Acronyms BSP : Basic Sanitation Package

CGD : Child, Gender and Disable Friendly

CLTS : Community Led Total Sanitation

DDC : District Development Committee

D-WASH-CC : District Water, Sanitation and Hygiene Coordination Committee

DWSS : Department of Water Supply and Sewerage

IPRA : Ignition Participatory Rural Appraisal

JMP : Joint Monitoring Program

JRC : Junior Red Cross Circle

M/V-WASH-CC : Municipality/Village Water, Sanitation and Hygiene Coordination Committee

NSHCC : National Sanitation and Hygiene Coordination Committee

ODF : Open Defecation Free

PHAST : Participatory Hygiene and Sanitation Transformation

PTA : Parents Teachers Association

SCNSA : Steering Committee for National Sanitation Action

SLTS : School Led Total Sanitation

SMC : School Management Committee

SSC : School Sanitation Committee

SSHE : School Sanitation and Hygiene Education

SWASHCC : School Water, Sanitation and Hygiene Coordination Committee

VDC : Village Development Committee

VIP : Ventilated Improved Pit Toilet

V-WASH-CC : Village Water, Sanitation and Hygiene Coordination Committee

WUSC : Water Users and Sanitation Committee

PrefaceThe Tenth plan has set an objective of achieving sanitation for all by 2017 A.D through stakeholders’ concerted efforts. A high priority is accorded to sanitation, which is promoted with the implementation of promotional packages jointly developed by the stakeholders. These packages aim to save the nation from a huge loss of human and financial resources caused due to inadequate sanitation by means of promotional action. A remarkable success has been achieved in sanitation with the stakeholders' contributions in planning, implementation, monitoring and evaluation. The participatory approaches like School Sanitation and Hygiene Education, Basic Sanitation Package and National Sanitation Week Campaign are being implemented in the country for hygiene and sanitation promotion.

In the South Asian Conference on Sanitation held in Bangladesh in 2003 A.D, Nepal had expressed her commitments to achieving the national and millennium development goals on sanitation with focus on “Sanitation for All by 2017 A.D”. The idea of developing promotional packages and implementing them to attain the goal of total sanitation was conceived at that time.

As inspired by the remarkable achievements of School Sanitation and Hygiene Education being carried out since 2001 AD for latrine promotion in schools and communities, the efforts are in place to institutionalize schools as an entry point and the students as the change agents for sanitation promotion. In this context, the guideline on School Led Total Sanitation is developed as a progressive step towards school and community sanitation.

The guideline has adopted the basic concepts of School Sanitation and Hygiene Education, Capacity development activities as identified in Basic Sanitation Package and the ignition participatory rural appraisal tools being used in Community Led Total Sanitation. School Led Total Sanitation is thus developed as a complete package of school and community sanitation in line with the spirit of Total Sanitation.

While developing this guideline, the experiences of the member organizations of the Steering Committee for National Sanitation Action and stakeholders and Task Force, and the organization promoting Community led Total Sanitation is duly considered. The inputs of regional and district level stakeholders are also emphasized. Similarly the suggestions and recommendations of teachers, women groups and the members of School Management Committees, Parents Teachers Association and Child Clubs are taken into account to make the guideline practical.

The implementation of this guideline is expected to succeed in producing healthy and creative human resource in future as it is believed that the use of incentives will bring about attitudinal change in the children making sanitation activities integral parts of their lives. It is also expected that the stakeholders will provide their supports and constructive suggestions as usual to update this guideline. If the guideline is implemented sincerely, the country will be spared from the terrible consequences of poor hygiene and sanitation.

We would like to thank the members of the Steering Committee for National Sanitation Action and Task Force for the experiences and suggestions they provided to develop the guideline. Thanks are also due to Mr. Nawal Kishor Mishra, chief of Environmental Sanitation Section of the Department of Water Supply and Sewerage (ESS/DWSS) and Mr. Kamal Adhikari, sociologist at ESS/DWSS for their contribution for revision and editing of the contents and concepts of the guideline.

Similarly, our sincere thanks to Namaste Lal Shrestha, Sanitation and Hygiene Specialist of Drinking Water and Sanitation Section UNICEF, for his significant contribution in developing concepts, strategies and activities of School Led Total Sanitation Program with his wide experience in the field of sanitation i n schools. We are also grateful to consultant Mr. Guna Raj Shrestha for his kind contribution in writing this book.

We are hopeful that sincere implementation of this guideline will help maintain the standard of program, reduce the variations in community support modalities and make the program appropriate to the local context for achieving our common goal of improving the state of hygiene and sanitation.

Steering Committee for National Sanitation Action, 2006

Preface to the Second Edition

Over the period of five years of intensive use of SLTS approach, since 2006 in the country and abroad, there have been tremendous experiences, lessons and challenges for this approach. Thousands of schools, their catchment and hundreds of Village Development Committees (VDCs) and eventually some of districts were declared Open Defecation Free (ODF) in this period. In the mean time, the Nepal Government has enforced Sanitation and Hygiene Master Plan in 2011 and key elements of the SLTS approach were significantly inbuilt. Also, in the context of enforcing the Master plan, it is intended to revise the SLTS guidelines-2006 as to make it compatible with the Master Plan by incorporating lessons learnt in Nepal and elsewhere.

The Department of Water Supply and Sewerage (DWSS) took initiatives to revise the SLTS guidelines with consultation from the members of National Sanitation and Hygiene Coordination Committee and other stakeholders. Various innovative and appreciative triggering tools were developed locally, mainstreaming the local bodies in planning, and monitoring and evaluation, expanding school level ODF to VDC and district level.

We would like to extend sincere gratitude to Central Human Resource Development Unit (CHRDU) and Environmental Sanitation Section and Disaster Management (ESSDM) Section of DWSS to take the leadership in the course of revision of the SLTS guidelines. Especially, Ram Chandra Shah and Rajib Ghimire, chiefs of ESSDM and CHRDU respectively are to be thankful for facilitating the process to revise the SLTS guideline.

In the process of revising the SLTS guideline, special contribution of Mr. Nawal Kishore Mishra, Mr. Namaste Lal Shrestha, Mr. Mukti Pokharel, Mr. Kamal Adhikari, Ms Anu Gautam, Mr. Madan Malla, Mr.Bodh Nath Shrestha, Mr. Shiva Bista, Ms Shova Adhikari, Ms Manima Budhathoki are noteworthy. We are also thankful to Ms Mary Shrestha for editing the report. We owe a special debt of gratitude to Mr. Guna Raj Shrestha, the sanitation and hygiene expert of Nepal for the entire revision by incorporating lessons learnt and input from different stakeholders to bring it in this form.

We are hopeful that the sincere implementation of this guideline will help maintain the standardization and uniformity of school sanitation and hygiene program, reduce variation in community support modalities and make the program appropriate in the local context for ensuring national target of achieving universal coverage of sanitation by 2017 AD.

National Sanitation and Hygiene Coordination Committee, Kathmandu, 2011

SCHOOL LED TOTAL SANITATION

1. BackgroundTill 1980’s, low priority was given to sanitation as compared to water supply and other development programs due to lack of policy level commitments, poor program implementation and failure of community’s identification of its needs. Attempts were made to institutionalize sanitation as a prioritized sector with launching of the Water and Sanitation Decade in 1980 upon the call of the United Nations.

In 1997, an initiative was taken by UNICEF in partnership with Nepal Red Cross Society and Nepal Water for Health (NEWAH) to start school sanitation program as a model program applying child to child approach. Since 2000, school sanitation program has been implemented in the country under the coordination of SCNSA and leadership of the Department of Water Supply and Sewerage (DWSS) with support of UNICEF. There are other various school water and sanitation programme that were launched in the early 2000s by several agencies in Nepal. Fundamentally, school sanitation program was designed to promote water supply and sanitation facilities, transform the students’ behavior through awareness generating activities, promote community sanitation and behavior transformation through child clubs mobilization; this program regards students as change agents and schools as the entry points for promotion of sanitation to achieve national development goals.

Later in 2004, Community Led Total Sanitation (CLTS) was initiated in Nepal. Its ignition PRA tools were found to have impacted much on changing mind set of people to change sanitation and hygiene behavior. Later, by taking IPRA tools applicable to mobilize children and also other tools of existing successful School Sanitation and Hygiene Education (SSHE), Basic Sanitation Package (BSP) and Participatory Hygiene and Sanitation Transformation (PHAST) models, SLTS guidelines was developed in 2006. The SLTS approach was then applied across the country by DWSS with the support of UNICEF.

The present trend of declaring Open Defecation Free (ODF) status of school catchment, wards, VDCs and districts in Nepal prove that the SLTS approach has also played a great role. As community schools entertain all caste, ethnicity, poor and reach, boys and girls in equal manner, SLTS interventions address the needs of all segments of the community. It is the only approach that involves different sectors at the national, regional, district and VDC levels-most specifically health, education, local bodies, water and sanitation offices. An UNICEF survey reveals that SLTS is the best approach in terms gender and equality to address the water and sanitation needs of all segment of people.

The Nepalese Government has aimed to provide accessibility to toilet facilities for 100 per cent of the total population by 2017. In order to achieve the national sanitation targets, Sanitation and Hygiene Master Plan was approved by the ministerial cabinet on 4 August, 2011 (19 Shrawan 2068) and consequently launched it by the Honorable President of Nepal

on 29 September 2011 (12 Aswin 2068 BS). The Master Plan has greatly included the successful elements of SLTS approach in its strategies and actions.

In the context that the Sanitation and Hygiene Master Plan was enforced in the country in 2011, School Led Total Sanitation Guidleines-2006 needed to be revised to make it compatible with Master Plan.

This guideline is expected to be useful to central level planners, District Water Supply and Sanitation Coordination Committee (D-WASH-CC), VDC Water Supply and Sanitation Coordination Committee (V-WASH-CC), Municipality Water Supply and Sanitation Coordination Committee (M-WASH-CC), District Education Offices, schools and child clubs for planning, budgeting, implementation, monitoring and evaluation of school Water, Sanitation and Hygiene programme.

2. Objectives

SLTS aims at declaring school and its catchment Open Defecation Free (ODF) and expanding ODF to VDC/municipality and district level gradually as stated in the Sanitation and Hygiene Master Plan-2011. This is achieved through capacity building, awareness raising through Ignition Participatory Rural Appraisal (IPRA) and other local innovative tools and institutionalization to sustain the ODF status. Besides, it aims at achieving following outputs:

Develop students and schools as role model in sanitation for personnel, household and environmental sanitation.

Declare school and its catchments ODF by ensuring that every household and local institution has access to latrine facilities and make use of it.

Enhance creativeness, innovativeness, and leadership skill of students to make them change agents of sanitation and hygiene.

Development of school and community partnership through local level collaborative efforts.

Promotion of Child, Gender and Disable (CGD) friendly school WASH facilities including menstrual hygiene facilities, and their proper operation and maintenance/ Promotion of hand washing facilities with soap in school and communities.

Management of waste water, solid waste and other sanitation related facilities in school.

