س

ناسب طریقے سے بند/لاک ہو جاتے ؟ کیا دروازے مہےانہیں لٹرین استعمال کرنے کے حوالے سے کون کون سی مشکلات کا سامنا کرنا پڑتا

ہیں؟ کیا یہاں پرائیوسی ہوتی ہے؟ کیا وہ اپنی مرضی سے کبھی بھی لیٹرین جا سکتے/سکتی ہیں؟ یہاں تک کہ کلاس کے دوران بھی؟


Q8. Do you know children ever urinating/defecating outside the toilets/latrines? If yes, where? And, why

do they do this? (Probe, any other, any other)

ہیں؟ کرتی کیا یہ بچے/بچیاں کبھي لیٹرین سے باہر بھی پاخانہ/ پیشاب کرتے/کرتی ہیں؟ اگر ہاں تو کہاں؟ اور، وہ ایسا کیوں کرتے/ -5س


Q9. Do the students have any complaints regarding toilets/latrine conditions? If yes, what kind of

complaints? (Probe, any other, any other)

)کریدیں، کوئی اور، کوئی اور(کیا یہ بچے/بچیاں لیٹرین کے بارے کبھی بھی کوئی شکایت کرتے ہیں؟ اگر ہاں، تو کس قسم کی؟ -6س

Q10. Did you have any information with regard to health and hygiene of students? Did you ever told or

shared any knowledge with regard to children health and hygiene (trainings sessions) in the school-like

purpose of hand washing or washing yourself in latrine, etc.? If yes, what was the knowledge

shared/delivered? And by whom? Any benefits achieved? Did you ever share the same with students?

And what kind of information? (Probe, any other, any other)

ں صحت اور صفائی کے حوالے صحت اور صفائی کے حوالے سے کوئی بھی معلومات ہیں؟کیا آپ کو سکول میآپ ں کو کیا -7-س

سےکبھی بھی کوئی معلومات ملیں/ کوئی بھی سیشن اٹینڈ کۓ؟ مثلا ہاتھ دھونے/لٹریں میں اپنے آپ کو دھونے کے جوالے سے، وغیرہ وغیرہ؟

پ نے بچوں کویہ آگر ہاں تو کیا کیا معلومات ملیں؟ اور کن سے ملیں؟اور آپ کو ان سیشنز/معلومات سے کیا کیا فوائد حاصل ہوۓ؟کیا آ

معلومات دیں؟ اور کون کون سی؟ )کریدیں، کوئی اور، کوئی اور(

Q11. Are you aware of any national/departmental standards of toilets construction and water facilities? If

yes? What are these? (Probe, any other, any other)

وہ کیا کیا ہیں؟ آگر ہاں تو اور پانی کی سہولیات کے جوالے سے کسی بھی قومی / محکمانہ معیارات سے آگاہ ہیں؟ آپ لیٹرین/ٹائلٹکیا -8-س


48


Q12. Are you aware of any projects/initiatives related to water and sanitation construction or capacity

building taken in your or other government schools? If yes? What are these? (Probe, any other, any

other)

آگر ہاں آپ اسکولوں میں پانی کی سکیموں/لٹیرینوں کی تعمیر یا بہتری کے جوالے سے کسی بھی منصوبوں / اقدامات سے آگاہ ہیں؟ کیا -9-س

تووہ کیا کیا ہیں؟ )کریدیں، کوئی اور، کوئی اور(

Following Qs are to be asked from only Female Teachers of middle and secondary classes

Q13. What do girls/you do when they have their menstrual periods? Are there any facilities that would

make things easier for them? And especially the problems faced by young girls during their periods?


-سکول میں لڑکیاں پیریڑ کے دنوں میں کیا کرتی ہیں/کیسے گزارہ کرتی ہیں؟کیا ان کے لۓ اس جوالے سے کوئی سہولیات ہوتی ہیں -10-س

ہے؟ )کریدیں، کن کن مشکلات کا سامنا کرنا پڑتا تا کہ ان کی اسانی ہو سکے؟ اور خاص طور پر ان لڑکیوں کو ان کے پیریڑ کے دنوں میں

ئی اور(کوئی اور، کو

Q14. Did you ever told or shared any knowledge with regard to your menstrual health and hygiene

(trainings sessions) in your school? If yes, what was the knowledge shared/delivered?

And especially, does these knowledge are informative with regard to issues and problems of young girls

regarding their periods? (Probe, any other, any other)

And by whom? Any benefits achieved? Did you pass this information to girls? What are these practicing?


صحت اور صفائی کے حوالے کبھی بھی کوئی معلومات ملیں/ کوئی بھی سیشن اٹینڈ کۓ؟ آگر ہاں تو کیا ن آپ کو پیریڑز کے دوراکیا -11-س

ان کیا معلومات ملیں؟ اور کن سے ملیں؟ اور کیا پیریڑ سے متعلق یہ معلومات بچیوں کے لۓ کارآمد تھیں؟)کریدیں، کوئی اور، کوئی اور( اور

ہوۓ؟ کیا یہ معلومات آپ نے ان لڑکیوں کو بھی بتائیں؟ اور ان میں سے کیا کیا وہ ابھی پریکٹس کر سیشنز/معلومات سے کیا کیا فوائد حاصل

رہی ہیں؟ )کریدیں، کوئی اور، کوئی اور(

Q15. Have you ever given any support/resources to adolescent girls on your hygiene and menstruation


کیا ان جوان لڑکیوں کو پیریڑ کے دنوں ان کی صحت و صفائی کے حوالے سے آپ نے کبھی بھی کوئی بھی سپورٹ/مدد یا چیز مہیا -10-س

کی ؟ آگر ہاں تو کیا کیا؟ )کریدیں، کوئی اور، کوئی اور(

Q16. Do you find girls having any complaints regarding facilitation in the school during their menstruation

cycles/periods? If yes, what kind of complaints?(Probe, any other, any other)

اگر کے جوالے سے کوئی شکایت کرتی ہیں؟ سپورٹ/مدد یا چیزمیں اپنے سکول میں کسی بھی پیریڑز کے دنوںکیا یہ بچیاں اپنے -11س

)کریدیں، کوئی اور، کوئی اور(ہاں، تو کس قسم کی؟

Q17. What extra health and hygiene information (trainings sessions) are to be delivered? To teachers?

To students? Through which means? The reasons for your answers?

ں کو اور کون کون سی معلومات دینی چاہیں؟ اور کن زرائع سے؟ آپ کے ان جوابات کی کیا صحت اور صفائی کے حوالے ان لڑکیو -12-س

کیا وجوہات ہیں )کریدیں، کوئی اور، کوئی اور(

THE END

49


IDI/FGD Guidelines for Male and Female Parents

(Separate FGDs and IDIs with male and female parents)

Date: _________________ Time: ___________________



Introduction:

Note names, ages, contacts in a separate list.


Among women, must include:

Mothers and Fathers of children studying only in targeted schools, with following characteristics (minimum

2 in No per FGD):

Mothers of adult girls studying in schools

Fathers of boys studying in school

Q1. Where do your children get drinking water at school, mostly? Is there drinking water available

conveniently? Do they face any problems in getting drinking water? If yes, what kind of problems? (Probe,

any other, any other)

دستیاب ہوتا ہے؟ انہیں پینے کے پانی کے لۓ سکول میں آپ کے بچے/بچیاں زیادہ تر پانی کہاں سے پیتے ہیں؟ کیا یہ پانی آسانی سے -1س

)کریدیں، کوئی اور، کوئی اور(؟ ہےکون کون سی مشکلات کا سامنا کرنا پڑتا

Q2. How often do they wash their hands in school? Where do they get water for washing hands at school,

mostly? Is it near enough? Is there always enough water? Is there always soap/ash/mud? Is it sometimes

too crowded? Do they face any problems in getting water for washing their hands? If yes, what kind of

problems? (Probe, any other, any other)

میں ہاتھ دھونے کے لئے یہ پانی کہاں سے حاصل کرتے ہیں؟ کیا یہ پانی ہمیشہ سکول میں وہ اپنے ہاتھ کب کب دھوتے ہیں؟ اور اسکول -2س

ضرورت کے مطابق ہوتا ہے؟ کیا ادھر ہاتھ صاف کرنے کے لئے صابن/مٹی وغیرہ موجود ہوتی ہے؟ کیا وہاں کبھی کبھی بہت بھیڑ ہوتی ہے؟

)کریدیں، کوئی اور، کوئی اور(؟ ہےڑتا انہیں ہاتھ دھونے کے پانی کے لۓ کون کون سی مشکلات کا سامنا کرنا پ

Q3. Do your children have any complaints regarding washing facility/water resources? If yes, what kind of

complaints? (Probe, any other, any other)

کیا آپ کے بچے/بچیاں ہاتھ دھونے کی جگہ / پانی کے وسائل کے بارے کبھی بھی کوئی شکایت کرتے ہیں؟ اگر ہاں، تو کس قسم کی؟ -3س


Q4. Do they to the toilets/latrines during school hours? Why/Why not? Do they have enough latrines in

your school? What problems are/were they facing in usage of latrine? Are the doors properly locked? Is

their privacy? Could they go to the latrine whenever you want? Even during class? (Probe, any other, any

other)

ن لیٹرین جاتے ہیں؟ کیوں / کیوں نہیں؟ کیا یہ لیٹرینیں ضرورت کے مطابق ہوتا ہے؟ کیا آپ کے بچے/بچیاں اسکول کے اوقات کے دورا -4س

؟ کیا دروازے مناسب طریقے سے بند/لاک ہو جاتے ہےانہیں لٹرین استعمال کرنے کے حوالے سے کون کون سی مشکلات کا سامنا کرنا پڑتا

50


ھی لیٹرین جا سکتے/سکتی ہیں؟ یہاں تک کہ کلاس کے دوران بھی؟ ہیں؟ کیا یہاں پرائیوسی ہوتی ہے؟ کیا وہ اپنی مرضی سے کبھی ب


Q8. Do your children ever urinate/defecate outside the toilets/latrines? If yes, where? And, why do they

do this? (Probe, any other, any other)

ہیں؟ کرتی کبھي لیٹرین سے باہر بھی پاخانہ/ پیشاب کرتے/کرتی ہیں؟ اگر ہاں تو کہاں؟ اور، وہ ایسا کیوں کرتے/کیا آپ کے بچے/بچیاں -5س


Q9. Do they have any complaints regarding toilets/latrine conditions? If yes, what kind of complaints?


)کریدیں، کوئی اور، کوئی اور(کیا آپ کے بچے/بچیاں لیٹرین کے بارے کبھی بھی کوئی شکایت کرتے ہیں؟ اگر ہاں، تو کس قسم کی؟ -6س

Q10. Did they any information with regard to health and hygiene? Did they ever told or shared any

knowledge with regard to children health and hygiene (trainings sessions) in the school-like purpose of

hand washing or washing yourself in latrine, etc.? If yes, what was the knowledge shared/delivered? And

by whom? Any benefits achieved? (Probe, any other, any other)

صحت اور صفائی کے حوالے سے کوئی بھی معلومات ہیں؟کیا انہیں اپنے سکول میں صحت اور صفائی ے بچوں/لڑکیوں کو آپ ککیا -7-س

کے حوالے سےکبھی بھی کوئی معلومات ملیں/ کوئی بھی سیشن اٹینڈ کۓ؟ مثلا ہاتھ دھونے/لٹریں میں اپنے آپ کو دھونے کے جوالے سے،

ا کیا معلومات ملیں؟ اور کن سے ملیں؟اور انہیں ان سیشنز/معلومات سے کیا کیا فوائد حاصل ہوۓ؟ )کریدیں، وغیرہ وغیرہ؟ آگر ہاں تو انہیں کی


Q11. Are they aware of any national/departmental standards of toilets construction and water facilities? If

yes? What are these? (Probe, any other, any other)

وہ کیا کیا ہیں؟ آگر ہاں تو وہ لیٹرین/ٹائلٹ اور پانی کی سہولیات کے جوالے سے کسی بھی قومی / محکمانہ معیارات سے آگاہ ہیں؟کیا -8-س


Q12. Are they aware of any projects/initiatives related to water and sanitation construction or capacity

building taken in their schools? If yes? What are these? (Probe, any other, any other)

آگر ہاں ی کے جوالے سے کسی بھی منصوبوں / اقدامات سے آگاہ ہیں؟ وہ اسکولوں میں پانی کی سکیموں/لٹیرینوں کی تعمیر یا بہترکیا -9-س

تووہ کیا کیا ہیں؟ )کریدیں، کوئی اور، کوئی اور(

Following Qs are to be asked from only Mothers of girls from middle and secondary classes

Q13. What do your girls do when they have their menstrual periods? Are there any facilities that would

make things easier for them? And especially the problems faced by young girls during their periods?


تا کہ -ۓ اس جوالے سے کوئی سہولیات ہوتی ہیںآپ کی لڑکیاں پیریڑ کے دنوں میں کیا کرتی ہیں/کیسے گزارہ کرتی ہیں؟کیا ان کے ل -10-س

ہے؟ )کریدیں، کوئی کن کن مشکلات کا سامنا کرنا پڑتا ان کی اسانی ہو سکے؟ اور خاص طور پر ان لڑکیوں کو ان کے پیریڑ کے دنوں میں

اور، کوئی اور(

Q14. Did they ever told or shared any knowledge with regard to your menstrual health and hygiene

(trainings sessions) in their school? If yes, what was the knowledge shared/delivered?