Ensure participation of all students ensuing poor, disadvantaged and caste and ethnic community are included

Create environment to expand school level ODF to VDC/municipality and district level ODF

3. Guiding principles

The Sanitation and Hygiene Master Plan-2011 has laid nine point guiding principles to follow by all the stakeholders and any approaches that are applied by them. The guiding principles are as follows:

i) ODF as the Bottom Line

Total sanitation approach shall be the basic norm to promote hygiene and sanitation in a given area with access to the improved and sustainable toilet for every household and institution. ODF must be the basic minimum and first criteria of total sanitation. All the concerned stakeholders should clearly make provision in the plan and allocate budget for post-ODF activities in the project/ program in order to gain and sustain a sanitized condition along with the provision of waste management in households and institutions in the community.

ii) Universal Access to Sanitation in Water Supply and Sanitation Projects

All new or rehabilitation or reconstruction water supply and sanitation projects must have universal access to sanitation within the project period. As stated in the Rural Water Supply and Sanitation National Policy and Strategy 2004, all the concerned stakeholders shall allocate 20% of the Water Supply and Sanitation Project budget to promote hygiene and sanitation in the water supply scheme areas.

iii) Technology choices for Households Toilets

Communities will be given informed choices of various types of toilets that are low cost, hygienic, users friendly and sustainable. The Master Plan however, suggests any one of the locally appropriate improved toilet options with permanent structures at least up to the floor level for durability and sustainability of the structure.

iv) Leadership of the Government Local Bodies

Efforts of stakeholders shall be synchronized through the respective DDC, municipality and VDC level joint plan of action of all the concerned stakeholders in the given area. The local bodies shall be responsible for planning, implementation, follow up, monitoring and evaluation in coordination with concerned stakeholders.

v) VDC or Municipality is the Minimum Program area for Program Intervention

The VDC and Municipality shall be the smallest basic universe of any hygiene and sanitation program intervention. The ODF status may however, take place gradually from a settlement, ward or school catchment area to VDC/ municipality or district through total sanitation approaches.

vi) Locally Managed Financial Support Mechanism

A community fund may be established to promote hygiene and sanitation and to stimulate ODF initiatives. This fund may be mobilized in the form of reward-recognition/revolving fund/ incentives as appropriate locally. A community can make its own decision to locally mobilize the fund and generate local resources. In addition it can also get support from government or other external agencies in a way to ensure access of poor, disadvantaged and marginalized groups to toilets and achieve ODF status in the given area.

vii) Facilities in Institutions

Within the designated community, all the institutions including schools, health institutions, VDC/municipality building, community buildings and other public offices/places must have hygienic toilets.

viii) Mandatory Provision of Properly Designed Toilets and Sanitary Systems in Newly Built up Areas and their Regular Maintenance

Provision of toilet facilities must be made mandatory for all new houses in urban, semi-urban, and district headquarters. Locally required and appropriate toilets with adequate capacity and hygiene facilities will also be promoted in institutions (schools, health facilities, VDC/Municipality, other community and government buildings), public places such as bus stands, recreational spots, local Haat Bazaar areas, housing areas, dense settlements, roadside hotels/motels/restaurants etc..

ix) Hand Washing with Soap and other Behavior Build up

The activities for promoting hand washing with soap must be ensured as an integral part of water supply projects and sanitation and hygiene promotion programs to stimulate all households and institutions to make provision for hand washing with soap-station facilities and improve other hygienic behaviours.

4. Specific StrategiesSLTS is a participatory program that emphasizes on joint efforts of the stakeholders as its key strategy. The joint effort helps to maximize the mobilization of physical and human resources of the stakeholders and ultimately enhance the participatory management for promotional activities. The participatory tools being used in SLTS program help ignite the communities for mobilizing their enormous resources. The strategies of SLTS are denoted by an arbitrary group of English letters “PPP-CAR” (P-Participation of Stakeholders, P-Partnership with Other Development Program, C-Capacity development, A-Advocacy and Awareness and R-Resource Mobilization) to remember them easily. These components are elaborated as follows:

P- Participation of Stakeholders

The participation and support of the concerned stakeholders is inevitable in implementing SLTS program. The identification of public and private sector stakeholders, and optimum mobilization of their resources and strengthened partnership between schools and concerned stakeholders are the key strategies of SLTS for sanitation promotion.

P-Partnership with Concerned Institutions

It is indeed, the biggest challenge to promote hygiene and sanitation facilities in school and communities with schools and communities resources alone. So, integration and collaboration of SLTS program activities with income generating activities, women micro credit program, nutrition, informal education, adult education, agriculture extension, collective saving scheme, poverty alleviation, WATSAN, community forestry, Dalit upliftment program, bio gas etc is inevitable for overcoming the resource constrain achieving the goals of SLTS program. This partnership will reduce the program duplication and help in optimal use of resources to eventually maintain the sustainability of the program.

The key roles and responsibilities of the concerned institutions that contribute for sanitation promotion like National Sanitation Coordination Committee, District water supply and sanitation coordination committee, local bodies, NGOs, tole development committee, women group, School Management committee, SMC, PTA, teachers, students, child clubs as well as private sectors are identified to build their ownership, ensure their participation and maximize mobilization for their inputs to facilitate in policy development, planning, programming, implementation, monitoring and evaluation. The direct concerned program promoters are students, child clubs, teachers, member of SMC/PTA. The devoted women can be instrumental for making settlement/communities free from open defecation in partnership with Tole communities, Users Committee, local clubs; women groups are organized at women’s level determination. Hence, different stakeholder’s determinations are incorporated in support modality of the SLTS program. The support packages provided by the partnership of stakeholders include uniformity, standard in program, people’s participation, optimal utilization of resources and effective monitoring and evaluation of the program.

P- Participatory Tools/Techniques:

Participatory approach is the backbone of development. It emphasizes on the fact that development should not be imposed from outsiders rather it should emanate from within as perceived by the community themselves. Participatory approaches are essential to empower communities to identify their resources, formulate plan, implement programs and promote self monitoring systems. Group discussion, street drama, tole meetings, door to door visits are the effective awareness raising activities for promotion of school led total sanitation. Besides above mentioned participatory tools, other participatory tools to raise awareness regarding sanitation promotion are mentioned below:

Walk of Praise Social Mapping Defecation Mobility Map Feces Calculation Flow Diagram Flagging in Open Defecation Areas Local innovative and Creative Methods Media, Information, Education and Communication-IEC

Besides these locally suitable situations, provisions are made to publicly reward those individuals who built latrines. In addition, sanitation related materials such as soap, table, nail cutter, mirror, comb, and soap keeping platform are to be placed in school premises to sensitize students regarding sanitation promotion. Furthermore, individuals defecating openly are to be discouraged through various tools and materials like pictures, cartoons, whistle, and street drama.

These participatory tools would remarkably sensitize students and communities to accelerate the pace for sanitation promotion.

C- capacity Development

It is essential to enhance technical knowledge, skills, and efficiency of the stakeholders to make them resourceful for action, particularly to identify their resources, roles, and responsibilities. In addition, capacity development will empower them to access the situation, identify the problems and find out solutions and promote innovative and creative activities for effective planning, implementation, monitoring and follow up. The stakeholders should be trained through orientation, trainings and exposure visit to effectively facilitate the program and maintain its standards. For the capacity development of the stakeholders, orientation/trainings are designed at following levels:

School and community Level VDC/Municipality Level District Level

In this guideline the central and regional level capacity development activities are not mentioned. The above mentioned three level capacity development activities are organized accordingly.

1) School and community level: SLTS program has recognized school as an entry point and students as role model in sanitation. So, teachers, students, child clubs members, SMC,/PTA/VDC chair person/members, women’s group, sanitation committee, facilitators, CBO’s/volunteers, are oriented and trained to enable them for identifying their roles and responsibilities, mobilizing resources, establishing coordination with stakeholders, and formulating and implementing promotional action. At school level, following orientation and trainings are included:

2 days trainings to child clubs and JRC. 3 days orientation to school teachers and staffs, SMC, PTA, sanitation committee. 1 day’s orientation to local clubs, mothers groups, women’s group, Forest users

committee, and other volunteers.

Note: Short course plan is mentioned in ANNEX 2

2) VDC/Municipality Level:

SLTS program objectives can be achieved, only if capacity of the local level stakeholders especially V-WASH-CC, M-WASH-CC is enhanced for their empowerment with their consensus and commitment for action. Apart from providing orientation to the local partners at local schools and VDC, the exposure visit of the schools, where SLTS program has been successful is another alternative way to sensitize the local partners, and to develop positive vibe and healthy competition for developing their areas also as a model. After capacity development, the concerned stakeholders through participatory approach, prepare action plans to implement the program which helps to achieve success with program sustainability. Capacity development of schools and VDC level stakeholders is the backbone of SLTS. At VDC/Municipality level, the following orientation and trainings are included:

2 Days orientation to VWASHCC and MWASHCC. 5 days training to sanitation trigerrers/promoters.

3) District level: SLTS program can achieve expected results through identification and mobilization of district level stakeholders, establishment of effective coordination among them and proper mobilization of available resources. These are key steps to create a favorable working environment. Furthermore, capacity enhancement of the members of DWASCC is a prerequisite for establishing sanitation as a high profile issue, mobilizing resources at optimal level, and seeking their commitments for action. Ensuring these aspects will largely back up the program activities with establishment of functional networks among the member

organizations of DWSSCC. These organizations play a significant role to empower schools and communities by providing orientation. Besides, these central level agencies provide capacity building to district level agencies through training, workshops, and seminars. Eventually, the district level agencies can work as a link between central level agencies and schools. At the district level, the following orientation and trainings are included:

2 days orientation to NGOs and individuals 1 day orientation to DWASHCC 1 day orientation to selected chairperson of VDC/Municipality, SMC, PTA,

School inspectors, headmasters, resource persons, and representatives from political parties.

5 days training to mason who constructs toilets (optional)

Note: Short course plan is mentioned in ANNEX 2

A- Advocacy and sensitization

Advocacy and sensitization are the main pillars for sanitation promotion. Advocacy and sensitization are taken as key strategies by SLTS to motivate communities by adopting Basic Sanitation Package, School Sanitation programme, National sanitation week. These tools help change the perception of communities and empower them towards total sanitation. Moreover, these aid in ensuring approvals, commitments, and cooperation from the stakeholders from central, district, VDC, community and schools for mobilizing, sensitizing, as well as igniting communities for the sanitation promotion. With constant efforts from DDC, Municipality, VDC, community based organizations and communities, the sanitation Mart/Resource should be established in order to provide technical advice, information and sanitation facilities with provision of materials such as pipe, pan, cement, soap, nail cutter.

R- Resource Mobilization:

The past experiences show that the subsidy provided for latrine construction has usually hindered community’s sense of ownership towards program, killed their zeal and enthusiasm and created a long term dependency for action. As a result, communities do not take initiatives for latrine construction on their own in hopes of receiving external supports. It is observed that the support agencies cannot have adequate resources to fulfill overwhelming community demands for subsidy. In such situation, optimum mobilization and utilization of community resources is indispensable. SLTS has thus, adopted ignition tools to motivate and ignite the communities to construct latrines with the optimal mobilization of their own resources so as to fulfill the prevailing resource constraints and scale up the latrine in school catchment.

There is a provision that those communities that free their areas from open defecation with usage of community resources in a sustainable trend, would be awarded. In addition, even the individuals, schools and the institutions/agencies would be honored in recognition to their contribution in sanitation promotion. It is observable that the practice of reward and recognition has and would inspire the concerned body towards creating a competitive

environment among different stakeholders. Eventually, it would help in stopping the open defecation practices from school catchment and community/cluster to VDC or Municipality level and finally to the entire district. For the sanitation promotion at full pace, DDC, VDC, Municipality, NGOs and CBOs would be mobilized and encouraged. Also, to manage the revolving fund and other fund, schools, VDC, School Management Committee (SMC), Parent Teachers Association (PTA), D-WASH-CC, would play a vital role. School WASH-CC will be formed with representation from teachers, SMC, PTA, child clubs, users committees, local clubs etc and will be mobilized to run school and VDC level ODF campaigning.

Key Components of SLTS

There are four key components of SLTS. These components are denoted by an English word-“BEST” as this short form is easy to remember. The key components are explained below in details which are as follows:

B- Behavioral Transformation: Basically, SLTS aims to bring about radical changes in the thinking of students, teachers and communities through the use of ignition tools. The behavioral transformation, which is a backbone of SLTS program, is regarded as a pre-condition for sanitation promotion. Behavioral transformation results in promotion of hand-washing, face-washing, nail trimming, use of clean clothes, protection of food and water, etc. Students really possess enormous capacity and willingness to immediately translate the knowledge into practice. So, they become role model in sanitation and take instant initiative to motivate the communities to adopt good hygiene and sanitation behaviors.