And especially, does these knowledge are informative with regard to issues and problems of young girls

regarding their periods? (Probe, any other, any other)

And by whom? Any benefits achieved? Did they pass this information to you/other girls? What are these

practicing? (Probe, any other, any other)

51


کوئی بھی سیشن اٹینڈ صحت اور صفائی کے حوالے کبھی بھی کوئی معلومات ملیں/ان بچیوں/لڑکیوں کو اپنے پیریڑز کے دوران کیا -11-س

اور، کۓ؟ آگر ہاں تو انہیں کیا کیا معلومات ملیں؟ اور کن سے ملیں؟ اور کیا ان کے پیریڑ سے متعلق یہ معلومات کارآمد تھیں؟)کریدیں، کوئی

ی بتائیں؟ اور ان میں کوئی اور( اور انہیں ان سیشنز/معلومات سے کیا کیا فوائد حاصل ہوۓ؟کیا یہ معلومات انہوں نے دوےری لڑکیوں کو بھ

سے کیا کیا وہ ابھی پریکٹس کر رہی ہیں؟ )کریدیں، کوئی اور، کوئی اور(

Q15. Have they ever given any support/resources to adolescent girls on their hygiene and menstruation


کیا ان جوان لڑکیوں کو پیریڑ کے دنوں ان کی صحت و صفائی کے حوالے سے کوئی بھی سپورٹ/مدد یا چیز مہیا کی جاتی ہے؟ آگر -10-س

ہاں تو کیا کیا؟ )کریدیں، کوئی اور، کوئی اور(

Q16. Do your girls make any complaints regarding facilitation in the school during their menstruation

cycles/periods? If yes, what kind of complaints? (Probe, any other, any other)

کے جوالے سے کوئی شکایت کرتی ہیں؟ اگر سپورٹ/مدد یا چیزمیں اپنے سکول میں کسی بھی پیریڑز کے دنوںکیا یہ بچیاں اپنے -11س

)کریدیں، کوئی اور، کوئی اور(ہاں، تو کس قسم کی؟

Q17. What extra health and hygiene information (trainings sessions) are to be delivered to your girls in

schools? Through which means? The reasons for your answers?

ے؟ آپ کے ان جوابات کی کیا صحت اور صفائی کے حوالے ان لڑکیوں کو اور کون کون سی معلومات دینی چاہیں؟ اور کن زرائع س -12-س

کیا وجوہات ہیں )کریدیں، کوئی اور، کوئی اور(

THE END

52


Annex-D

List of FGD Respondents

S.no Respondent Name Contact Number Age Category Area Tehsil

1 Kalsoombibi 0336-6484925 35 Mother of girl Garhi Sultan Shah Jampur

2 RukiyaKadim

40 Mother of girl Garhi Sultan Shah Jampur

3 Shabana Bilal 0336-8907607 40 Mother of girl Garhi Sultan Shah Jampur

4 sugran Anwar 0336-6201981 30 Mother of girl Garhi Sultan Shah Jampur

5 Anwar Toakal 0331-8623791 45 Mother of girl Garhi Sultan Shah Jampur

6 Shamimmai 0335-6889330 45 Mother of girl Dajal Jampur

7 Shaheen Mai

25 Mother of girl Dajal Jampur

8 Hina Amir 0333-784733 20 Mother of girl Dajal Jampur

9 Sumaira Bibi 0333-8561210 27 Mother of girl Dajal Jampur

10 Zureena Mai 0336-1974860 48 Mother of girl Dajal Jampur

11 Haseena Mai


12 Parveen Mai 0336-1795801 35 Mother of girl Dajal Jampur

13 Hina Khan


14 Sumaira Asif

12 Girls Dajal Jampur

15 Hina Amir 0333-784733 11 Girls Dajal Jampur

16 Amna Sajad


17 Fatima Bibi

Girls Dajal Jampur

18 ArfaEjaz 0336-1795801 10 Girls Dajal Jampur

19 Sadia Bibi


20 Sidra Bibi


21 Humair Bibi 0336-8717657 30 Teacher Dajal Jampur

22 Naseem Bibi 0335-9010707 35 Teacher Dajal Jampur

23 Fozia Khan 0333-8565993 38 Teacher Dajal Jampur

24 Ghazila Khalid 0333-8557021 47 Teacher Dajal Jampur

25 Farhat Khan 0333-6457710 50 Teacher Dajal Jampur

26 Mumtazkareem 0334-6776510 48 Teacher Dajal Jampur

27 Anila Amjad 0308-7552032 33 Teacher Dajal Jampur

28 Sadia Nazir

35 Teacher Dajal Jampur

29 Smamim Akhter 0331-4856812 52 Teacher Canal Rest House Jampur

30 Rabhshanda Jahan 0336-6802418 47 Teacher Canal Rest House Jampur

31 SameenaShaheen 0331-8640979 38 Teacher Canal Rest House Jampur

32 Mariyam Jamila 0334-4770777 30 Teacher Canal Rest House Jampur

33 ShaheenKusar 0331-8608391 51 Teacher Canal Rest House Jampur

34 RehanNwaza 0336-6489217 45 Teacher Canal Rest House Jampur

53


35 Naseera Bibi 0333-6486227 52 Teacher Canal Rest House Jampur

36 Sheraz Ahmed 0313-6320441 10 Boys S.NO#1 Rojhan

37 Jawad Ahmed

121 Boys S.NO#1 Rojhan

38 Kahsif Ali 0332-6163543 13 Boys S.NO#1 Rojhan

39 Muhaamd Hussain


40 Aziz Ahmed


41 Shizabibi


42 AfraNwaz 0333-6431276 11 Boys S.NO#1 Rojhan

43 Waqar Huffain 0333-7447936 15 Boys S.NO#1 Rojhan

44 Noor Alam 0333-7456877 16 Boys S.NO#1 Rojhan

45 M.Rehan 0336-6196154 15 Boys S.NO#1 Rojhan

46 M.Awais 0333-7455633 14 Boys S.NO#1 Rojhan

47 M.Khalil 0332-7121914 13 Boys S.NO#1 Rojhan

48 Najma Batool 0334-1829674 47 Teacher Town Committee Rojhan

49 Tazeen Bibi 0333-7875229 35 Teacher Town Committee Rojhan

50 Zaib-ul-Nisa 0332-3593178 32 Teacher Town Committee Rojhan

51 Fozia Saleem 0335-6408137 41 Teacher Town Committee Rojhan

52 Anila Yasmeen 0334-6614949 41 Teacher Town Committee Rojhan

53 Masoom Fatima 0333-5965314 41 Teacher Town Committee Rojhan

54 Tahira Zaheer 0331-9717125 35 Teacher Town Committee Rojhan

55 Tasnim Fatima 0333-4394222 47 Teacher Town Committee Rojhan

56 Shahla Hassan 0333-8825486 14 Girl Town Committee Rojhan

57 shahnaz 0333-7453822 13 Girl Town Committee Rojhan

58 Sehrish 0333-6431533 13 Girl Town Committee Rojhan

60 Farah Naz 0333-7431303 12 Girl Town Committee Rojhan

61 Maryam Zahoor 0336-6153323 12 Girl Town Committee Rojhan

62 AqssaMujib 0300-8636364 14 Girl Town Committee Rojhan

63 IramMehnaz 0333-7422174 12 Girl Town Committee Rojhan

64 Uzma Mujib 0300-8636364 14 Girl Town Committee Rojhan

65 Asia Qadir 0343-32016851 13 Girl Mud-dur-jamMuhammad Jampur

66 Shubana Ameer

12 Girl Mud-dur-jamMuhammad Jampur

67 Misbahkhalid 0346-6506781 12 Girl Mud-dur-jamMuhammad Jampur

68 FazolaMaqsood 0308-6065360 13 Girl Mud-dur-jamMuhammad Jampur

69 SaniaQadir


70 AsmaFazal 03433-392015 11 Girl Mud-dur-jamMuhammad Jampur

71 Najma Rashid


72 Shaista Parveen 0308-6065360 12 Girl Mud-dur-jamMuhammad Jampur

73 Anwar Mai

45 Mother Mud-dur-jamMuhammad Jampur

54


74 ArfaNaz 0344-70936025 22 Mother Mud-dur-jamMuhammad Jampur

75 Zahid Bibi 0308-6065360 23 Mother Mud-dur-jamMuhammad Jampur

76 Zulhana Mai 0333-38563526 46 Mother Mud-dur-jamMuhammad Jampur

77 Basrana Mai


78 Haseen Mai 0333-8563526 47 Mother Mud-dur-jamMuhammad Jampur

79 Ayesha Mai


80 Jamila Mai


81 Farha Naqvi 0336-0709078 35 Teacher NaiAbadi Rajanpur

82 Kalsoom Akhtar 0333-8834110 42 Teacher NaiAbadi Rajanpur

83 FarhatPerveen 0333-7441717 46 Teacher NaiAbadi Rajanpur

84 TalatPeveen 0333-8827104 48 Teacher NaiAbadi Rajanpur

85 Zahida Parveen 0336-6169070 54 Teacher NaiAbadi Rajanpur

86 Jamila Naz 0331-6042319 47 Teacher Rasool Pur Jampur

87 Nayar sultana 0334-6774156 50 Teacher Rasool Pur Jampur

88 Gulam Sakina 0336-1605500 35 Teacher Rasool Pur Jampur

89 Janat-ul-Firdous 0334-2477599 50 Teacher Rasool Pur Jampur

90 MisbahSahreen 0333-2649917 30 Teacher Rasool Pur Jampur

91 RifatBaono 0331-5502373 52 Teacher Rasool Pur Jampur

92 ShuhnumLagheri

56 Teacher Rasool Pur Jampur

93 TybbaNaz 0332-6228482 30 Teacher Rasool Pur Jampur

94 Nazish Akbar 0333-8386974 11 Girl Tahira-Abad Rajanpur

95 Saima Ibrahim 0333-6447754 11 Girl Tahira-Abad Rajanpur

96 FarzanaGulam 0337-6004945 10 Girl Tahira-Abad Rajanpur

97 Ayesha Gulam 0332-6181735 11 Girl Tahira-Abad Rajanpur

98 prrzera Tahir 0333-6445279 10 Girl Tahira-Abad Rajanpur

99 Rabia Khan

10 Girl Tahira-Abad Rajanpur

100 Swaira Hussain 0334-6689214 10 Girl Tahira-Abad Rajanpur

101 Sadia Ashraf

11 Girl Tahira-Abad Rajanpur

102 Kalssom Bibi

40 Mother S.NO#1 Rajanpur

103 Rukiya Bibi


104 Jamila Bibi


105 Anwar Bibi


106 TahiraNasreen


107 Sadia Bibi


108 Iqbal Bibi


109 Kosar Bibi 0333-8829937 35 Mother S.NO#1 Rajanpur

110 Husena Khalil 0334-4873191 33 Mother S.NO#1 Rajanpur

111 Nadia Jamila 060-4302424 30 Mother S.NO#1 Rajanpur

55


112 Asia Zafar


113 Husena Mai


114 Ayesha Ali 0333-6445472 11 Girl S.NO#1 Rajanpur

115 Jwariya Khan 0333-6091285 12 Girl S.NO#1 Rajanpur

116 Tayyba Jamil 0345-8135576 11 Girl S.NO#1 Rajanpur

117 Sadaf Zahra 0346-8761059 12 Girl S.NO#1 Rajanpur

118 Zanib Tariq 0346-8761059 11 Girl S.NO#1 Rajanpur

119 Neesma Jamil

13 Girl S.NO#1 Rajanpur

120 SwaeraMushtaq 0336-6193166 12 Girl S.NO#1 Rajanpur

121 Abira Fatima 0331-6020674 12 Girl S.NO#1 Rajanpur

122 Allah Data 0336-7929544 13 Boy Allah-Abad Jampur

123 Tmorod Aslam 0307-8676988 13 Boy Allah-Abad Jampur