E- Environmental Sustainable Sanitation: Environmental sanitation involves a wide range of activities such as cleaning of yards, foot trails, public places, school compound, etc along with the provision of drainage and solid waste and liquid waste management. These are the day-to-day activities of the people and the matter of common concern. These aspects, therefore, deserve the significance for the promotion of school and community sanitation. It is obvious that maintaining sustainability of environmental sanitation is, indeed, a big challenge. So, people’s collaborative efforts are needed all the times. Their efforts will further enhance the collective ownership for maintaining the standard and sustainability of the program. Environmental sanitation could also be used as a key indicator for assess people’s behavioral change in a particular settlement/ community.

S- Sanitation and Hygiene Facilities: The provision of sanitation facilities is indispensable for translating the knowledge into practice and developing sanitation as an integral part of life. Environmental sanitation can be promoted with the provision and use of facilities like garbage pit, soaking pit, compost pit, hand washing platform, water tap, nail cutter, facilities of water, water tank, dustbin, broom etc. While

promoting community sanitation, schools and facilitators should facilitate people to choose locally appropriate and adaptable latrine options. If students’ sanitation behavior is transformed by the means of gender and child friendly hand washing platform with various sanitation facilities in schools, students will spontaneously motivate as well as compel their parents to promote latrine and other sanitation facilities in their own households.

T- Total Elimination of open Defecation: SLTS lays emphasis on the fact that any settlement/ community can’t be safe in terms of health and sanitation until and unless it is totally free from open defecation. So the development of open defecation free settlement/ community through public-private-community partnership is its prime goal. Likewise, achieving sustainable perfection in other aspects of hygiene and sanitation is its long-term goal. It is crystal clear that it is most likely that there would be fecal oral contamination through dirty hands, unsafe food, flies, poorly cleaned vegetables, etc if the practice of open defecation is rampant. So number of open defecation free settlement/ community should be taken into account in order to assess whether the settlement/community is safe from communicable diseases or not, instead of counting the percentage of latrine coverage there. The settlements and communities once declared open defecation free should re-build toilets replacing collapsed latrines and gradually upgrade them to sustain the situation. Local organizations, schools, VDC’s, and municipalities should be encouraged to promote shared latrines for the poor and landless people.

The effort to declare ODF is a gradual process, where it covers settlements, tole, schools catchment area, wards then VDC or municipality. As per the Sanitation Master Plan, only VDC or municipality levels are taken as the smallest unit for declaration of ODF and then it would be expanded to the district level.

Five Key Pillars of SLTS

In SLTS there are five key pillars which in short are referred as PRIDE.

P- Permanent Institutional Arrangement: SLTS recognizes school as an entry point through permanent and institutional arrangement. It expects children to act as change agents, and hence to mobilize the existing social networks, local groups, health institutions and local governmental bodies in collaborative way.

R-Right Based Approach: SLTS accepts right based approaches including the principles of social inclusion, cost sharing and local resource mobilization ensuring the 100% access to sanitation facilities in household and institutions.

I- Integrated Comprehensive Package: SLTS is an integrated package of schools and community sanitation where the main motive is to achieve ODF status

from part to whole: i.e. from ward, Tole, School and its catchment areas to VDC, municipality and finally covering the districts.

D- Develop Local Capacity: SLTS approach focuses on developing capacity of local agencies for creating an enabling environment through positive, innovative, flexible, and participatory actions for planning, implementing and monitoring in construction of toilets, basic behavior build up activities especially hand washing with soap.

E- Eliminate Open Defecation: SLTS aims to achieve ODF status that enables hygienic, user friendly, cost effective, and sustainable toilets in schools, and households.

Characteristics of SLTSSanitation Master Plan 2068 has accepted SLTS as an effective approach to achieve improved sanitation, which has following features:

Theme FeaturesMajor Strategy To provide child and gender friendly water supply and

sanitation facilities in school as well as to declare ODF in school and its catchments area through child clubs.

Trying to awaken communities through mass sensitization tools, techniques and activities.

Partnership and collaboration between VDC, NGO’s, Local Clubs, Women’s Group, Forest Users group for planning and cost sharing.

Support Network To promote ODF: the provision of providing little subsidy for school for construction of latrine and providing reward for the community.

Targeted Service Areas HHs and institutional as well as school and its catchment areas

Methodology and Technology

Education, Information and communication, orientation to concerned stakeholders, generating awareness and innovative methods from local level.

Success aspects To declare ODF in school and its catchment areas through child clubs

Institutional support from school, VDC and local agencies. Collection and cost sharing from local level agencies.

Limitation /Challenges Necessity of additional funds for child friendly, gender friendly and differently able friendly facilities and as well as water supply, latrine facilities and hand washing facilities.

Uniqueness of SLTS The collaborative efforts from concerned stakeholders as a social movement put

children at the forefront of change for sanitation promotion in schools and in

communities.

ODF is achieved through intensive social mobilization, construction of sanitation

facilities, intellectual development, capacity development, and institutional

development not only in school but also in HHs, community, and local agencies.

SLTS is an effective, efficient and sustainable approach in terms of cost and time in

order to achieve ODF status in tole, ward, school and its catchment areas,

municipalities and finally overall district.

It focuses on providing gender friendly, child friendly, differently abled friendly water

supply and sanitation facilities like hand washing facilities with soap and water, and

menstrual facilities in schools.

It is a positive movement which mobilizes communities’ resources, innovativeness,

and indigenous knowledge at the local level.

It is an integrated approach which incorporates multidisciplinary sectors such as

education, health, water supply, tourism, and nutrition into one program.

SLTS approach is an important network which not only concentrates its attention to

central level but also at household level.

SLTS accepts the principles of social inclusion; it focusses on marginalized and poor

communities ensuring their access to sanitation facilities.

SLTS provides flexibility to schools and communities to take decision based on their

situation, time and place; it totally employs bottom up approach with flexibility.

SLTS is a complete package for school and community sanitation; it capitalizes on the

crucial role played by children as change agents and promoters of sanitation in schools and

communities through behavioral transformation by promoting hand washing facilities with

soap and water in critical times. As a result, ODF status is declared.

Key Elements of Success of SLTSAs per the report published by UNICEF, the major elements of success of SLTS approaches

worldwide in sanitation promotion are mentioned below:

Children as leaders

Empowered children are a dynamic and ultimately powerful force for catalyzing

school, family and community behaviour change around water and sanitation. SLTS

takes what children learn one step further, translating their knowledge of good

sanitation and hygiene practice into advocacy and action on behalf of community

health.

Support funds and partnerships

SLTS promotes creative, non-subsidy-based, financing strategies to assist poorer people, such

as loans from revolving funds, basket funds and local level cooperatives. In many school

catchment areas, fifty-fifty matching funds that provide loans to households have been

established by the government and donors. Child clubs and village development committees

also provide other types of material and social support to ensure that all community members

are able to construct a latrine. Local level resource mobilization enhances community

responsibility and ownership over the programme results. To achieve the holistic objectives

of SLTS, the approach has been integrated with other initiatives, including income-generating

activities; women’s microcredit programmes; dalit upliftment; and environmental

programmes. These partnerships promote sustainability by reducing programme duplication

and optimal use of resources.

Local technologies and design to achieve total sanitation for all

Schools and communities have developed a wide range of latrine designs based on the local

environment, affordability and sustainability. Local entrepreneurs have invented technologies

and toilet products that are cost-effective and efficient and which are then promoted in

communities. These include child- and gender-friendly latrines and latrines for children with

disabilities that include facilities for hand washing with soap.

Prioritizing the most vulnerable groups

Total sanitation inherently requires participation by all members of the community. In the

past, the exclusion of poor and disadvantaged people from sanitation programming proved a

major hindrance to achieving open defecation free communities. With SLTS, vulnerable

populations are prioritized.

5. Step by Step Approach of SLTSSLTS has its key strategies needed to be applied at different levels to fulfill the objectives of SLTS. For the implementation of these strategies, activities are divided into four phases.

SLTS is a systematic and sequential program package for school and community sanitation. SLTS package is implemented by giving due emphasis to provision of sanitation facilities starting from school and its catchments to VDC or municipality and gradually towards the district level. This would ultimately aid in declaring ODF through activities such as coordination, public awareness, and promotional activities held at different levels. The sequential activities such as capacity development, school selection, use of ignition tools, monitoring and follow up are accomplished in partnership with the concerned stakeholders receiving their approval and the commitments.

For the implementation of these stepwise activities, the direct participation of supporters like DWSSCC related agencies, members of SMC, PTA, VDC and Community Based Organizations (CBOs), teachers, child clubs etc. is ensured in each step of action by keeping in mind about the key facts as mentioned in Box 1. It has been envisaged that stakeholders’ intensive efforts help make themselves committed, and responsible enough to monitor the program, assess its effectiveness, achieve the targeted outcomes in terms of input, process and output. While implementing the SLTS program, it is recommended that appropriate schools that are fully motivated, excited and ready towards being a part of total sanitation are to be selected so that it can be a role model for the sanitation and impart its effects to be replicated in other schools as well.

Box 1: Important Facts for implementing SLTS

School and student are regarded as sanitation models to sensitize community people for sanitation promotion.

SLTS aims that 100% household and institutional agencies use toilets as well as make communities and settlements within school catchments free from open defecation and gradually achieve perfection towards other aspects of sanitation.

Child clubs and students should be rewarded and encouraged for being a role model in sanitation and in its promotional activities. They also can be strengthened to work as a pressure group and act as catalysts for change.

Students should be facilitated and helped to make them realize the fact that sanitation is a part and parcel of their study and life; they actually are responsible to promote it.

Schools should recognize students’ contribution in sanitation promotion through their personal hygiene, cleanliness of classroom, toilet, and should set up a mechanism to evaluate these contribution in the examination.

Communities should be facilitated so that they realize themselves how dreadfully they are affected by ill effects caused from Open Defecation.

It is necessary to understand that ignition tools should not be used all at once. After the use of first tool, time gap and local context should be kept in mind for using the second tool. The community’s inquisitiveness and reaction should also be taken into account. However, the development of social map is a must.

Time to time advocacy, sensitizing activities in terms of sanitation promotion is a must for effectiveness of the SLTS programme.

Facilitation must be done for the participatory involvement of all the classes, layers, age groups and male and female for the preparation of social map.

The communities should not be forced to declare ODF rather they should be facilitated in such a way that it develops a sense of competition to declare their settlements/ communities open defecation as fast as they can.

Facilitating and motivating one or more than one communities that works for the sanitation promotion to initiate the action to stop open defecation must be done. Also, other individuals/household/settlements who initiate the action to stop defecation on their own must be encouraged.

Sensitizing those who practice open defecation is a must but it is equally necessary to sensitize other groups who use their own toilet, by making them realize the fact that instead of using toilets also they have been consuming other’s faeces until the practice of open defecation is rampant. This will help form pressure groups and launch commitments program to stop open

defecation.

While monitoring the achievements of the program, one must not count the coverage of latrine built rather counting the number of settlement/communities who have declared ODF after the implementation of program is more appropriate and suitable.

Facilitate to form the community action groups in settlements/communities to help them understand the necessity of collective efforts to stop open defecation.

Rather than imposing technological option for latrine construction to the communities, it is better to help communities to select the latrine option according to their socioeconomic and environmental condition.

School level recognition, reward should be provided to the ODF declared settlements/communities to create an encouraging environment.

While facilitating communities, colloquial and local languages should be used.

While implementing community level task, facilitation must be carried out in such a way that the community action group can be mobilized to prepare action plan and implement tasks.

Encourage to develop community norms at local level through community efforts.

Introduce the concept of Total Sanitation in SSHE program areas, water supply project sites and also in the communities with no programs. The most important thing for scaling up SLTS is communities’ perceived needs, willingness and determinism to stop open defecation followed by effective facilitation.

Flow Chart of Step-by-step Activities

(Below district level)

Step One – Institutional Building

Step Two – Planning and Programming

Formation/reformation/activation of DWASHCC

/ Capacity building

Formation/reformation/activation V/MWASHCC/Capacity Building

Formation/reformation/activation School WASH CC/Capacity Building

Orientation/refresher to DWASHCC on sanitation strategic planning, updating and monitoring

Orientation to VDC, Municipality , School representatives and political parties

Mason Training- optional

Orientation to V/MWASHCC on sanitation strategic planning updating and monitoring

Training to Sanitation Promoters/Triggers

Orientation to School Teachers/SMC, PTA and SWASHCC members on sanitation strategic planning updating and monitoring

Training to Child Clubs

Orientation to others local groups

Regular Monitoring

Formulation of strategic action plan and its implementation at district level

Formulation of Action plan and its implementation at VDC /Municipality Level

School level Action plan and its implementation

Community level Action plan and its implementation

Step 3 - ODF Campaigning and Behavior Change

Use of IPRA, innovative and creative communication, and IEC materials

Implementation as per the action plan

Walk of pride Sanitation mapping Defecation mobility map Faeces calculation Flow diagram Flagging in open defecation areas Local innovative and creative methods District and regional level media and

IPRA tools communication-IEC

Use of trainings and others

Work starts

School level activitiesCommunity level activities

Fund establishment for construction and maintenance of school toilets

Start of movement to stop open defecation

Construction of HHs/Community toiletsStart of construction of WASH

facilities in schools including hand washing facilities

First ODF Declaration and

awards of certificates

Completion of construction and use of temporary toiletsEstablishment of revolving funds if necessary to support ultra poor

Completion of construction of HHs and community toilets /reconstruction if collapsed, and their regular use

Completion of construction of School WASH facilities and start of use of the facilities toilets

Participatory Monitoring and Evaluation

Inter schools competitionsHand washing competitions Exchange visitsDocumentation Sanitation norms established in each school Reg

ular Self Monitoring from School/VDC/Community Level

Prom

otio

nal

A

ctiv

ities

Sani

tatio

n

Awards of certificate/prizes

Sanitation norms settingLocal level norms for supporting poorLink to sanitation marketing

Step 4 – Post ODF Campaigning (Total Sanitation)

Promotion of Total Sanitation

School level activities Community level activities

Regular use and maintenance of WASH facilities and implementation of norms

Use of toilets by all

Re-construction of toilets if collapsed

Upgrading of temporary latrines to permanent

Assurance of no open defecation at any place and time

Hand washing facilities and practices

Safe handling of food and drinking water

Sani

tatio n Pro

mot

ion

al

Reg ular

A

cti

vitie s

Certification of appreciation

Waste management around household and environment

Declaration of total sanitized village/schools catchment

Management of record keeping and public hearing

Continuation of monitoring and evaluation

Regular Monitoring and Evaluation

Ref

resh

er T

rain

ing

5.1 First phase- Institutional Management

The promotional activities create an enabling environment for the successful completion of the program. The step is vital to generate stakeholders' support, capacitate them for action and select the appropriate schools for program implementation. The followings are the key activities in this step:

A. District Water, Sanitation and Hygiene Coordination Committee, DWASHCC:

According to the Master Plan guidelines, it is necessary to form DWASHCC at every district level. These committee should be formed under the chairmanship of LDO and Local Infrastructural Development and Agricultural Road (DOLIDAR) Department, District Health Office, District Education office, Women Development Office, related district level donors, municipalities under related districts, Nepal industry, public and private school’s agencies , UN agencies, water and sanitation related donors, national and international NGO’s, and INGOs, DDC, municipalities, VDC, water and sanitation users committee, forest users committee. The responsibilities of DWASHCC are to provide 100% water and sanitation facilities in districts in 2017 through formulation of action plans and in coordination with concerned stakeholders as well as for the implementation, monitoring and evaluation.

B. VDC Water, Sanitation and Hygiene Coordination Committee, VWASHCC or Municipality Water, Sanitation and Hygiene Coordination Committee (MWASHCC)

According to the Master Sanitation Plan instruction, it is necessary to form V-WASHCC and M-WASHCC at every VDC and Municipality level. These committees should be formed under the leadership of VDC secretary with the membership of health service providers, NGOs Community Based organizations, Forest Users Committee, Development Partners, Users Committee of Water Supply and sanitation, Tole Development Committee, Child Clubs, Women Health Volunteers, headmasters, teachers, SMC/PTA, Women’s Groups, Micro credit Institutions, and local networks. In case of Municipality, mayor will be the chairman of M-WASH-CC.

The main responsibilities of these committees are to provide 100% water and sanitation facilities in districts by 2017 through formulation and implementation of action plans in coordination with concerned stakeholders.

C. Selection of schools:

In coordination of D-WASH-CC, all the schools of the targeted VDCs and municipalities will be selected and partnership with schools will be carried out.

D. Formation and re-formation of child clubs:

Child clubs should be formed at every school consisting of 20 members with same number of boys and girls as well as keeping in mind the principles of social inclusion and geographical

representation. If the selected schools already have child clubs or Junior Red Cross circle, child clubs should be reformed based on the above criteria.

E. Formation of school WASH CC

A school level WASH Coordination Committee should be formed in each school to support child clubs, and plan, implement and monitor schools and communities. The committee will comprise of 7 to 11 members with representation from SMC/PTA, HM, child clubs, FCHVs, MG, FUG, cooperatives, CBOs covering the school catchment areas.

F. District level orientation and capacity building

Orientation and capacity building related activities will be conducted at the DDC level: One day orientation to DWASHCC One day orientation to VDC secretary, municipality officer, representatives

from schools, and political parties. 7 days mason training for the construction of toilets.

G. VDC/municipality level orientation and capacity building

Orientation and capacity building related activities will be conducted at the VDC and municipality level:

2 days training to VWASHCC/MWASHCC 5 days training to VDC/municipality sanitation promoters/trigerrers

H. School level orientation and capacity building

Orientation and capacity building related activities will be conducted at the school level.

2 days training to child club members 1 day training to sanitation committee, headmaster, school teachers, SMC, PTA

members of sanitation committee. 1 day orientation to local groups, heath volunteers, and women’s group.

5.2 Second-phase planning and programming

Workshops and meetings should be arranged with DDC, VDC and municipality in order to aware them and prepare strategy/action plan regarding total sanitation. In action plan and strategy plan, various aspects should be clearly mentioned regarding selection of the ODF area, resource facilitation, role and responsibilities of service provider, plan implementation, monitoring and management. Every DDC, municipality, and VDC should allocate the budget received for development activities from the central government or from any other donors in the sanitation promotion.

Every DDC, municipality, and VDC should establish water supply and sanitation fund. The District, Municipality and VDC level strategic plan/action plan are to be formally approved by DWASHCC, MWASHCC, and VWASHCC. Gradually then strategic plans shall be approved as the annual development activities by the District, Municipality, and VDC assembly.

To declare ODF at the VDC/Municipality level, ODF status shall began to be declared at ward, tole, school and its catchments areas. Gradually whole district shall be declared as ODF. Besides ODF, hand washing with soap and behavior development, the activities like hygienic and total behavior will be mentioned in order to sustain post ODF status.

All schools within the VDC/municipality should be selected while planning and programming at VDC and Municipality level

While preparing plan of action at the district level, following points are to be mentioned.

Preparation of sanitation related strategic plan and awareness building workshop to the district

Preparation of plan of action of sanitation related strategic plan Coordination, planning, observation , workshop and monitoring from DWASHCC Coordination mechanism with sanitation units suppliers Capacity building of and management of facilitator and community mobilization at

the district level Learning, exhibition, promotional activities Advocacy and involvement from communication medium ODF situation, hand-washing with soap and post ODF activities Prize at district level Other related activities

While preparing plan of action of VDC/Municipality, following points should be mentioned.

Capacity building (orientation/sensitization) Preparation of sanitation related plan of action Planning, observation and monitoring of VWASHCC/MWASHCC Coordination mechanism with sanitation units suppliers Capacity building, movement, and social mobilization ODF situation, hand washing with soap and post ODF activities Support management (revolving fund, prize and recognition) Other related activities

While preparing plan of action for community, following points should be mentioned.

Capacity building (support, and training to community groups and mobilizers) Awareness building, social mobilization and movement ODF situation, hand washing with soap and post ODF activities Coordination mechanism with sanitation units suppliers Support management (revolving fund, prize and recognition)

Self-monitoring Other related activities

While preparing plan of action at school level, following points should be mentioned.

Capacity building (Training to SMC, PTA, teachers, child clubs) ODF situation, hand washing with soap and post ODF activities Facilities of child friendly, gender friendly and differently-able friendly water supply

and hand washing with soap at schools. Support management (revolving fund, prize and recognition) Self-monitoring Operation and maintenance fund for school toilet, water supply and place to wash

hand with soap Other related activities

5.3 Third Phase –ODF Campaigning and behavior build up

The third phase focuses on role of schools, NGOs, and facilitators for communicating sanitation related issues and promoting sanitation and hygiene related behaviour change activities at the VDC/municipality levels. For this, all the support agencies should use motivating and participatory tools for capacity building of communities, local groups and schools. As a result, ODF movement will start and activities will be held for the ODF status declaration at full speed within the targeted time. Within the time frame of declaring ODF, all local agencies, schools, political parties shall be mobilized with the leadership of VDC and municipality.

1) Use of ignition tools:

After the capacity building activities held at the district level, it is pertinent to initiate schools and community level sanitation related activities. For this, firstly, sanitation facilities like toilet, solid waste management are to be provided in schools. In addition, sanitation activities like construction of water supply taps as well as waste water management, cleanliness of classroom and student’s personal hygiene like hand and face washing, nail cutting, bathing, and wearing of clean clothes shall be promoted in schools. Child clubs, SMC, PTA, should become role model and fulfill their given responsibilities. Likewise after promoting schools in sanitation related activities, their inspiration and enthusiasm can be utilized in promotion of community sanitation which surely would stop ODF and lead community towards total sanitation. In this process of ODF, various ignition tools are to be used. For the use of these ignition tools, orientation at district and school level is necessary. Only then, child clubs, teachers, SMC, PTA, can be motivated and made ready for declaring their area open defecation free. To achieve total sanitation in community, teachers, students, and authorized individuals from the supportive agencies will play the role of a facilitator.

In schools and communities, one or more than one methods as mentioned below, are used according to necessities.

Walk of Praise Social Mapping Defecation Mobility Map Faeces Calculation Flow Diagram showing medium of getting faeces into mouth. Flagging on Open Defecation Areas photo Local innovative and Creative Methods District, regional level Media, and Information, Education and Communication (IEC)

related ignition tools

Note: The way of using the above mentioned methods are explained in ANNEX 1.

2) Development of Community /Tole/School Catchment Level Plan of Action

To initiate the positive activities for achieving ODF status in community and tole, it is important to draw attention towards formulation of the action plans. These activities can be of the following types:

Formation of women’s groups, sanitation tole group and community action groups.

Preparation of list of existing status of HHs sanitation and finally preparing map of it.

Formulation of plans to stop open defecation by each tole.

Construction of toilets at HHs with low cost in the beginning.

Commitments should be taken from the HHs interested to construct toilets.

Suppliers for the materials needed for the construction of toilets to be found.

Besides these, the affluent HHs members should aid the ultra poor (based on their resource collection) to find alternative solution to stop open defecation from them. The capable HHs can provide their own small piece of land to construct toilets and can provide their own toilet to let poor people use for a short span of time. These small efforts conducted to stop open defecation can help develop mutual cooperation, understanding and strengthen relationship among community people. For this, school shall play the role of facilitator.

3) Promotion of construction Activities

Through the triggering activities related to sanitation, community people need to be magnetized to be immensely enthusiastic about constructing toilets in the community. At the same time, group decisions are to be affirmed for setting the role of school and community for achieving ODF status and total sanitation as a whole. The amount allocated for the conduction of these tasks must be made transparent in the community. All the decisions to be made for the utilization of the received funds - either for the provision of prize money for the person promoting sanitation, or for the purchase of the materials for toilets - must be taken by the community people themselves. An instant change in community thinking takes place through awareness and community sensitization. This encourages them to make their communities/settlements free from open defecation in a certain span of time, which may range from a week to a month or even more depending on the community's level of awareness and socio-economic condition. Support agencies, schools and Community Action Groups should therefore, effectively monitor the community level actions to speed up toilet construction, upgrade them, stop open defecation and maintain sustainability of the entire action.