124 Muhamad Kashif 0306-7998273 14 Boy Allah-Abad Jampur

125 Muhamad Nazir 0336-702640 14 Boy Allah-Abad Jampur

126 Muhammad Arif 0337-6309070 18 Boy Allah-Abad Jampur

127 Sajjad Ahmed 0331-7357166 14 Boy Allah-Abad Jampur

128 Zeshan Muhammad 0335-8641184 15 Boy Allah-Abad Jampur

129 Shahzad khan 0332-1637611 13 Boy Allah-Abad Jampur

130 Tahir hussain

13 Boy Basti Malook Khan Rojhan

131 Muhammad rehan


132 Muhammad Awais


133 Muhammad Ehsan

9 Boy Awanwala Jampur

134 Muhammad Shehroz


135 Salim


136 Mujahed


137 NaseemManzoor

8 Teacher Tahira-Abad Rojhan

138 Shaheena


139 Zarina


140 Rana Zia Islam 0333-6443805 42 Teacher Fazal-Pur Rajanpur

141 GulamBashier 0333-6436462 59 Teacher Fazal-Pur Rajanpur

142 Qazi Abul-Asif 0333-6437758 50 Teacher Fazal-Pur Rajanpur

143 Muhammad Jamil 0334-6049849 46 Teacher Fazal-Pur Rajanpur

144 Zameer-ul-Hassan 0334-6651819 43 Teacher Fazal-Pur Rajanpur

145 Muhammad Altaf 0336-6604982 59 Teacher NosheraShirki Rojhan

146 Muhammad Salim 0332-5424747 45 Teacher NosheraShirki Rojhan

147 Dlawar Hussain 0336-6170678 59 Teacher NosheraShirki Rojhan

148 Abdul Jabar 0333-6442914 48 Teacher NosheraShirki Rojhan

150 ArafNaim 0333-6432953 30 Teacher NosheraShirki Rojhan

56


151 Khalil Aziz 0333-8829677 57 Teacher NosheraShirki Rojhan

152 Aman-ullah 0333-8821903 53 Teacher Fazal-Pur Rajanpur

153 Jamshad Akhter 0333-6474858 52 Teacher Fazal-Pur Rajanpur

154 Abdul Haq 0333-6517474 59 Teacher Fazal-Pur Rajanpur

155 Tanveer-ul-Haq 0333-8835657 47 Teacher Fazal-Pur Rajanpur

156 Zeeshan 0333-6447647 42 Teacher Fazal-Pur Rajanpur

157 Awais Habib 0333-6448870 15 Boy Fazal-Pur Rajanpur

158 Muhammad Hasnain 0333-6448896 15 Boy Fazal-Pur Rajanpur

159 Amir Saif 0333-8227720 14 Boy Fazal-Pur Rajanpur

160 Muhaamad Imran 0333-6062816 16 Boy Fazal-Pur Rajanpur

161 Muhammad Tahir 0335-7823611 17 Boy Fazal-Pur Rajanpur

162 Muhammad Ibrar

16 Boy Fazal-Pur Rajanpur

163 Iffta Fatima 0336-6800185 31 Female Stakeholder Haji-Pur Rajanpur

164 Kaniz Fatima 0336-1748717 36 Female Stakeholder Haji-Pur Rajanpur

165 AmraziaPrveen 0334-7694342 36 Female Stakeholder Haji-Pur Rajanpur

166 GulshanGani 0336-6166238 26 Female Stakeholder Haji-Pur Rajanpur

167 Frhat Bibi

20 Female Stakeholder Haji-Pur Rajanpur

168 Kosar Bibi


169 MariyamNrzir 0331-7008175 17 Female Stakeholder Haji-Pur Rajanpur

170 Kiran Nazir 0331-7008175 18 Female Stakeholder Haji-Pur Rajanpur

171 Manseb


172 Sadia Gull 0331-6050682 25 Female Stakeholder Haji-Pur Rajanpur

173 Shazia Bashir


174 Nazia Bashir


175 Noreen Fatima


176 Rasheed Bhutta 0333-6456869

Male Stateholder Kotla esen Rajanpur

177 Muhammad Shafiq 0303-7319052


178 Abdul Malik


179 Ghulam Abass 0336-6487862


180 ShukateHussan


181 Ghulam Yaseen


57


List of IDI Respondents

S.NO

Name Category Numbers Area Locatio

n

1 Khalida Fareed Mother, GGHSS Girl

Fazalpur Rajanp

ur

2 Master Abdul Rashed

Principal, GPS Boys

Basti Sarkani Rojhan

3 Mirza Muhammad Yasir

Exective Director, AAS Foundation 33364522

00 Jampur

4 Muhammad Sharif Khosa

AEO Education, Tehsil Education Office 0336-

0771412 Jampur

5 Akter Hussain Principal, GES Boys

GES NO#1 Rojhan

6 Akter Hussain Mzari

Principal, GES Boys

Basti Malook khan Rojhan

7 Shah Nawaz Mazari

SMC Member & Teacher

Rojhan

8 ShahidaKhanam Teacher, GGHSS

Fazalpur Rajanp

ur

9 Shakeela Yasmeen

Teacher, GGES

Shaha Wala Rajanp

ur

10 Shouket Hussain Teacher of GES 0332-

6182450 Fazalpur

Rajanpur

11 Taimoor Saqib DCD, Qater Charity 0333-

5333800 Islama

bad

12 Zahid Khan Principal, GPS Boys

Masjid Alehadees Rojhan

13 Zubaida Mother, GPS Boy

S.NO#5 Jampur

14 Aurangzaib SMC Member & Teacher of GGPS

Barkat Ali Rojhan

15 AzraShameem Principal, GGPS

Sherwala Jampur

16 Babar Ali District Coordinater, Muslim Aid 0333-

5044958 Jampur

17 Balqees Afghan Principal, GGMS

UC-29 Rajanp

ur

18 Bilal Shahab M&E Officer, Muslim Aid 0333-

6355635 Jampur

19 Dr. SaimaShafique

DCC WASH/PATS Training Specialist, Plan International

0323-4775777

Islamabad

20 Fahad Abdullah WASH Coordinator, HUDPHE, Govt of

Punjab 0321-

8887639 Lahore

21 Jamila Rasheed Mother, GES Boy

Kotla Esen Rajanp

ur

22 Junaid Asif School WASH Manager, MuslimAid 0333-

5054414 Jampur

23 Kaneez Mai Mother, GPS Boy

Awan-Wala Jampur

25 Muhammad Zahid Khan

Principal, GPS Boys 0336-

6484900 Masjid Alehadees

Rajanpur

26 Qasir Rasheed DS Accounts & Planning, School

Education Department 042-

99210136 Lahore

27 Rubina Mother, GGPS Boy

S.NO#5 Jampur

28 Saqib Babar Head of Programmes, Muslim Aid

Islamabad

29 Sehrish Mother, GGPS

Ward 7 Rojhan

30 Shaban Mother, GPS Boy

GGPS NO#5 Jampur

58


31 Shabir Ahmed Usman

SMC Member

MaulviMnachin Rojhan

32 Ambreen Teacher, GGES

MaulviMnachin Rojhan

33 Azeem Hussain Teacher, GPS

Awanwala Jampur

34 Salahudin Principal, GES 0333645-

6595 Hafiz Nagar, UC

Allah abad Jampur

35 Abdul Khaliq Teacher, GHS

Allahabad Jampur

59


Annex-D

List of References

1. http://www.unicef.org/wash/schools/

2. http://washwatch.org/en/

3. http://www.spherehandbook.org/en/excreta-disposal-standard-2-appropriate-and-adequate-toilet-

facilities/

4. http://www.unicef.org/publications/files/CFS_WASH_E_web.pdf

5. http://www.washinschoolsmapping.com/projects/Kenya.html

6. http://www.washinschoolsmapping.com/index.html

7. http://www.righttowater.info/

8. http://www.aserpakistan.org/document/aser/2013/reports/national/ASER_National_Report_2013.pdf

9. www.washinschools.info/

10. www.washinschoolsmapping.com/

11. www.wateraid.org/~/media/Publications/school-wash.pdf

12. https://sanitationupdates.wordpress.com/tag/wash-in-schools/

13. www.indiasanitationportal.org/17775

14. ww.asksource.info/resources/wash-schools

15. http://www.washinschoolsmapping.com/projects/Kenya.html

16. http://www.unicef.org/wash/afghanistan_56057.html

17. http://digitalcommons.law.scu.edu/cgi/viewcontent.cgi%3Farticle%3D1439%26context%3Dchtlj

18. https://news.wsu.edu/2012/12/05/wsu-outlines-parameters-for-initiative-502-marijuana-law/

19. http://www.worldvision.org/resources.nsf/main/press-statements/%24file/wash.pdf

20. http://www.arcworld.org/downloads/EMF-ARC-Waterschools-Technology-Manual.pdf

21. http://www.wsscc.org/sites/default/files/wins_empowers_girls_education_mhm2013_procedings4...