After declaration of ODF status, the community should be awakened towards other aspects of total sanitation as well like washing of hand and face, nail cutting, wearing clean clothes, covering of water and food, cleanliness of HHs, its surrounding, road, public places, school and its catchment areas, management of solid waste, waste water, management of drainage in rainy season and so on. These activities not only make community people proud of their work but also motivate the passersby to achieve the same target of total sanitation in their communities. To prevent people from returning back to the previous habit even after

achieving the ODF and total sanitation declaration, community should formulate and implement their own local rules, and regulations. This would ensure sustainability.

4) Linkage with Sanitation Materials Suppliers

When there is motivation of building toilets due to ODF campaigning, there is obviously creation of high demand of sanitation materials. When there is high demand of sanitation materials at once, the supply side remain on the lower side. Moreover, the sanitation materials are not found at one place, skilled masons are not found adequately, and the choices of the materials are limited. The V-WASHCCs and D-WASHCC are coordinated to find access to the sanitation material suppliers and skilled masons.

5) Declaration of ODF Situation

After stopping open defecation from school communities/settlements, the communities should declare and publicize it themselves. The declaration, indeed, helps enhance their social identity, recognition and self-esteem and motivate nearby communities/neighbors for achieving the same.

According to the Sanitation Master Plan, OD means defecating in open areas and leaving it as it is. And ODF means not defecating in open areas. In other words ODF means the situation where pit is properly covered and prevents the passage of flies. To declare ODF in any areas, the following indicators and bases should be there:

The Faeces should not be seen openly at that period of time Access to HH toilets, its proper use and its maintenance should be there Access to toilets in all public institutions available at the indicated area Besides these, during the processing time of declaring ODF, these aspects should be

promoted: In all HHs, there must be facility of hand-washing area with availability of soap and soap box

There must be proper management of animal wastes, solid and waste water as well as maintenance of environmental sanitation in the indicated areas.

To declare ODF status at the school level, the authentication is made by the members of VWASHCC and MWASHCC. To declare ODF status at the VDC /Municipality, the authentication is done by the members of DWASH-CC. Finally, regional and national sanitation coordination committee authenticates the ODF declaration at the district level.

Sanitation Master Plan, UNICEF, and world health organization’s joint Monitoring program (J.M.P) defines improved sanitation facilities as the facilities where human excreta and urine are hygienically separated from human contact. JMP has defined a list of sanitation categories that can be considered improved are given below:

Flush toilet, toilet which is flushed using water through pipe goes to drainage, septic tank, and a pit toilet that prevents the passage of flies and odors.

Ventilated improved pit latrine (VIP) where there is chance of air passing

Pit latrine with slab 

Composting toilet ECOSAN toilet/Bio gas installed Toilet

Box: 2 improved sanitation Facilities (toilets)

Note: Sanitation master plan recommends for permanent construction at least upto the surface level of slab/or upto the pan sheet level for sustainability and durability of the toilet.

Box: 3 School level activities under School led total Sanitation

Formation of child clubs ,orientation and mobilization

Capacity building of teachers, child clubs, SMC, PTA

Formation of SWASH-CC and mobilization

Development and execution of school and community level plan of action and rules and regulation

Collection of funds in school for construction of WATSAN facilities and O&M

Construction of WATSAN facilities in school and their use, operation and maintenances

Use of ignition tools and other community sensitization tools to promote household toilet and stop open defecation in school and its catchments

Launch promotional activities during National Sanitation Week, sanitation month and on special occasions to enhance advocacy and awareness building activities for hygiene and sanitation promotion.

Development, display and update of social map/documentation and update of base line information

Management of records in schools

Formation, orientation and mobilization of Tole committee/Community Action Group in each settlement/community for undertaking promotional action to stop open defecation.

School level recognition to the individuals, organizations and settlements/communities who have contributed for stopping OD.

Promotion of innovative and creative activities on hygiene and sanitation for promotional action.

Regular monitoring, supervision and follow up of school and community level actions.

Box: 4 Community level activities under School led total Sanitation

Identification of local level stakeholders

Working under mutual partnership among child clubs, SMC, PTA. local clubs, and concerned stakeholders

Selection of community for promotional activities

Selection of ignition tolls

Use of ignition tools, understanding of communities interest and views

Formation of community action group if community feels its necessities

Facilitation to prepare community map

Mobilization of local resources

Facilitation in preparation of plan of action at local level

Facilitation in preparation of monitoring network at local level

Help community to select alternative of toilets

Construction of community toilets

First declaration of ODF by community

Respecting community

Regular monitoring of first declaration and facilitation to declare final ODF with time frame of one year of declaration

Respect and prize for the community

Regular monitoring

5.5 Fourth phase: post ODF campaigning

The fourth phase focusses on post ODF activities that emphasize on the issues like sustainability, sanitation promotion, total behavior change, to understand situation of ODF. After the declaration of open defecation free situation, the community people should be activated to retain the situation and gradually promote other aspects of sanitation for achieving Total Sanitation. For this, schools, local agencies, community, VDC and municipality should rigorously monitor activities time and again under the leadership of Municipality, and VDC level coordination committee. Followed by the declaration, schools, local agencies, community, VDCs and municipality should do effective facilitation from time to time to motivate the communities to promote hand washing, face washing, nail trimming, bathing, wearing of clean clothes, protection of food and water, etc. For sustainability, the refresher’s training, network formation, management of record and systematization of the documentation and information dissemination falls under this phase. Regional and district level coordination committee and concerned agencies provide regular support and conduct monitoring. Besides these, after declaring ODF, concerned community/municipality/VDC should recognize different criteria to achieve total sanitation.

1) Promotion of total sanitation behavior build up

During this phase, under total sanitation, the sanitation behavior build up to be followed are personal hygiene, environmental sanitation, management of animal dung, purification of water, management of solid waste, etc. Also, training, workshop, interaction, cultural program, competitive program shall be launched. Before the declaration, all the participants, partners, stakeholders shall participate in planning, advocacy, sensitization and social mobilization.

2) Regular monitoring

The rigorous and regular monitoring should be done till the period of two years after ODF in order to confirm whether the norms set is being followed or not by the coordination committee and stakeholders. Not only that, the action plan of monitoring must also be formulated. On the basis of the action plan for monitoring, the partners and key stakeholders shall conduct single and joint monitoring. Finally, the conclusion drawn from the monitoring shall be discussed with coordination committee meeting and decisions shall be taken for future action.

3) Upgrading of toilets and hygiene promotion

Major post ODF activity is to upgrade the status of toilet for sustainability. Besides these, some families without subsidies may find it difficult to upgrade latrines due to financial constraints. In such case, the coordination committee, and other support agencies can facilitate them and provide minimal economic and physical support. During this phase, mass campaign and awareness campaign shall be conducted massively to make people understand the ways for proper use of toilets while maintaining a clean and hygienic environment.

4) Maintenance and operation of sources of drinking

During the ODF phase, construction of toilets is prioritized at first. Besides these, awareness shall also be provided to all the HHs regarding water facilities and its purification. During this phase, community and groups shall be mobilized for joint monitoring of spring, making plan for its maintenance and rehabilitation of water supply schemes.

5) Indicators of Post ODF

Sanitation Master Plan has mentioned the following indicators for sustainable ODF and total sanitation:

1) Five indicators of sanitation and hygiene related total behavior Regular use of toilets

Practice of Hand washing facilities with soap

Management of drinking water and its purification

Personal Hygiene (nail cutting, bathing, washing clothes, hair cutting,

brushing teeth)

Management of households with solid waste and waste water

2) Household Sanitation Management of toilets for all the HHS with place to keep soap for hand and

face washing Availability of toilets cleaner materials (brush, broom, germs and bacteria

killer) Foods and water should be covered Regular cleanliness of rooms, surroundings, yard Management of place for keeping pets Management of HHs waste and collecting or soaking waste water pit should

be covered Facilities of safe and purified drinking water Availability of bucket to collect solid waste/pit Availability of improved cooking stove and bio gas installed

3) Institutional environmental Sanitation:

In all the institutions there should be availability of user friendly toilets, facilities of

hand washing and management of waste

In all the schools there should be child friendly, gender friendly, and differently able

friendly toilet facilities, hand washing facilities, menstrual hygiene facilities. In every

school, there should be pit to dispose waste

Every institution should keep their surroundings environment clean and hygienic

Annex 1:

Ignition Participatory Rural Appraisal Tools (IPRA-Tools)

a) Walk of pride The child clubs, teachers and community people make a transact walk across the settlements/communities in and around the catchment of school with a view to assess people’s defecation behavior and sanitation facilities, and identify community’s hygiene and sanitation problems. A discussion with community people in the areas of defecation will be held to let them see their own shit, inhale the smell and feel ashamed. It is important to stop in the areas of open defecation area and spend quite a bit time there asking questions whilst inhaling the unpleasant smell and taking in the unpleasant sight of large scale open defecation. If people try to move you on, insist on staying there despite their embarrassment. Experiencing disgusting sight and smell in this new way, accompanied by an outsider to the community, is a key factor which triggers mobilization. The people who practice open defecation are thus made shameful and aware of their sinful behavior. In course, don’t miss to offer the words of praise and admiration to those settlements that are free from open defecation. This act, in turn, triggers off the communities for seeking the immediate opinions to get rid of the hazardous and shameful situation.

b) Social mapping :- Social map is used as an important ignition tool to promote sanitation. Later after the walk of shame and praise, the community people themselves prepare the map in a participatory way. The child clubs, teachers, women’s group, VDC secretary and members of SMC and PTA facilitate the entire mapping process. The map comprises the information on open defecation sites, water supply facilities, household’s latrine, waste management system, community resource infrastructure, etc. It is useful to identify local level stakeholders and their development plan of action, generate local resources, and launch awareness raising activities for sanitation.

Based on the map, the name of the households and their latrine facilities is clearly put on the hoarding board. It is installed in school premises or in the public places. The board works as an ignition tool to make those ashamed who practice open defecation. It also reminds them all the times to use latrine and live with full of self-esteem and dignity in the society.

c) Defecation Mobility Map:- Followed by the identification of rampant open defecation in the settlement/communities, an interactive environment is created to hold discussion among the communities to trace out the possible paths of the feces that travel across. In course, facilitate the people to draw a sketch of defecation mobility map on the ground by using soil or threads of different colors. It is believed that the image of the sketch is permanently set in the participant’s mind to remind them all the times. The participants realize the fact that feces necessarily reach the community water source (E.g. stream. Pond, spring, well, etc), vegetable fields, farm lands, gardens, bushes, foot trails, roads, play grounds, settlements, forests, public places, etc. and ultimately enters their mouth. The realization of such a terrible fact thus sensitizes them to build and use latrine and stop open defecation as soon as possible.

Table 5 :- How to Trigger Disgusted of Consuming one another’s shit.Ask for a glass of water. When the glass of water is brought, offer it to someone and ask if they could drink it. If they say yes, then ask others until everyone agrees that they could drink the water. Next, pull a hair from your head and ask everyone what is in your hand. Ask them if they can see it. Then touch it on the some shit on the ground so that can see. Now dip the hair in the glass of water. Next, offer the glass of water to anyone standing near you and ask them to drink the glass of water. Immediately they will refuse. Pass the glass on to others and ask if they could drink. No one will want to drink that water. Ask why they refuse it. They will answer that it contains shit. Now ask how many feet a fly has. Inform them it has six feet and they are all serrated. Ask if flies could pickup more shit than your hair could pick. The answer should be “yes”. Now ask them what happens when the flies sit on their or their children’s food and plate: what are they bringing with them from places where open defecation is practiced? Finally ask them what they are eating with their food. The bottom line is: everyone in the village is ingesting each other’s shit. Ask them to try to calculate the amount of shit ingested every day. Ask how they feel about ingesting each other’s shit because of open defecation? Don’t suggest anything at this point. Just leave the thought with them for now, and remind them of it when you summaries at the end of the community analysis.

d) Feces calculation :- This tool enables the community people to calculate the total amount of feces scattered indiscriminately in a particular settlement/community due to open

Identification of reach/ flow of feces :-

Every year 31,320 kilos of feces is collected in the village, so the altitude of the village must have risen, shouldn't there be a small hill of feces? However, this hasn't happened, it was just the same since the past. So, where dose all the shit goes then?

Swept away by water :- 35% = 10932 kgMixed in the soil :- 40% = 12528 kgEaten by animals/insects :- 20% = 6264 kgBlown away by wind :- 4% = 1253 kgEaten by people through indirect medium:- 1% = 313 kg

Therefore, one person indirectly eats in an average 313/510 = 314 grams of feces

defecation. The calculation is done in the group on a participatory way to identify an average amount of feces a person, a household, and a settlement/community due to open defecation. The calculation is done in the group in a participatory way to identify an average amount of feces a person, a household and a settlement/community as a whole defecates in a day, a month, and a year. While presenting the amount of feces, the locally appropriate units such as Doko, Bhakari, basket, quintal, liter, drum, truck etc. should be used to let them realize the fact that terrible health hazards. Immediately, an appalling environment is created among the participants as they realize the fact that they eat certain amount of feces till the practice of open defecation prevails in the community. As a result the fact that they eat certain amount of feces till the practice of open defecation prevails in the community. As a result, the participants show their strong determination, willingness and an instant action to build latrine on their own and use it.

Table 6 :- How to Ignite People in the Places where they Defecating in the Water In places where people defecate in the water (rivers, lakes, backwaters etc.) there will be less visual impact of doing transact walk. However, you will find that community members use that water for bathing washing out their mouth. In this situation you could ask for a bucket of water, and ask if people would their mouth with that water? They will say yes. Now calculate the daily addition of feces by the entire community household. Also ask how other communities might be defecating in the sane water body (e.g. further upstream or around the lake). After this calculation ask them to wash their face and mouth and gargle with that water. Probably no one will agree to do that. Ask why they refuse if they have been using the water both for shitting and for washing up till now.

e) Transmission Route of Fecal Oral Disease:-

Hand wash with soap after defecation

Bury the solid waste in a pit Eat well cleaned and prepared food

Keep the food covered

Properly wash food and Vegetables beforePit latrine eating.Common toiletWater sources Clean the utensils

Fetching water and cover It while storing.Keep the animals tiedor inside cages.

Hand

Fly

Mud

livestock

Water

Food Mouth

Feces

Primary Barrier Second Level Of Barrier

As the people realize that they eat each other’s feces till open defecation continues, they get sensitized to spontaneously identify the possible means through which feces enters their mouth and block it. This tool aims to assure the people about the fact that flow of feces into mouths the prime cause of diahorreal disease and elimination of open defecation is the only preventive measure for that. For this, the route of fecal oral contamination cards could also be used to sensitize the people. It is expected that the tool can aware the people to greater extent to use the latrine, wash hands with soap, protect food and water and properly wash the fruits and vegetables before eating/cooking to be safe from fecal oral contamination.

f) Flagging of Open Defecation Areas :- This is one of the important ignition tools, which is applied to make the communities feel ashamed about their open defecation practices. The child clubs, teachers and community leaders facilitate the communities to fix the flag in the open defecation sites in the settlements/communities. It is used to create social and moral pressure in the community to stop open defecation. The flag can be made either of white or yellow or of any color as decided locally. Since flagging is directly associated with the community’s self esteem and pride, it strongly motivates them to stop open defecation as soon as possible and live with high social standing.

Table 7:- Tips for Effective Facilitation. Do find out all the local words for “shit” and “shitting”. Don’t use nice, polite

words but use peoples won crude terms for this behavior throughout the facilitation process.

Don’t believe that you are there to educate people, change their behavior or to ofer any form of subsidy. The only thing you are there to do is to assist the community in carrying out their own analysis of the sanitation situation.

Start the IPRA by asking questions like “who has defecated in the open today?” and have you seen or smelt human shit in your village today?” by show of hands.

On the transact walk, ask questions about which families use which areas for defecation, where women go, and what happens during emergency defecation at night or during high incident of diarrhea.

Draw the attention to the flies on the shit, and the chickens pecking and eating the shit. Ask how often there are flies on their, or their children’s food, and whether they like to eat this kind of local chicken.

Do “interview” the map. This means asking questions and probing the meaning and implications of what has been shown. The map should be a means to better community understanding of the sanitation situation, not an end in itself.

Ask them who would go for open defecation tomorrow? Or who would take bath in the land or river where the entire community has been defecating? Ask them to raise hands, ask them what they would do?

Do not lecture or try to educate the community about the disease caused by open defecation to fixed-point defecation in a covered pit that stops the routes of contamination.

Do not lecture or try to educate the community about the diseases caused by open defecation, flies as agents of contamination, or the need for hand washing at this stage. The most important element that ignites people is not the knowledge of health hazards but the e3lement of disgust, shame and the sense of un-cleanliness, dirty feeling and impurity in many religions.

Do not prescribe models of latrines. Remember that the central idea of TS is not to prescribe the best and most durable models of latrine to the community at first, but to initiate local action to look for alternatives themselves.

Do not worry if no one talks about starting any local action then and there. In the case thank them again and tell them that you will record them as a village where people are willing to continue open defecation and eating one another’s shit.

Do watch out for the natural leaders in the communities emerging from the process of IPRA. Encourage them to take the lead and share their ideas with the whole community about the result of open defecation and what best could be done to avoid it.

Never suggest them what kind of toilet they should build. Rather than tell them to build a permanent toilet as referred in the total sanitation view point. Motivate them to find a suitable version of toilet which could be built with locally available resources.

Do involve children in the discussion and ask them what they will do to stop open defecation. Often children start procession with loud slogans against open defecation. Encourage these activities, they find it great fun.

g) New and innovative awareness raising tools from local level :- There are many examples of new and innovative awareness raising tools from local level which are used to declare the community and the catchment of schools an open defecation area. A few examples of such tools are:-

To facilitate the members of the household who made toilets by offering them tika or dosalla.

Making temple or keeping idols of gods where open defecation is done. Distributing identity cars defining if there is a toilet or not. Give a few extra marks to the children having toilet at home in the final

examination of the school. To influence the community, audiovisual materials like songs, speeches,

videos, etc should be broadcasted at the social occasions like festivals, markets etc to inform the community about the various innovative ideas and experiences to the community so that they would be influenced to promote sanitation.

Put flag or some other indicators in the houses with toilet. Promote the available resources to the full extent for building toilet. To collect

funds, use alternative and creative ideas like deusi, donations, street drama, etc.

h) District, regional and central communication (media) and information, education and communication – IEC materials related awareness raising tools programs :-

Media related awareness raising materials Mobilization of media personals in the program area. Broadcasting about the program areas through FM and radios. Printing news, articles, about the program in the print medias. Broadcasting about the program through T.V. Designing and distributing sanitation related posters, pamphlets, calendars,

flip charts, brochures, etc.

Annex 2:Training and orientation packages :-

Introduction:-Leadership of school is an important part of capacity building towards total sanitation. Various orientation and training packages are designed to build the capacity of stakeholders working at different levels, so that they get involved in the program's planning, implementation, monitoring and evaluation. Through the oriented stakeholders, a result oriented work plan is created which has vital importance in the implementation of those plans. The goals, subjects, orientation operation methods, time period etc are included in this package. The defined package is designed to mobilize the central, districts, and school in the community levels.

a) District level orientation and training packages:-

i) Orientation to DWASHCC: Introduction:-The role of DWASHCC is well recognized to promote SLTS program. It is essentials to capacitate them for creating an enabling environment in the district to generate the support of the concerned stake holders for planning, programming, implementation, monitoring and evaluation. The orientation also helps to enhance their knowledge, skills and capacity for the, selection of the suitable school, management of resources, monitoring and evaluation of the community level action and make the program effective and result oriented.

Objective :-The orientation has set an objective to aware the district level stakeholders about SLTS program and to create an enabling environment for resource mobilization, planning, implementation, monitoring and evaluation through capacity enhancement.

Contents :- The orientation will cover the following core content.

Sanitation in Nepal: status, challenges and efforts Concept and strategies of SLTS. Step wise activities and budget management. The roles and responsibilities of DWASHCC. Creation of strategic work plan and commitment of the participants.

Methodology : -presentation, group discussion, questions and answer, field exercise of IPRA tools etc.

Participants: - The chief of the DWSSCC and its staff.

Training material:- IPAR training manual, sanitation master plan, SLTS guidelines, norms related to sanitation, audiovisual materials, posters, pamphlets, broachers.

ii) Orientation to Chief of VDC/Municipality, SMC and PTA, Principals, School inspector, Resource personals, and Representatives of political parties:-

Introduction:-Capacity building of the stakeholders by creating a proper environment of /Municipality and school level is crucial for implementation of SLTS program. It is also important to get the support of stakeholders and to make their roles effective in each stage of program like planning, implementation, monitoring and evaluation. The level of skill and knowledge of the related personals can be improved through orientation. Because of this selection of suitable school, budget management, monitoring and evaluation of the awareness raising and infrastructure development activities can be made effective and result oriented.

Objectives :- To inform the stakeholders about this program as well as to build their capacity for an effective and proper planning, implementation, monitoring, and evaluation and proper utilization of resources by creating supportive environment is the main goal of orientation.

Contents :- The orientation will include the following content.

Defining the sanitation's effects, theory and problems. The strategic plan and theory regarding SLTS. Importance, formation process, membership and responsibilities of VWASH. Discussion about VWASH able program and examples/reasons. Roles and responsibilities of other stake holders. Creation of work plans and commitment.

Duration: - The duration of orientation will be of 1 day.

Methodology: - Interactive definition, group discussion, questions and answer etc.

Participants: - VDC/Municipality heads, school management committee and teacher-parent committee's president, principals, school inspector, source personals, and representatives of political parties of the program area.

Training material:- Sanitation Master Plan, SLTS manual, norms related to sanitation, posters, pamphlets, broachers.

iii) Toilet construction technicians training (optional):-

Introduction:-

As the community people are motivated for making their settlement free form open defecation, an effective facilitation should be done to instantly activate them for latrine promotion. For this, teachers and district level technical staff should effectively facilitate them to select and appropriate latrine by taking into account community’s economic status and geo-physical condition of the locality. It is a well evident fact that capacity development of local lecel masons for latrines promotion definitely helps ensure effectiveness for construction, supervision and monitoring of the program. In addition, they will contribute a lot to upgrade latrine and re-build the collapsed one. So, it is essential to capacitate local level masons so as to promote latrines and other sanitary units in the communities on a self-sustaining way.

Objective: - The main objective of the training is to equip the participants (local masons) with the technical skills to build latrines and other sanitation units to be appropriate to communities.

Content:- The orientation will include the following content.

The concept of SLTS. Technical options of latrine and the construction materials. Construction of a model toilet. Commitments for action.

Duration: - Duration for training will be of 7 day.

Methodology: - Discussion, Practical training regarding toilet building etc.

Participants: - the local masons reside in the catchment of school.

Training material: - Designs/drawings of latrine options, SLTS Guideline, Building materials, etc.

b) VDC/Municipality level orientation and training packages:-

I) Orientation to VDC/Municipality level WASHCC.

Introduction:-The creation of supportive environment in the VDC/Municipality level and capacity building of these parties to make their roles effective is important to get the help and coordination of committee for the program's planning, implementation, monitoring and evaluation stages. The level of skill and knowledge of the related personals can be improved through orientation. Because of this, selection of the suitable school, budget management, monitoring and evaluation of the awareness raising and infrastructure development activities can be made effective and result oriented. In addition,

orientation plays a vital role in establishing regular communication and coordination with the related agencies like DWASHCC.

Objectives:-The orientation aims to inform the program VDC/municipality and DWASHCC about this program as well as to build a proper environment for effective planning, implementation, monitoring, and evaluation of the program through capacity building.

Content:- The orientation will include the following content.

The concepts and strategies of SLTS. Total sanitation concept and IPRA tools. Importance, formation process and membership, and responsibilities of

VWASHCC and MWASHCC. Discussion about Able process and model/topics of VWASHCC and

MWASHCC. Stepwise activities and budget planning. Participatory plan, monitoring, evaluation, and record keeping. Roles and responsibilities of other stakeholders. Work plan formation and commitment.