22. http://www.washplus.org/sites/default/files/splash-baseline_survey2014.pdf

23. http://www.nidapakistan.org/ta10.php

24. http://www.agahe.org.pk/wash

25. http://www.washinschoolsmapping.com/projects/Pakistan.html

26. http://www.hope87.org/Documents/mgarrh.pdf

27. http://www.nips.org.pk/abstractfiles/PDHS%2520Final%2520Report%2520as%2520of%2520Jan%25

202

28. http://unesco.org.pk/education/documents/publications/School%2520Health%2520Programme.pdf

29. http://www.ungei.org/files/cs-wash-girls-participation-pakistan-130911-en.pdf

30. http://indusfuture.org/wp-content/uploads/2012/02/WASH-Base-Line-Survey-Report.pdf

31. http://www.qcharity.org.pk/projects/wastsan.html

32. http://www.unicef.org/wash/schools/files/UNICEF_WASH_for_School_Children_South_Asia_Report...

.

33. http://www.unicef.org/rosa/WASH_Report_Nepal_(Final_draft)_17_Dec_09.pdf

34. https://water.tallyfox.com/groups/water-and-sanitation/blog/wash-schools-south-asia

35. http://www.wsp.org/Hygiene-Sanitation-

WateToolkit/Resources/Readings/WASH%2520in%2520Scho...

36. http://apps.searo.who.int/PDS_DOCS/B5091.pdf

37. http://www.sswm.info/sites/default/files/reference_attachments/MOOIJMAN%2520et%2520al%25202

.

38. http://www.biomedcentral.com/1471-2458/14/6

39. http://www.crs.org/public-policy/wash/index.cfm

40. http://www.snvworld.org/en/regions/world/our-work/stories/case-studies/harmonising-school-w...

http://www.unicef.org/wash/schools/

http://washwatch.org/en/

http://www.spherehandbook.org/en/excreta-disposal-standard-2-appropriate-and-adequate-toilet-facilities/

http://www.spherehandbook.org/en/excreta-disposal-standard-2-appropriate-and-adequate-toilet-facilities/

http://www.unicef.org/publications/files/CFS_WASH_E_web.pdf

http://www.washinschoolsmapping.com/projects/Kenya.html

http://www.righttowater.info/

http://www.washinschools.info/

http://www.washinschoolsmapping.com/

http://www.wateraid.org/~/media/Publications/school-wash.pdf

https://sanitationupdates.wordpress.com/tag/wash-in-schools/

http://www.indiasanitationportal.org/17775

http://www.washinschoolsmapping.com/projects/Kenya.html

http://www.unicef.org/wash/afghanistan_56057.html

http://digitalcommons.law.scu.edu/cgi/viewcontent.cgi%3Farticle%3D1439%26context%3Dchtlj

https://news.wsu.edu/2012/12/05/wsu-outlines-parameters-for-initiative-502-marijuana-law/

http://www.worldvision.org/resources.nsf/main/press-statements/%24file/wash.pdf

http://www.arcworld.org/downloads/EMF-ARC-Waterschools-Technology-Manual.pdf

http://www.wsscc.org/sites/default/files/wins_empowers_girls_education_mhm2013_procedings4

http://www.washplus.org/sites/default/files/splash-baseline_survey2014.pdf

http://www.nidapakistan.org/ta10.php

http://www.agahe.org.pk/wash

http://www.washinschoolsmapping.com/projects/Pakistan.html

http://www.hope87.org/Documents/mgarrh.pdf

http://www.nips.org.pk/abstractfiles/PDHS%2520Final%2520Report%2520as%2520of%2520Jan%25202

http://www.nips.org.pk/abstractfiles/PDHS%2520Final%2520Report%2520as%2520of%2520Jan%25202

http://unesco.org.pk/education/documents/publications/School%2520Health%2520Programme.pdf

http://www.ungei.org/files/cs-wash-girls-participation-pakistan-130911-en.pdf

http://indusfuture.org/wp-content/uploads/2012/02/WASH-Base-Line-Survey-Report.pdf

http://www.qcharity.org.pk/projects/wastsan.html

http://www.unicef.org/wash/schools/files/UNICEF_WASH_for_School_Children_South_Asia_Report

http://www.unicef.org/rosa/WASH_Report_Nepal_(Final_draft)_17_Dec_09.pdf

https://water.tallyfox.com/groups/water-and-sanitation/blog/wash-schools-south-asia

http://www.wsp.org/Hygiene-Sanitation-WateToolkit/Resources/Readings/WASH%2520in%2520Scho

http://www.wsp.org/Hygiene-Sanitation-WateToolkit/Resources/Readings/WASH%2520in%2520Scho

http://apps.searo.who.int/PDS_DOCS/B5091.pdf

http://www.sswm.info/sites/default/files/reference_attachments/MOOIJMAN%2520et%2520al%25202

http://www.sswm.info/sites/default/files/reference_attachments/MOOIJMAN%2520et%2520al%25202

http://www.biomedcentral.com/1471-2458/14/6

http://www.crs.org/public-policy/wash/index.cfm

http://www.snvworld.org/en/regions/world/our-work/stories/case-studies/harmonising-school-w

60


41. http://hetv.org/programmes/hand-washing.htm

42. http://unicef.in/Uploads/Publications/Resources/pub_doc50.pdf

43. http://www.huffingtonpost.com/john-sauer/http/www.huffingtonpost.com/john-sauer/report-from...


45. https://www.oxfam.org/en/research/wash-schools-liberias-first-step-recovery-ebola-technical...

46. http://www.chron.com/life/article/A-bathroom-with-a-view-in-Downtown-Houston-

6187312.phpProcurement and financial guidelines for school councils (School Education Department,

Government of Punjab)

47. http://www.aserpakistan.org/document/aser/map/LHR.pdf

48. http://www.alifailaan.pk/education_for_all_state_of_south_punjab_schools_abysmal

49. http://www.irispunjab.gov.pk/Maps.aspx?dept_id=4&alias_str=sectr&dgvMapChangePage=2

50. https://www.google.com.pk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0C

CEQFjAB&url=https%3A%2F%2Fwww.education.gov.uk%2Fconsultations%2FdownloadableDocs%2

F111101%2520Annex%2520C%2520-

%2520supplementary%2520guidance.doc&ei=raAsVcLwIIGPuASbq4DwDQ&usg=AFQjCNEfRN8A_I

1Dyc0pzCNjbD1VV2Z2nw


52. http://www.unicef.org/wash/schools/files/UNICEF_WASH_for_School_Children_South_Asia_Report.p

df (WASH for School Children (Provisional Draft) State-of-the-art in Afghanistan, Bangladesh, Bhutan,

India, Maldives, Nepal, Pakistan and Sri Lanka)

53. SACOSAN IV traffic lights paper

http://hetv.org/programmes/hand-washing.htm

http://unicef.in/Uploads/Publications/Resources/pub_doc50.pdf

http://www.huffingtonpost.com/john-sauer/http/www.huffingtonpost.com/john-sauer/report-from


https://www.oxfam.org/en/research/wash-schools-liberias-first-step-recovery-ebola-technical

http://www.chron.com/life/article/A-bathroom-with-a-view-in-Downtown-Houston-6187312.php

http://www.chron.com/life/article/A-bathroom-with-a-view-in-Downtown-Houston-6187312.php

http://www.aserpakistan.org/document/aser/map/LHR.pdf

http://www.alifailaan.pk/education_for_all_state_of_south_punjab_schools_abysmal

http://www.irispunjab.gov.pk/Maps.aspx?dept_id=4&alias_str=sectr&dgvMapChangePage=2




61


Annex-E

GREEN: Fewer/No need for further

interventions. Existing initiatives are sufficient

to achieve effective school WASH.