Duration:- The duration for the training will be of 2 days.

Methodology: - Interactive definition, group discussion, questions and answer etc.

Participants:- Members and staffs of WASHCC.

Training material:- sanitation master plan, SLTS manual, norms related to sanitation, posters, pamphlets, broachers.

II) Orientation related to IPRA tools to Facilitator, Motivators, Community Mobilizor:-

Introduction:-Due to a deep relationship of teacher with the community and the students, they are taken as community's friend, facilitator and partner for promoting sanitation. There is an important role of the teachers to develop the concept, knowledge skills of sanitation through school education. The efforts of teachers to promote sanitation by mobilizing child’s club are vital because the children are always eager and committed to accept and follow the things taught by the teachers. The teachers have the highest role to give motivate the children to promote sanitation and making the process to make the community an ODF area rapid by mobilizing them according to the SLTS concept. The trainers training to the teachers is taken as an important activity of this program to make them able, responsible and committed to keep the record of the actual situation of sanitation of the school and its service area and to identify and

implement the best suited alternatives of awareness raising and promotion activities. The trainers training activity is taken as the indicator for the success of the program because the teachers and the school management committee, and parent-teacher committee's post holders has to act as the source persons to orient the children for using the awareness raising tools to promote the sanitation in the community.

Objective:- The objective of this orientation is to make the participants able to use the IPRA tools as well as to teach the importance of total sanitation to the students and the child's club using it. And to make the participants able to attain total sanitation by announcing the community/VDC ODF through awareness raising.

Content:-The orientation will include the following content.

Concept, strategies, challenges and effects of sanitation Concept and strategies of SLTS. Concept of total sanitation and IPRA tools. Classroom exercise of IPRA tools. Exercise of IPRA tools in the community. Methods and importance of sanitation options, water purification methods,

and hand washing method with soap and water. Participatory plan, monitoring, evaluation, and record keeping. Identifying sanitation habits. Facilitation skills. Creation of work plan and commitment.

Methodology: - presentation, group discussion, questions and answer, field exercise of awareness raising tools etc.

Participants: - Teachers from the selected schools selected for the program, members of the child's club, and other local volunteers. About 20-25 participants form each VDC or municipality. Training material:- IPAR training manual, sanitation master plan, SLTS manual, norms related to sanitation, audiovisual materials, posters, pamphlets, broachers.

c) Training and orientation for school and community levels

i) Training for child's club and JRC

Introduction:-Student’s motivation, commitment, and willingness shown for sanitation promotion are the main foundation for the success of the SLTS program. The children might be taken as the medium for sanitation promotion because they can act as the pressure

group for the families to practice the good sanitation habits learn in the school by practicing it themselves. They can also be motivated towards promotional activities by sharing success stories about the important efforts shown by the children for promotion of sanitation in the trainings, orientations, educational visits etc. As a result, they be organized and strongly motivated to lead awareness raising activities. It is learnt the there has been remarkable changes achieved in eradicating the unhealthy habits and lack of knowledge of the community by empowered mobilization of children. That's why mobilization of high energy of children inherited in them through empowerment of children by their capacity building is a major strategy of SLTS.

Objective: - The objective of this orientation is to aware the child-clubs and JRC about the basic concept of TS and enable and activate them to apply ignition tools for making school and its catchment free from open defecation. It has been expected that the orientation would primarily encourage and enhance their innovativeness and creativeness for sanitation promotion.

Contents:-The training will include the following core content:

Concept of Sanitation program and it’s Challenges and their Effects. Sanitation situation of the nation. Sanitation- personal, household, and environmental Transmittable diseases and their causes Mediums of oral fecal contamination Pure water and household methods of water purification Solid waste management The importation of toilets and their usefulness and ODF campaign New and innovative ideas of sanitation Rewards, respect and appraisal Sanitation movement and the roles of child-clubs and JRC in it Identification, roles and responsibilities of local stakeholders Monitoring and self evaluation Development of work plan Development of PoA and commitments

Duration: - The duration of the training will be of 5 days

Methodology: -lecture, discussions, question answer, group work, sharing of success stories and thoughts of great persons on sanitation

Participants: - The members of child-clubs and JRC of the selected schools

Training materials:- Sanitation guideline, sanitation promotion norms, transmittable diseases and methods to get prevented from them, posters, pamphlets, brochures, audio-visual materials.

II) Orientation for teachers and staffs, school management committee, PTA, sanitation committee and student leaders.

Introduction:-The teachers and staffs, board members of school management committee and PTA are the ones who give their best efforts for the overall development of the school and the child’s club and JRS who are the medium of change in sanitation behavior are taken as the program’s guide, protector and leader as well as the active members of the program. Making them directly participate in the program’s planning, implementation, budget planning and monitoring activities by giving them proper orientation and making them operate the program ensures in the proper implementation of the program. Apart from other development activities, orientation helps them to improve their skills for acting as leader, implementer, facilitator and consumer of the sanitation promotion.

Purpose:-The main objective of the orientation is to make them make the participant aware of the core value of the SLTS program and to ensure their full participation, commitment, and support for it. In addition, this orientation also helps to make them able to identify the effective programs to operate in the school/community, to collect resources, and designing work plan according to it and its implementation.

Content:The orientation will include the following content.

The sanitation situation of the country. SLTS related concept and strategies. Step wise activities and budget management. The roles and responsibilities of child’s club and JRS. Self evaluation and monitoring. Creation of work plan and commitment.

Duration:- Time period for orientation is of 3 days.

Methodology: - Interactive definition, group discussion, questions and answer etc.

Participants:- Principals, teachers, members of the SMC and PTA, sanitation committee.

Training material:- sanitation master plan, SLTS manual, SLTS program package, norms related to sanitation, posters, pamphlets, broachers.

III) Orientation for local clubs, mothers group, women’s group, child’s club, and other volunteers.

Introduction:-

Orienting the local clubs, mothers group, women’s group, child’s club, and other volunteers who play a vital role in the local level, and making them directly participate in the program’s planning, implementation, budget planning and monitoring activities by giving them proper orientation and making them operate the program ensures in the proper implementation of the program. Apart from other development activities, orientation helps them to improve their skills for acting as leader, implementer, facilitator and consumer of the sanitation promotion.

Objectives:-The main objective of the orientation is to make the participants understand the core value of the SLTS program and to ensure their full participation, commitment, and support for it. In addition, this orientation also helps to make them able to identify the effective programs to operate in the school/community, to collect resources, and designing work plan according to it and its implementation.

Content: The orientation will include the following content.

The challenges, efforts and sanitation situation of the country. SLTS related concept and strategies. Step wise activities and budget management. Self evaluation and monitoring. Creation of work plan and commitment.

Duration: - Duration for orientation will be of 1 day.

Methodology: - Interactive definition, group discussion, questions and answer etc.

Participants:- Selected local clubs, mothers group, women’s group, child’s club, and other volunteers. Around 20 participants will be included.

Training material:- sanitation master plan, sanitation manual, SLTS manual, SLTS program package, norms related to sanitation, posters, pamphlets, broachers.

Annex 3:Different levels of WASHCCs

1. sanitation master plan- 2068 has managed for the formation of WASHCC’s in the various levels as follows:

Coordination Network

SNSA

National Sanitation Coordination Committee

Regional WASHCC

DWASHCC

Municipality/VDC level program

School and Community level programs

Municipal/VWASHCC

Note: Please refer to the Sanitation Master Plan for the roles and responsible of the coordination committees

School WASHCC

Annex -4: Roles and responsibilities of the stakeholders :-

1) Duties, roles and responsibilities teachers, SMC, PTASchool has pivotal role to develop healthy (physically and mentally) citizen by providing quality education through child friendly learning environment and life skill based hygiene and sanitation education. Teachers, Members of SMC, PTA can play the following general and specific roles to promote hygiene and sanitation in general and SLTS program in particular:

Impart knowledge on personal health, hygiene, and environmental sanitation Promote sanitation as part of curriculum/teaching in school. Enhance the child friendly and life skill based hygiene education. Develop the leadership among the students through child-clubs. Act as a model to promote sanitation of sanitation. Persuade students to become a role model. Work as a pressure group to motivate the individuals/community having no

latrine and poor hygiene behavior. Adopt Total Sanitation approach and develop monitoring system to promote

sanitation in the communities. Mobilize the teachers and the students to promote hygiene and sanitation

situation in the communities by motivating parents and creating pressure through the students.

Generate support from the VDC, SMC, and PMT to promote sanitation situation.

For the financing, funds should be collected through various means like donation, help from the teachers, remuneration from VDC, help from SMC and PTA, operation of IGA activities, deusi bhailo, principal’s fund, raffle, donation box, reputed individuals/VDC/DDC/NGO etc, funds granted at the annual sanitation week etc.

Conduct effective semi annual audit of the school. Organize capacity building activities like orientation, trainings etc. Identify the concerned stakeholders and establish coordination with them for

support. Form and orient and mobilize the child clubs for promotional activities. Construct, use, operate and maintain the drinking water and sanitation

facilities. Determine the catchment of the school. Identification of some settlements/communities for action/declaration of open

defecation free situation. Development, update and display of social map of school catchments

(catchment as a whole or settlement/community wise) Identification and mobilization the locally available resources.

Implementation of NSAWC and other awareness raising activities (E.g. street dramas, Tole competition on sanitation, mobilization of mass medias, video shows, etc) and national sanitation week.

Help communities to select appropriate latrine design. Promotion of innovative creative activities like school brochure, multipurpose

sanitation table, sanitation garden etc. Mobilization of mass media for sanitation awareness. Mobilizing the out of reach children in school catchment. Introduce ignition tools to sensitize communities. Develop and disseminate of locally appropriate IEC materials. Facilitate to form and mobilize Community Action Group

(CAG) in the settlements/communities. Lead to declare the open defecation free school catchments. Develop reporting and documentation system. Developing self evaluation system in the schools and the community. Collecting and keeping information about the programs related with the school

and community.

2) Duties, roles and responsibilities of child clubChild clubs are the backbone of SLTS program. They are the vehicle of change since they are capable to adopt good sanitation behavior and motivate their parents for the sane. Some of the key roles and responsibilities of the child clubs are identified as follows to support school and community level actions:

Act as a role model to promote sanitation in school and nearby communities Persuade communities to become role model in sanitation Mobilize the out of reach children to promote hygiene and sanitation in the

communities by motivating parents and even creating pressure. Support in the construction, use and repair the WATSAN facilities(like latrine,

garbage pit, soakage pit etc). Safely store the tools used for sanitation like broom, brush etc. Cleaning the school premises, classroom, and toilet. Generate funds by implementing innovative and creative activities like deusi,

bhailo, donation, etc and establishing sanitation funds from within. Keep the minutes of the child clubs updated and take initiatives to implement

the decision made by the clubs. Establish linkage to sanitation materials suppliers Facilitate the awareness raising activities in the community. Help to determine the catchment of the school. Help to develop and disseminate of locally appropriate IEC materials. Help to develop, update and display of social map of school catchments Facilitate to create and mobilize tole committee. Develop and execute of self monitoring system in the communities. Develop and implement local level rules, regulation and norms to promote

hygiene and sanitation.

Support the program implementation, budgeting, planning, monitoring and evaluation.

Support the financing, funds should be collected through various means like donation, help from the teachers, remuneration from VDC, help from SMC and PTA, operation of IGA activities, deusi bhailo, principal’s fund, raffle, donation box, reputed individuals/VDC/DDC/NGO etc, funds granted at the annual sanitation week etc.

Promote the motivation of new and innovative activities like school brochure, multipurpose sanitation table, clean garden etc.

Support the exchanging of program’s achievements and experiences. Support the record keeping and proposal making activities.

Annex 5:Ten Requirements of model school and community in sanitation

A. School level: 1. Management of toilet and urinal.

Different for girl and boy student. Different for urine and solid waste. Availability of sanitation tools like mug, bucket, brush etc.