YELLOW: There are some gaps to school

WASH & stakeholders need to address or

remove these gaps at feasible level.

RED: These are major gaps to effective school

WASH & the government (MoE & its

line bureaus) should take the lead to remove

those gaps.

A functional water point is available at or near the school that provides a sufficient quantity of water for the needs of school, is safe for drinking, and is accessible to children with disabilities

A functional water point is available at the school that provides a sufficient quantity of water for the needs of school

Minimum 95% of schools have access to water source within the school compound; and meets the need of maximum students.

80% to 94% of schools have access to water source within the school compound and meets the needs of half of the students

Less than 80% of schools have access to water source within the school compound and meets the needs of less than half of the students

Gender and school level segregation of access to drinking water

Minimum 70% of the schools of all levels and genders have equal access to drinking water

60-69% of the schools of all levels and genders have equal access to drinking water

Less than 60% of the schools of all levels and genders have equal access to drinking water

Source of drinking water, as per MOE a piped water supply shall be available to school9

100% of the schools have a piped water supply

90-99% of the schools have a piped water supply

Less than 90% of the schools have a piped water supply

Drinking water source should have an adequate distance from toilets

Drinking water source have a distance of minimum 30 meters from toilets

Drinking water source have a distance of 15 to 30 meters from toilets

Drinking water source have a distance of less than 15 meters from toilets

Water quality/safe for drinking

Water is safe for drinking as per WHO standards

Water is transparent, having natural taste

Water is muddy/blurred with bad taste

Water accessibility to disable children

Minimum 90% of the schools have disable friendly water resources

70-89% of the schools

have disable friendly

water resources

Less than 70% of the

schools have disable

friendly water

resources

Regular surveillance of water quality

Bi-annual water quality tests are conducted

Water quality tests are conducted

No water quality tests are conducted since last many years

9MoE standards developed in 2009 as per UNICEF guidelines

62


The number of functional toilets and urinals for girls, boys and teachers meet national standards, and are accessible to children with disabilities.

Current boys/toilet ratio, Standard set according to Water Aid is 45 boys /Toilet10

One toilet for maximum 45 boys

One toilet for 46-60 boys

One toilet for more than 60 boys

Girls/toilet ratio, Standard set according to Water Aid is 35 girls/Toilet11

One toilet for maximum 35 girls

One toilet for 35-50 girls

One toilet for more than 50 girls

Teacher toilet ratio for Male teacher, MoE standard is one toilet for male teacher

One functional toilet available

Mix toilet for teachers and children

No toilet for teachers

Teacher toilet ratio for female teacher, MoE standard is one toilet for female teacher

One functional toilet available

Mix toilet for teachers and children

No toilet for teachers

Availability of water within the toilets

Water is available within 100% of toilets

Water is available within 90%-99% of toilets

Water is available within less than 90% of toilets

Location of toilet Minimum 90% of schools have toilet, located at secure place with a distance of maximum 30 meters from class rooms12

70%-89% of schools have toilet, located at some secure place with a distance of 31-50 meters from class rooms

Less than 70% of schools have toilet, located at less secure place with a distance of more than 50 meters from class rooms

Gender segregated latrines are accessible

100% schools have gender segregated latrines

80%-99% schools have gender segregated latrines

Less than 80% schools have gender segregated latrines

Disable friendly latrines Minimum 90% schools have disable friendly latrines

70-89% schools have disable friendly latrines

Less than 70% schools have disable friendly latrines

Hygiene promotion and resources in schools

Functional hand washing facility is available in the school premises (adequate hand washing

There is one tap for each 40 girls & each 50 boys in minimum 90% of the schools

There is one tap for each 40 girls & each 50 boys in 70%-89% of the schools

There is one tap for each 40 girls & each 50 boys in less than 70% of the schools

10WaterAid standards 11WaterAid standards 12WASH_in_Schools_Design_Manual from UNICEF

63


means 1 tap for 40 girls &50 boys)

Soap is available in schools for children hand washing

Soap is available in minimum 90% of the schools

Soap is available in 80-89% of the schools

Soap is available in less than 80% of the schools

Adolescent girls have access to appropriate toilet facility that is supportive for MHM in school premises with privacy and dignity

Adolescent girls have access to appropriate toilet facility that is supportive for MHM in school premises with privacy and dignity in minimum 90% of the schools, where required

Adolescent girls have access to appropriate toilet facility that is supportive for MHM in school premises with privacy and dignity in 70%-89% of the schools, where required

Adolescent girls have access to appropriate toilet facility that is supportive for MHM in school premises with privacy and dignity in less than 70% of the schools, where required

No. of schools have appropriate MHM facility (availability of water for cleaning, soap for hand washing and safe disposal facility for used pads; like covered dustbin)

Minimum 90% of schools have appropriate MHM facility (availability of water for cleaning, soap for hand washing and safe disposal facility for used pads; like covered dustbin)

70%-89%of schools have appropriate MHM facility (availability of water for cleaning, soap for hand washing and safe disposal facility for used pads; like covered dustbin)

Less than 70% of schools have appropriate MHM facility (availability of water for cleaning, soap for hand washing and safe disposal facility for used pads; like covered dustbin)

Hygiene education included in the school curriculum

Separate lessons on hygiene are available in curriculum is 100%

Hygiene descriptive is

available in curriculum

No hygiene lesson is included in the school curriculum

Regular hygiene education sessions are conducted

Hygiene sessions are conducted in minimum 90% of the schools

Hygiene sessions are conducted in 70%-89% of the schools

Hygiene sessions are conducted in less than 70% of the schools

No. of school where children practicing hygiene behavior by practicing hand washing after the use of toilet and before eating

Children in minimum 80% of school children practicing hygiene behavior by practicing hand washing after the use of toilet and before eating

Children in 60-79% of school practicing hygiene behavior by practicing hand washing after the use of toilet and before eating

Children in less than 60% of school practicing hygiene behavior by practicing hand washing after the use of toilet and before eating

Materials on hygiene promotion in schools, and level of skills and knowledge on hygiene

Materials on hygiene promotion in minimum 80% of schools is available

Materials on hygiene promotion in 60%-79% of schools is available

Materials on hygiene promotion in less than 60% of schools is available

Number of schools where adolescent girls having improved knowledge and adopted safe and hygienic methods of menstrual hygiene

Adolescent girls in more than 75% of schools having improved knowledge and adopted safe and hygienic methods of menstrual hygiene

Adolescent girls in 50%-74% of schools having improved knowledge and adopted safe and hygienic methods of menstrual hygiene

Adolescent girls in less than 50% of schools having improved knowledge and adopted safe and hygienic methods of menstrual hygiene

Number of school where female teachers are trained and communicate with adolescent girls on issues of Menstrual Hygiene Management

More than 75% of school where female teachers are trained and communicate with adolescent girls on issues of Menstrual

50%-74% of school where female teachers are trained and communicate with adolescent girls on issues of Menstrual

Less than 50% of school where female teachers are trained and communicate with adolescent girls on issues of Menstrual

64


Hygiene Management, where required



Appropriate measures for solid waste management

School has solid waste management mechanism like appropriate dumping sites and regular disposal

75% of the schools have appropriate solid waste management mechanism with appropriate dumping site and its regular disposal occurs

50% of the schools have appropriate solid waste management mechanism with appropriate dumping site and its regular disposal occurs

Less than 50% of the schools have appropriate solid waste management mechanism with appropriate dumping site and its regular disposal occurs

There are institutes and coordination bodies taking up WASH in schools, developing the policies, setting the standards for WASH in school, involving in planning, finance and capacity building and monitoring.

A comprehensive school WASH policy exist that address the issues of school WASH

A policy document exists and is owned by the education department

A school WASH policy exists but it is not at the discretion of one department.

No policy exists at all

Agreed minimum national standards for WinS

A comprehensive school WASH minimum standards are existent at provincial and district level

A comprehensive school WASH minimum standards are existent at provincial but district authorities and school are unaware of the documents

No such standard exists

Regular plan & clear regional WinS targets

Regular WASH plans are formed at provincial and district level

WASH plan does not exists at the district level but the same is formed at provincial level

No WASH plan exists at any level

Lack of clarity of roles and responsibilities for WASH in schools at local level

At local level the roles and responsibilities are clear among the departments

At local level the roles and responsibilities are ambiguous among the departments and school WASH mandates are not clear to respective departments

Role clarity does not exists among the department

65


Appropriate finance available for the school WASH

Appropriate allocation for school WASH facilities is provided to the schools

Finances are available for missing facilities but it is not specific for WASH facilities

Finances are available for missing facilities but it is not specific for WASH facilities but they are not priority among the missing facilities

Budget for capacity building on school WASH activities available

Appropriate budget for capacity building on exists for school WASH activities

Budget exists for school WASH activities but is not enough to cater the purpose

No such budget exists

Schools sufficiently involving parents in the development of WASH in schools (both in cash and kind contributions)

Parents are fully involved in such activities

Parents are partially involved in such activities

No such involvement exists

Strong link between schools and service providers, i.e., building department, district coordination office, and etc.

Well-coordinated coordination mechanism exists

Partial coordination exists

No such coordination exists

Supply chain developed for maintaining WASH facilities in schools

Adequate supply chain exists and School WASH products like soap and other supplies are timely replenished

The supply chain exists but the supplies are not replenished on time and gap exists in between periods of new supply and end of supplies

No such system exists

Adequate attention is being paid to capacity building of local government institutions to address WASH issues in schools

Adequate yearly funds are available for capacity building of provincial and district staff to sensitize them of capacitate them for school WASH issues

Annual budgeting partially address the WASH issue capacity building for certain districts or is limited to provincial level

As such no separate line for capacity building for school WASH exists

Specific actions have been taken to improve the working conditions of sanitary workers of schools

A cadre of sanitary workers for school exists with well-defined TOR and salary structure and they are regularly budgeted

A cadre exists but there is no defined TOR and they are regularly budgeted rather are on temporary labor pay role

No such cadre exists and there is budget that exists for the school sanitary worker

Sanitation has been sufficiently integrated within health policies and plans at district and local levels

Sufficiently integrated Partial integration No integration, coordination for policies and plans exists

Actions have been taken to mainstream water, hygiene and sanitation across sectors and ministries

Sufficient actions have been taken

Limited actions have been taken

No actions have been taken

Planning and monitoring mechanism to ensure availability and quality of

Sufficiently available Partially available Not at all available

66


WASH facilities

Effective EM/EMIS exists that ensure that all relevant indicators are monitored and reported

All relevant indicators of school WASH are present and regularly monitored

WASH indicators are partially monitored

Relevant indicators are not monitored at all

Existing school monitoring checklists have all requisite indicators of WASH in schools

Comprehensive WASH indicators exists that full fill inclusion and are gender sensitive

Comprehensive WASH indicators exists but cross cutting themes are not addressed appropriately

Checklists does not exists at all

Equity & Inclusion

Gender equity & MHM addressed for WinS

Gender, equity and MHM is part of school WASH are addressed appropriately

Gender, equity and MHM is part of school WASH but are not addressed appropriately in WinS

Gender, equity and MHM is not addressed at all

Accessibility for children with physical disabilities addressed for WinS

A special consideration is given in WinS to address the access to children with disabilities in minimum standards, policy and planning and at implementation

A special consideration is given in WinS to address the access to children with disabilities in policy, planning and minimum standard but it does not exists at implementation level

The need of school wash facilities for children with disability is not realized at all

Geographic or socio-economic disparity addressed for WinS (access to water similar for urban & rural)

Policy planning and implementation address the disparity issues among the urban and rural WASH in school settings

Policy and planning address the issue of urban and rural WASH disparities in school settings

Disparities for urban and rural WASH are not realized and are not a priority

67


Annex- F Sample (IDIs/FGDs)

IDIs Total-IDIs

FGDs Total-FGD

Jampur Rajanpur Rojhan Jampur Rajanpur Rojhan

Boys

Primary

1

1 2

Middle

1 2 3

Secondary

1

1

HSS

1 1

Girls

Primary

1 1 1

1 1

Middle

1

1

Secondary

1

1

HSS

1

1 2

Mothers-Boys

Primary 3

3 1

1

Middle

1

1

Secondary

HSS

Mothers-Girls

Primary 1

1 1

1

Middle 1

1 1

1 2

Secondary

1

1

HSS

1

1 1

1 2

Teachers-Boys

Primary 1

1 2

Middle

1 1

Secondary 1

1

1

1

HSS

1 1

Teachers-Girls

Primary 1

1

1 1 2

Middle

1 1 2 1

1

Secondary

1

1

HSS

1

1

Principal-Boys

Primary

1 1

Middle 1

2 3

Secondary

HSS

Principal-Girls

Primary 1

1

Middle

1 1

Secondary

HSS 1

Stakeholders-Male

7

1 12 1

1

Stakeholders-female

2 3

1

1

Total

36

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