2. Management of water. Tap facility (drinking and cleaning purpose) Facility of platform. Facility of place for keeping soap and towel. Proper facility to utilize the waste water in gardens, kitchen garden, tree plantation

area.

3. Management of cleaning facility for cleaning school compound. Regular cleaning of school compound. Pit for solid waste management. Compound barring. Development of ODF situation.

4. Cleaning of class rooms. Management of dustbin. Management of broom. Regular cleaning of classroom.

5. Research and monitoring. Auditing of the school and communities sanitation situation by using social

map. Regular self monitoring and research.

6. Documentation. Making school brochure. Developing annual action plan. Articles about new and effective programs Minute/ income expenses register of meetings. Suggestion book of the visitors. Rules formed by the school. Social map of the school and its service area.

7. Child club. Formation/reformation of Child club. Proportionate inclusion of girl-boy, Dalit, ethnic, and disables.

New and innovative ideas like model presentation, collection of funds, etc Participation in promotional activities like school cleaning campaign, national

sanitation week campaign, hand washing campaign, etc Extra activities (toilet promotional) Supporting the children not attending the school. Registering, renewing and organizing the child club.

8. Child friendly facility Toilet ( ladder, lock etc) Height of toilet ( facility of tap at easily accessible place) Participation in program (analyzing, defining and implementation) Facility regarding hygiene (nail clipper, comb, mirror, shoe brush) Facility of first aid kit. Proper usage, storing and promotion of educational as well as spots

material.

9. Management of repair and maintenance

Fund management (for toilet and water) Management of tools and equipment (to repair within the school premises. Rules formed by the school regarding sanitation. Use and cleaning of tap, platform, and sewerage. Cleaning the school compound. Cleaning the class rooms. Environmental sanitation(garden, kitchen garden etc)

10. Other supporter and participants. Participation of teachers and staffs and help fund raising. Participation of VDC and economic help. Participation and help of other organization. Participation and economic help of PMT and SMC. Participation of community and focus on environmental sanitation

B. Community level Use of awareness raising activities by effective mobilization of the facilitator and

the child club in the community. Construction of toilet in the household. Use and regular maintenance of the toilet by every member of the household. Formation, orientation and mobilization of the women’s group, tole community,

community development group. Formation and implementation of the community action plan. (social mapping

also) Informative message/sanitation board (with the name list of the household with

and without toilet as well as its type)

Establishment of board announcing the ODF community. Development of monitoring methods and continuous self monitoring.

Annex 6 – Child Friendly Facilities.Drinking water facility

Make informative drawings in the drinking water tank. Making small pressure and flow in the taps. Put jug, mug for drinking purpose. Make a sewerage leading to kitchen garden. Tap should be reachable for the child. Tap should be easy to open and close. There should be a border where the water falls. Include sanitation information in the tanks.

Class room and compound

Keep dustbin in the class room and compound. Make and use solid waste management pit. (should be different for degradable and

non degradable waste) Monitor and evaluation of classrooms by the teachers.

Nail cutting habit

Clip nails every Friday. School should keep nail clippers for the students. Choose a leader with the help of the teachers to clip the nails. Educate the children according to their capacity regarding health/sanitation, toilets

and urinals. Provide practical and informative information about personal hygiene.

6. Cleaning toilet and urinals. Management of water in the toilet. There should be separate toilets for girls and boys. There should be different places to defecate and urinate and the toilets and the

urinals should be constructed as per the no. of students. Locks of the doors should be useable by small and big students. Water should be sufficient enough to drink, hand wash and use in the toilet. The children must have knowledge regarding use of toilet. The stairs and doors of the toilet should be child friendly. Tap inside toilet should be reachable for children. Cleaning facility like broom, dustbin, etc used to clean class rooms and

compound should be managed. There should be separate pits to dump and burn the waste. There should be facility of materials and ground for playing. Construct disable friendly facilities.

Annex -7

Tables on plan of Action, Composition of the Child Club and Sanitation Information Board.

1: Format for plan of action

Name of school: VDC: Ward No:

Name of settlement/community: Date:

Table.1 Plan of Action

S.No. Activities (actions)

How to undertake the actions? (Methods)

When to undertake? (Time)

Who will be responsible? (Responsibility)

Venue (Place)

Remarks

Pre ODF related activities1234Post ODF related activities5678

2. Composition of Child clubs

Table.2 Composition of the Child Club

Level of school Class Total Number

1 2 3 4 5 6 7 8 9 10

Primary - - 4 7 9 - - - - - 20

Lower Secondary - - 2 4 6 8 10 - - - 30

Secondary/ Higher Secondary

- - - 2 4 6 8 10 10 - 40

Note:

The size of the child club could be considered as per the need or situation of the community

At least 50% member of the child club should be girl The students belonging to backward communities should be included in the club The member of the child club should represent each settlement/community of the

school catchment as far as possible.

Annex 8:

Indicators for Monitoring of School and Community Level Actions

Members of the monitoring team should collect brief information of each indicator. The school should also prepare the database based on these indicators.

S.No Monitoring Indicators Brief Comments1. School Level1.1.1 Is child club formed and reformed?  1.1.2 Is the meeting of child club held regular?  1.1.3 Are the decisions of the child club implemented sincerely?  1.2 Capacity Development1.2.1 Is the child club oriented and trained?  1.2.2 Are teachers and members of SMC and PTA trained?  

1.2.3Is school and community level plan of action developed and implemented?  

1.2.4Is the social map of the school catchment developed and implemented?  

1.3 Water Supply Facilities1.3.1 Is water supply facility constructed and repaired in the school?  1.3.2 Is water supply adequate and available in all seasons?  1.3.3 Are water supply child-friendly?  1.3.4 Is water safe for drinking?  1.4 Sanitation Facilities1.4.1 Are latrine and urinal constructed, used and repaired?  1.4.2 are latrine and urinal available and adequate for students?  1.4.3 Are the soaking pit, garbage pit, drainage pit, containers, etc.

available in the school?  1.4.4 are these facilities child-friendly and gender-friendly?  1.4.5 Do students use these facilities?  1.5 Hand Washing

1.5.1Are hand-washing facilities such as soap, towel, platform, etc. available?  

1.5.2 Do students wash hands with soap before eating food? and after using toilet?  

1.5.3Are the children aware of proper hand washing method and Critical Times?  

1.6 Environmental Sanitation1.6.1 Are the school compound and ground free from open defecation?  1.6.2 Are school compound and class room clean?  1.6.3 Are dustbin, broom, etc available in the class and used?  1.7 Knowledge on Hygiene and Sanitation1.7.1 Have students maintained personal hygiene? (like Nail clipping,

Clean clothes, Face and hand washing, combing hair, etc)  

1.7.2Are students aware of personal hygiene and environmental sanitation?  

1.8 Fund collection/Mobilization1.8.1 Is funds generated for WATSAN facilities and O&M?  1.8.2 Is there participation of stakeholders (especially child clubs) for fund

mobilization?  1.8.3 Have VDC, teachers and members of SMC and PTA contributed to

generate funds?  1.8.4 Is fund released in timely by support agencies?  1.8.5 Is child club fund formed?  1.9 Monitoring and Follow-up1.9.1 Is monitoring, follow up and supervision done by the concerned time

to time?  1.9.2 Are teachers and students involved for self-monitoring, supervision

and follow-up of the school and community level?  1.10 Other Promotional Actions

1.10.1Are the school level rules and regulation developed and implemented?  

1.10.2 Are IEC materials adequate and available in schools?  1.10.3 Are the meetings of teachers, members of SMC and PTA, child club,

and stakeholders held regularly in the school?  1.10.4 Are the sanitation related activities a part of curriculum of school?  1.10.5 Is the system of reward and recognition developed and implemented

to encourage individual and settlement/community?  1.10.6 Does the school implement suggestions/recommendations of the

concerned organization?  1.10.7 Are teachers, staff and students involved in cleaning latrine?  1.11 Documentation and reporting 1.11.1 Is documentation system promoted in school?  1.11.2 Do the school submit the progress and account report to the

concerned organization?  1.11.3 Is visitors' book available in school?  1.11.4 Are minutes of the meetings of teachers and child club kept properly?  1.11.5 Is school brochure developed and disseminated?  1.11.6 Is baseline information about school and community sanitation

available in school and updated?  1.12 Achievements of the Program1.12.1 Is there increase in the student's enrollment rate and regular

attendance?  1.12.2 Is there visible reduction in diarrhoeal disease among students?  1.12.3 Has latrine construction rate increased in households after program

intervention?  1.12.4 Has program contributed for quality education?  1.12.5 Has school received any reward and recognition?  2 Community Level2.1 General Issues2.1.1 How many settlements/communities are there in school catchments?  2.1.2 How many households (HHs) are there in the catchments?  

2.1.3 What is the total population in the catchments?  2.1.4 What is the number of HHs having permanent latrine?  2.1.5 What is the number of HHs having temporary latrine?  2.1.6 What is the number of HHs practicing open defecation in the

catchment?  2.1.7 What is the total population practicing open defecation in the

catchments?  2.1.8 What is the number of settlements/communities with open defecation

areas?  2.1.9 What is the number of open defecation sites in the catchment?  2.1.10 What number/percentage of students use latrine at home?  2.1.11 Are community people aware of personal hygiene and environmental

sanitation?  2.1.12 Are community people hand wash with soap before meal and after

defecation?  2.1.13 Are soap and washing platform available in the HHs?  2.1.14 Are community people maintaining personal hygiene?  2.1.15 Are the foot trails, road, public places, courtyard, etc clean in the

community?  2.1.16 Is solid waste managed properly?  2.2 Specific Issues2.2.1 Is settlement/community level social map prepared, displayed and

updated?  2.2.2 Are Tole committee/Community Action Groups (CAG) formed and

activated for action?  2.2.3 Is settlement/community level plan of action, rules, regulations and

norms are developed and implemented?  2.2.4 How many settlements/communities have declared open defecation

free situation after program intervention?  2.2.5 Do households re-build the collapsed latrines and upgraded them/  2.2.6 How many settlements/communities have sustained the open

defecation free situation?  2.2.7 Are board displayed in public places to make the declaration of open

defecation free situation public?  2.2.8 What sort of self monitoring and follow up mechanism are

developed?  

References

Training/Workshop report on RRA/PRA -1993, Central Human Resource Development Unit of DWSS/UNICEF

Nepal State of Sanitation Report, Steeri8ng Committee for National Sanitation Action (SCNSA),1999/2000

Program Guidelines on Participatory Hygiene and Sanitation Transformation (PHAST) -2003, DWSS and UNICEF

School Sanitation Program Guideline -2057, DWSS/UNICEF

Basic Sanitation Package, DWSS/UNICEF, 2002 Rural Water Supply and Sanitation National Policy and Strategy and Sectoral

Strategic Action Plan, Ministry of Physical Planning and Works -2061 District Level Program Package for 6th National Sanitation Week Campaign,

DWSS/WHO, 2005 Sanitation Master Plan -2068 Report on Fourth National Workshop on School Sanitation and Hygiene Education,

ESS/DWSS and UNICEF, 2004 Criteria for Identifying High Risk Communities in Nepal – DWSS/WHO1999 School Sanitation and Hygiene Education – India (Resource Book), Technical Paper

Series 39, IRC, the Netherlands, 2002 Practical Guide to Triggering Community Led Total Sanitation (CLTS), Kamal Kar,

Institute of Development Studies, University of Sussex, Brighton, BNI 9RE, UK November 2004.

A Successful Model to Promote School & Community Sanitation Hygiene in Nepal, Shova Adhikari & Namaste Lal Shrestha, 2008

Country Plan of International Year of Sanitation, SCNSA, 2008 Guideline of Total Sanitation Program in Nepal, Guna Raj Shrestha, SCNSA,

Kathmandu, 2010 Child, Gender and Disabled Friendly School WASH Educational Manual, Guna Raj

Shrestha, UNICEF/CODEF, 2010 Equity and Reaching the Most Marginalized Selected Innovations and Lessons

Learned from UNICEF programs, Feb 2011